ethanporcaro/eric-fulltext-meta huggingface dataset:
Eastern Kentucky Teacher and Administrative Stress: Part II
Author: Wright, Sam
Date: 2012-02-00
Type: Reports - Research
Subjects: Stress Variables,Teacher Burnout,School Districts,Principals,Stress Management,Teacher Surveys,Elementary Secondary Education,Gender Differences,Enrollment Influences,Fiscal Capacity,Financial Support,Age Differences,Administrator Attitudes,Teacher Attitudes,Coping

The purpose of this research was to survey selected Eastern Kentucky Teachers (Elementary, Middle, and High School) to collect data about stress in public schools. This was a continuation study for Eastern Kentucky that collected data on how men and women teachers and men and women administrators handle stress.  A stress survey (Appendix C) was sent to randomly selected elementary, middle, and high school teachers located in the Eastern Kentucky region serviced by Morehead State University (22 Counties). The survey was conducted during the spring of 2011. The random survey resulted in a 76% return. The conclusions for the survey were: (1) A majority of the teachers (68%) indicated men teachers handle stress the best. (2) A clear majority of the teachers (84%) indicated men school administrators handle stress  the best. (3) A majority of teachers (79%) indicated elementary teachers handle stress the best. (4) A majority of teachers (58%) indicated that elementary school administrators handle stress the best. (5) A majority of teachers (84%) felt enrollment makes a difference in the level of stress for teachers. (6) The teachers felt unanimously that enrollment makes a difference in the level of stress for school administrators. (7) A majority of the teachers (95%) felt the financial condition of a school district makes a difference in the level of stress for teachers. (8) A majority of the teachers (95%) felt the financial condition of a school district makes a difference in the level of stress for school administrators. (9) A majority of the teachers (84%) felt age makes a difference in the level of stress for teachers. (10) A majority of the teachers (84%) felt age makes a difference in the level of stress for school administrators. (11) The teachers (68%) felt the 21-30 age group of teachers suffered the highest level of stress. (12) The teachers (37% and 37%) felt school administrators in the 21-30 and 31-40 age groups suffered the highest level of stress. (13) The teachers unanimously indicated stress was increasing for teachers. (14) The teachers unanimously indicated stress was increasing for school administrators. The results of the teacher stress survey were compared to the previous year principal stress survey. Five appendices are included: (1) Eastern Kentucky Teacher and Administrative Stress Survey; (2) Letter to Principals; (3) Follow-up Letter to Principals; (4) Service Region for Morehead State University; and (5) Author's Information.
The New Teacher Orientation and Training Program. Calgary Board of Education June 2010  &amp; Northland School Division #61 Beginning Teacher Institute August 2010
Author: Richardson, D. Theophilus
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Beginning Teachers,Teacher Orientation,Urban Teaching,Boards of Education,Beginning Teacher Induction,Special Education,English Instruction,Information Literacy,Information Skills,Access to Information,Program Descriptions,Participant Satisfaction,Foreign Countries,Teacher Education Programs,Training Methods,Training Objectives

It is always an enlightening experience to observe how ideas around change are executed. The Calgary Board of Education program for inducting new teachers into its system merited some investigation. For a period of six weeks, the authors participated in this process, with a view that, some elements of the program could be used in a similar format in their home school division. Time was spent planning for a meaningful encounter between the Calgary Board officials and the Northland School Division Leadership team. The stage was set for jurisdictional sharing to occur. The organizers of the Calgary Induction Program shared the rationale and some of the outcomes of their program. Their rationale was to provide new teachers with a deeper understanding of the services that the Board had to assist teachers in the Special Education and English Language learning area of their system.  The orientation was meant to make the new teachers experts in knowing how to access information, both written documents and services from specialist providers employed by the school board. What was shared was an induction program that was meeting the needs of urban teachers with a network of readily available human resources. A list of resources is included.
Review of "What's Trust Got to Do with It?"
Author: Mathis, William J.
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Communication Strategies,Community Support,School Restructuring,Educational Change,Change Strategies,Educational Policy,Research Reports,Community Influence,Community Cooperation,Community Coordination,Community Benefits,Educational Practices,Educational Research,Compliance (Legal),Accountability,School Effectiveness,Community Attitudes,Trust (Psychology)

