ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Student-Level Random Assignment during Summer School: Lessons Learned from an Efficacy Study of Online Algebra I for Credit Recovery
Author: Heppen, Jessica
Date: 2011-00-00
Type: Reports - Research
Subjects: Summer Schools,Student Participation,Online Courses,At Risk Students,Algebra,Mathematics Instruction,Program Effectiveness,High School Students,Secondary School Mathematics,Mentors,Interaction,Interpersonal Relationship,Educational Technology,Computer Uses in Education,Credits,Public Schools,Charter Schools,Repetition,Required Courses

Credit recovery is one strategy to deal with high failure rates. The primary goal of credit recovery programs is to give students an opportunity to retake classes that they failed in an effort to get them back on track and keep them in school (Watson &amp; Gemin, 2008). Most recently, as schools across the nation struggle to keep students on track and re-engage students who are off track, online learning has emerged as a promising and increasingly popular strategy for credit recovery: more than half of respondents from a national survey of administrators from 2,500 school districts reported using online learning in their schools for credit recovery, with just over a fifth (22%) reporting &quot;wide use&quot; of online learning for this purpose (Greaves &amp; Hayes, 2008). Despite the growing use of online courses for credit recovery, the evidence base is thin. This paper describes the design and initial implementation of a randomized control trial that was designed to strengthen the evidence base surrounding online courses used for credit recovery. This study is testing: (1) the impact of online Algebra I for credit recovery against the standard face-to-face (f2f) version of the course and (2) the effects of offering expanded credit recovery options with online algebra, relative to business as usual (i.e., the summer programming that schools would offer in the absence of efforts to expand credit recovery). The setting will be Chicago Public Schools (CPS) high schools with freshman Algebra I failure rates of 20% or higher. The target students for this study are first-time freshmen who failed Algebra IB but passed the first semester. The study is first being implemented in summer 2011, and the authors will describe the study design and report on the implementation of the first summer cohort, including challenges and lesson learned from expanding access to credit recovery courses for at-risk students and conducting random assignment &quot;on the spot&quot; as students show up to take summer classes. The paper will also describe methods for measuring student participation and engagement in online courses, including interactions with online teachers, online students and in-class mentors.
National Consumer and Financial Literacy Framework
Author: Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Lifelong Learning,National Curriculum,Curriculum Design,Educational Policy,Curriculum Development,Consumer Education,Money Management,Educational Needs,Competence,Elementary School Curriculum,Secondary School Curriculum,International Education,Alignment (Education),Behavioral Objectives,Competency Based Education,Educational Objectives

This document is a revised version of the National Consumer and Financial Literacy Framework (the Framework) originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how consumer and financial education may be structured to support a progression of learning from Foundation-Year 10. Appended are: (1) Links to the Australian Curriculum's general capabilities; (2) Links to the Australian Curriculum's cross-curriculum; and (3) Acknowledgments. (Contains 20 footnotes.)
ELT Curriculum Development: A Case Study in Keeping a Reflective Teaching Journal
Author: Inglese, Dominick
Date: 2011-12-27
Type: Reports - Descriptive
Subjects: Foreign Countries,Curriculum Development,Theory Practice Relationship,Young Adults,Case Studies,Reflective Teaching,English (Second Language),Teaching Methods,Journal Writing,Diaries,Second Language Instruction,Personal Narratives,Curriculum Implementation,Action Research,College Freshmen,Distance Education,Web Based Instruction,College Faculty

Volumes of literature outline the benefits of using journals in the classroom, most of which give methods on how to generate, administer and assess student journal writings. And although vast numbers of publications overflow with literature retelling theories and methods on how to engage in reflective practice, few are the submissions of concrete case studies of professional teacher diaries and fewer still are submissions made by young adult EFL teachers. This paper offers a glimpse into my genuine emotions as I experienced &quot;feeling like a teacher&quot; for the first time. During the spring semester of 2011 I implemented a personally designed curriculum and recorded my observations and sensations in a reflective journal. The results are offered here in an attempt to bridge the gap between theory and practice in the ELT.
A Crucible Moment: College Learning and Democracy&apos;s Future. A National Call to Action
Author: Association of American Colleges and Universities
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Democracy,Global Approach,Citizenship Education,Role of Education,School Culture,General Education,Civics,Democratic Values,Social Influences,Citizenship Responsibility,Values,Knowledge Level,Educational History,Cooperation,Social Responsibility