This report offers recommendations for building community support for federal school  turnaround approaches, particularly in communities that oppose these approaches. Parents, the report concludes, want improvement but cherish their local schools and distrust the turnaround options mandated from above by higher levels of government. Thus, community members rise up in anger when their school faces closure, conversion to a charter school, breaking-up, or forced replacement of staff. Arguing that this resistance is due in large part to parents not understanding how bad their schools are, the report proposes that by engaging the public constructively and using eight communication strategies, parents will react more positively towards imposed turnaround approaches. The report does not address the body of research that shows school turnarounds to be generally unsuccessful. Further, even though parents in the study raise concerns that their schools are under-resourced and face significant social problems, the report fails to address these issues. By diverting attention from the real problems correctly identified by the parents and by possibly disrupting ongoing reforms, this communication strategy holds little promise for actually improving education and could prove harmful. (Contains 6 notes.) [For the document reviewed, "What's Trust Got to Do with It? A Communications and Engagement Guide for School Leaders Tackling the Problem of Persistently Failing Schools," see ED529276.]
Race to the Top. Delaware. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes Delaware's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. With its Race to the Top win last year, Delaware embraced a unique opportunity, and responsibility, to dramatically improve student outcomes for all students in the state. Race to the Top is not just another grant program; rather, it has become the catalyst for comprehensive and sustainable statewide reform. Individual sections contain references and footnotes. [For the parent report, &quot;Race to the Top Annual Performance Report,&quot; see ED529267. For the state summary report, &quot;Race to the Top. Delaware Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529310.]
Race to the Top. Florida. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes Florida's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Florida has relied on its strong foundation of education reform and results coupled with the new resources of Race to the Top to further its reform efforts. The state has accomplished a great deal during Year 1 of the grant, not only in initiating state and LEA (local education agency) grant projects, but in furthering related state reforms through embracing Race to the Top as the new way of work in Florida. (Contains 1 table.) [For the parent report, &quot;Race to the Top Annual Performance Report,&quot; see ED529267. For the state summary report, &quot;Race to the Top. Florida Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529312.]
Race to the Top. Hawaii. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes Hawaii's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. This past year, Hawaii embarked upon a whole system transformation effort with more clearly articulated roles and responsibilities across the central office, complex area and schools. Catalyzed by the Race to the Top award (RTTT), the Hawaii State Department of Education (HIDOE) has begun to advance a set of comprehensive reforms across four major strands of work: standards and assessments, human resource management, data systems, and turning around persistently underperforming schools. Meeting the aggressive performance goals demands the entire state rally around this agenda, which is why the state has also solidified cooperative partnerships that better align its actions vertically from Pre-Kindergarten to institutions of higher learning and horizontally across the K-12 system. Early results of the 2011 Hawaii State Assessment are in: the percentage of students scoring proficient or above on the Mathematics exam rose from 48% to 54%, while English Language Arts performance held steady at 66%. At the same time, the achievement gap between elementary-age Native Hawaiian students and their statewide peers in ELA was reduced from 12% to just over 9% in the past school year. [For &quot;Race to the Top. Hawaii Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529316. For &quot;Race to the Top Annual Performance Report,&quot; see ED529267.]
Race to the Top. Massachusetts. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes Massachusetts' progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Massachusetts has made substantial progress on its education reform priorities during Year 1 of its Race to the Top program. The state has build a workforce of effective educators. The state has provided curriculum and instruction resources. The state has prepared students for college and career. The state has turned around its lowest performing schools. [For the state summary report, &quot;Race to the Top. Massachusetts Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529318. For &quot;Race to the Top Annual Performance Report,&quot; see ED529267.]
Race to the Top. Maryland. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes Maryland's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Maryland has established a Race to the Top (RTTT) office in the Division of Academic Reform and Innovation under the direction of an Assistant State Superintendent. The personnel in this office manage the day-to-day operations of the Race to the Top program. English language arts and mathematics curriculum teams completed the draft Maryland Common Core Curriculum Frameworks in May, 2011. Maryland educators from across the state worked for nine months to develop these frameworks. Maryland has made some significant progress on its data systems in this initial year of Race to the Top funding. On June 1, 2010, Governor Martin O'Malley signed an Executive Order creating the Maryland Council for Educator Effectiveness. The Executive Order set forth the membership, identified the co-chairs, prescribed operating procedures, and set forth the responsibility of the Council. During 2010-2011, MSDE's Breakthrough Center has provided turnaround services to the bottom 5 percent of schools in Maryland--11 low-achieving schools required to adopt one of the four federal intervention models (Turnaround, Restart, Closure, and Transformation) and 10 feeder schools in the Baltimore City Schools and Prince George's County. Throughout 2010 -2011, the Center created partnership agreements with Baltimore City and Prince George's County for the lowest-achieving schools and their feeder schools in the Breakthrough Zones, a five-year commitment of assistance from MSDE, coordinated by the State's Breakthrough Center. [For the parent document, &quot;Race to the Top Annual Performance Report,&quot; see ED529267. For the state summary report, &quot;Race to the Top. Maryland Report. Year 1: School Year 2010-2011. [State-Specific Summary Report],&quot; see ED529320.]
Race to the Top. Maryland Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]
Author: Department of Education (ED)
Date: 2012-01-10
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness,Teacher Evaluation