This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher education to workforce preparation and training while marginalizing disciplines basic to democracy. &quot;A Crucible Moment&quot; calls on educators and public leaders to advance a 21st century vision of college learning for all students--a vision with civic learning and democratic engagement an expected part of every student's college education. The report documents the nation's anemic civic health and includes recommendations for action that address campus culture, general education, and civic inquiry as part of major and career fields as well as hands-on civic problem solving across differences. &quot;A Crucible Moment&quot; was prepared at the invitation of the U.S. Department of Education under the leadership of the Global Perspective Institute, Inc. (GPI) and AAC&amp;U. The publication was developed with input from a series of national roundtables involving leaders from all parts of the higher education and civic renewal communities. Appended are: (1) Civic Investment Plan Templates; (2) Civic Learning and Democratic engagement Project Staff; (3) Civic Learning and Democratic Engagement National Roundtables: Participant List; and (4) Civic Learning and Democratic Engagement National Roundtables: Participating Organizations. (Contains 7 figures.)
High-Stakes Testing. Policy Statement. Issue 3
Author: National Forum to Accelerate Middle-Grades Reform
Date: 2002-07-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Developmentally Appropriate Practices,Federal Legislation,State Standards,High Stakes Tests,Position Papers,Evaluation Methods,Educational Policy,Alternative Assessment,Middle School Students,Teaching Methods,Academic Achievement

With public demand and recent federal legislation calling for high standards and improved student performance, virtually every state in the nation has created and administered statewide tests that measure student progress over time. The requirements of the No Child Left Behind Act of 2001 will result in increased use of these tests. After careful deliberation, the National Forum to Accelerate Middle-Grades Reform has endorsed the following statement of policy: The National Forum believes in standards and assessments that lead to high expectations, foster high-quality instruction, and support higher levels of learning for every student. At the same time, the National Forum believes that no single test should ever be the sole determinant of a young adolescent's academic future, whether it be promotion to the next grade, special placement, or transition from the middle grades to high school. Rather, the National Forum encourages diverse approaches to curriculum and instruction and supports the use of multiple measures to make decisions about a student's progress. These may include portfolios, exhibitions, performances, demonstrations, and tests that measure how well students achieve state standards. This policy statement is grounded in the National Forum's vision of high performing middle-grades schools, which use multiple sources of assessment information to make decisions about teaching and student learning. [For &quot;Teacher Preparation, Licensure, and Recruitment. Policy Statement. Issue 2,&quot; see ED528789.]
Policy Statement on Grade Configuration. Issue 5
Author: National Forum to Accelerate Middle-Grades Reform
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Evidence,Middle Schools,Early Adolescents,Position Papers,Educational Change,Educational Policy,Change Strategies,Educational Improvement,Improvement Programs,Best Practices,Grouping (Instructional Purposes),Educational Assessment,Educational Indicators,School Effectiveness,Academic Achievement

In recent years, several large urban districts, including Cincinnati, Cleveland, Milwaukee, New York City, Philadelphia, Portland, and Kansas City, Missouri have converted their middle schools (generally grades 6-8) to K-8 schools in the hope of improving student achievement, attendance, and behavior, while also enhancing parental involvement. The National Forum to Accelerate Middle-Grades Reform, which supports all bona fide efforts to improve schooling for young adolescents (ages 10-14), recommends that such efforts be grounded in evidence-based research. Current research on grade configuration, however, is not definitive. More evidence is needed to document the positive outcomes achieved by 6-8 and K-8 schools on young adolescents, as well as by other organizational structures. The National Forum believes that what is most important for the education of young adolescent learners is what takes place inside each middle-grades school, not grade configuration per se. The National Forum has put forth a comprehensive policy agenda for middle-grades education designed to bring about positive and lasting school improvement. This paper summarizes the history and research surrounding grade configuration, along with the Forum's own experiences in identifying high-performing schools that serve young adolescents. These suggest that focusing on changing grade configuration as the solution to middle-grades problems and challenges may not achieve the intended results. [For "Small Schools and Small Learning Communities. Policy Statement. Issue 4," see ED528790.]
Teacher Preparation, Licensure, and Recruitment. Policy Statement. Issue 2
Author: National Forum to Accelerate Middle-Grades Reform
Date: 2002-04-00
Type: Reports - Descriptive
Subjects: Expertise,Caring,Assignments,Middle Schools,Adolescents,Educational Change,Teacher Education Programs,Teacher Education,Teacher Recruitment,Middle School Teachers,Teacher Effectiveness,Teacher Certification,Partnerships in Education,Standards

The National Forum to Accelerate Middle-Grades Reform is committed to making high-performing middle-grades schools the norm rather than the exception. The Forum believes that specialized preparation of middle-grades educators will produce competent and caring teachers who are well-qualified to teach young adolescents. Therefore, the Forum strongly supports the specialized preparation of middle-level teachers at both the pre-service and graduate levels. To that end, the Forum makes the following recommendations: (1) States should establish mandatory requirements for middle-level teacher licensure as an incentive for both institutions and individuals to pursue a middle-level specialization; (2) Colleges and universities should establish teacher preparation programs that prepare practicing and future teachers to work specifically with young adolescents, and assign faculty and staff with expertise in middle-level education to these programs; (3) Districts and schools should hire middle-grades teachers to teach the subjects they are prepared to teach; (4) States should make middle-level teacher licensure specific to the middle grades (e.g., grades 5 through 8, or 6 through 9) and not overlap significantly with licensure for the elementary or high school levels; (5) Middle-grades licensure for content-area teachers (such as language arts, science, mathematics, and social studies) should be middle-grades subject-specific and middle-grades standards-based, including concentrated study in two or more academic areas; and (6) Colleges and universities should work in partnership with districts and schools to provide ongoing professional development and sustained support for both new and veteran middle-level teachers. (Contains 2 footnotes.) [For "Student Assignment in the Middle Grades towards Academic Success for All Students. Policy Statement. Issue 1," see ED528802.]
Small Schools and Small Learning Communities. Policy Statement. Issue 4
Author: National Forum to Accelerate Middle-Grades Reform
Date: 2004-06-00
Type: Reports - Evaluative
Subjects: Small Schools,High Stakes Tests,Educational Change,Middle Schools,Adolescents,Academic Achievement,Learner Engagement,Educational Improvement,Middle School Students

The National Forum to Accelerate Middle-Grades Reform recommends that national, state, and local policymakers provide resources and support to create small schools at the middle-grades level. In those cases where small schools are not feasible, the National Forum recommends that district and school leaders break down large middle-grades schools into smaller schools or small learning communities that create a personalized environment for teaching and learning. "Smallness," whether small learning communities or small schools, is a necessary but not sufficient organizational structure that enhances teaching and learning at the middle level. [For "High-Stakes Testing. Policy Statement. Issue 3," see ED528787.]
Propensity Score Weighting with Error-Prone Covariates
Author: McCaffrey, Daniel F.
Date: 2011-00-00
Type: Reports - Research
Subjects: Computation,Probability,Weighted Scores,Error of Measurement

Inverse probability weighting (IPW) estimates are widely used in applications where data are missing due to nonresponse or censoring or in observational studies of causal effects where the counterfactuals cannot be observed. This extensive literature has shown the estimators to be consistent and asymptotically normal under very general conditions, and combining IPW with modeling for the mean function yields "doubly robust" estimates which are consistent and asymptotically normal. Recent studies have considered estimation of the response or treatment assignment functions and have shown nonparametric and boosting type estimators work well in simulations and applications. The purposes of this study are to: (1) Develop an analytic form for a weighting function that can be used to estimate weighted means that consistently estimate the population mean from incomplete data when covariates are measured with error; (2) Develop a consistent estimator of the weighting function and the population mean when covariates are measured with error; and (3) Evaluate the small sample properties of the estimator through a simulation study.
Review of the National Curriculum in England: Report on Subject Breadth in International Jurisdictions. Research Report. DFE-RR178a
Author: Department for Education (England)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: National Curriculum,Educational Research,Research Reports,Foreign Countries,Curriculum Development,Comparative Analysis,Comparative Education,Content Analysis,Course Content,Course Organization,Curriculum Evaluation,Curriculum Research,Qualifications,Curriculum Design

To support the review of the National Curriculum, the National Foundation for Educational Research (NFER) was commissioned by the Department for Education in the spring of 2011 to produce a report detailing curricular arrangements in a number of high-performing educational jurisdictions. The principal source of information for this report has been the International Review of Curriculum and Assessment Frameworks Archive (INCA), the content of which is managed by NFER. This report describes the organisation and content of school curricula in the following countries and jurisdictions: (1) Australia, specifically including Victoria; (2) Canada, specifically including Alberta and Ontario; (3) Finland; (4) France; (5) Hungary; (6) Japan; (7) Korea; (8) The Netherlands; (9) New Zealand; (10) Singapore; and (11) USA, specifically including Massachusetts. The report includes information about: curriculum structure and organisation; curriculum review processes; lower secondary qualifications; and compulsory and optional curriculum subjects at different educational phases. (Contains 1 box, 1 figure, 25 tables and 12 footnotes.) [For related report, &quot;Review of the National Curriculum in England: What Can We Learn from the English, Mathematics and Science Curricula of High-Performing Jurisdictions? Research Report. DFE-RR178,&quot; see ED528793.]
Review of the National Curriculum in England: What Can We Learn from the English, Mathematics and Science Curricula of High-Performing Jurisdictions? Research Report. DFE-RR178
Author: Department for Education (England)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Science Curriculum,Mathematics Curriculum,Evidence,National Curriculum,English Curriculum,Comparative Analysis,Comparative Education,Educational Policy,International Education,Academic Standards,Cultural Context,Academic Achievement,Educational Testing,Elementary School Curriculum,Secondary School Curriculum,Curriculum Research,Government Role,Statistical Analysis,Content Analysis,Curriculum Design,Educational Improvement,High Achievement

The Government is committed to ensuring that the new National Curriculum compares favourably with the curricula in the highest performing jurisdictions, and sets rigorous requirements for pupil attainment which measure up to the highest standards set internationally. The Government is also committed to slimming the National Curriculum so that it properly reflects the body of essential knowledge which all pupils should learn. The purpose of this report is to explore and present initial findings on what can be learned from the analysis of curricula of high-performing jurisdictions, in order to inform the development of the new National Curriculum for English, mathematics and science. In particular, issues of breadth, specificity and challenge within each subject are examined in detail to assess what this may tell everyone in devising a new National Curriculum which measures up to the highest international standards. This report forms part of a suite of evidence documents gathered as part of the National Curriculum review, including the Expert Panel report and summary report of responses to the call for evidence. Further analysis is underway to examine the education systems and cultural contexts of high-performing jurisdictions, in order to assess what other factors need to be taken into account when comparing the relative achievement of pupils from different jurisdictions. The first two sections of the report focus on the methodology and the achievement of pupils in England compared to other jurisdictions in reading, mathematics and science. The remaining three sections focus on English, mathematics and science respectively--including the analysis of breadth, specificity and challenge of the curricula in high-performing jurisdictions in comparison to the National Curriculum in England. Appended are: (1) Background on PISA, PIRLS and TIMSS studies; (2) Curriculum document references; (3) English curriculum comparison tables; (4) Mathematics curriculum comparison tables; and (5) Science curriculum comparison tables. (Contains 7 figures, 61 tables and 142 footnotes.) [For related report, &quot;Review of the National Curriculum in England: Report on Subject Breadth in International Jurisdictions. Research Report. DFE-RR178a,&quot; see ED528792.]
Class Size and Education in England Evidence Report. Research Report. DFE-RR169
Author: Department for Education (England)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Evidence,Class Size,Teacher Effectiveness,Educational Objectives,Outcomes of Education,Birth Rate,Foreign Countries,Teacher Student Ratio,Educational Policy,Policy Analysis,Achievement Gains,Educational Improvement,Improvement Programs,Politics of Education,Research Reports,Academic Standards,Population Growth,Population Trends,Educational Legislation,Parent Attitudes,Disadvantaged,Classroom Environment,Educational Attainment,Comparative Analysis,Comparative Education

This report gives an overview of the existing evidence base on class size and education in England. In particular, it considers how class sizes have changed over time; the impact of the increase in birth rate on pupil numbers and how this could affect the teacher requirement and class sizes; and the impact of class size on educational outcomes. The report also considers the impact of the 1998 School Standards and Framework Act. This put a duty on Local Authorities (LAs) and schools to limit the size of infant classes taught by one teacher to 30 pupils. It became a legal requirement from September 2001. Local authority plans, produced in order to ensure the legal requirement was met, were subject to challenge, approval, intervention when required, funding and monitoring, and held to account against delivery. Overall, the available evidence in 4 (&quot;How Important is Class Size?&quot;) and 5 (&quot;International Comparisons&quot;) suggests that class size reduction policies are not the best option in terms of value for money to raising pupil attainment, compared to others such as increasing teacher effectiveness. Broadly evidence suggests that class size reduction policies have an uncertain and diminishing effect on pupil achievement in the long run. There will, however, be increasing demands for primary and secondary school places over the next few years, as the number of children born each year in England has increased each year since 2002, apart from in 2009. The number of births in 2010 was around 20% higher than in 2002 and 13% higher than in 2004 (ONS, 2011a). Whilst the continually falling pupil teacher ratios in independent schools implies there is demand for smaller class sizes in the market for education, while class size is the third most common reason for parents to choose to send their child to an independent school (Ipsos Mori, 2008). A bibliography is included. (Contains 45 figures and 32 footnotes.)