This State-specific summary report serves as an assessment of Maryland's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. Maryland's Year 1 accomplishments include critical capacity-building at the Maryland State Department of Education (MSDE), the development of a comprehensive Race to the Top Communications Plan, agreement by the Maryland Council for Educator Effectiveness (MCEE) on recommendations for a statewide educator evaluation system, the development of Maryland Common Core State Curriculum (MCCSC) Frameworks for mathematics and English language arts (ELA), and completion of the first Educator Effectiveness Academies for all schools across the State. While Maryland's accomplishments demonstrate progress in implementing its Race to the Top initiatives, the State also worked to overcome challenges in Year 1. A key challenge the State faced was hiring staff to implement the Race to the Top reform efforts. Maryland reported that hiring qualified staff was a difficulty, particularly for projects related to data systems to support instruction and the statewide educator evaluation system. Late hiring resulted in implementation delays in several projects during Year 1. During Year 1, the State determined that it needed more staff to assist in the implementation of Race to the Top initiatives than initially anticipated. Thus, Maryland added personnel, including a Communications Specialist and a Technical Program Director, in an effort to increase the effectiveness of its communications and technology programs. A glossary is included. (Contains 8 footnotes.) [For the parent report, &quot;Race to the Top Annual Performance Report,&quot; see ED529267. For the full report, &quot;Race to the Top. Maryland. State-Reported APR: Year One,&quot; see ED529319.]
Race to the Top. North Carolina. State-Reported APR: Year One
Author: Department of Education (ED)
Date: 2012-01-20
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Standards,Accountability,Achievement Gains,Achievement Gap,Administrator Effectiveness,Administrator Evaluation,Best Practices,Budgets,Career Planning,Charter Schools,Competition,Data,Disabilities,Educational Assessment,Educational Change,Educational Improvement,Elementary Secondary Education,English Curriculum,Enrollment,Federal Legislation,Federal State Relationship,Graduation Rate,Grants,Higher Education,Language Arts,Leadership Effectiveness,Mathematics,Measurement Objectives,Models,Outcomes of Education,Partnerships in Education,Performance Based Assessment,Poverty,Principals,Professional Development,Program Evaluation,Program Implementation,Reading,School Districts,School Effectiveness,School Turnaround,State Government,STEM Education,Systems Approach,Teacher Effectiveness

This paper describes the State's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. North Carolina's progress and accomplishments in the first year of Race to the Top have positioned the state for effective implementation of reform efforts over the course of the grant. In the first year, North Carolina established its project infrastructure, including project plans, vision documents, policies/procedures, staffing, partnerships and contracts, input and oversight mechanisms (including stakeholder oversight bodies and working groups), as well as gathered diagnostic information to guide implementation in the education reform content areas. [For the parent document, &quot;Race to the Top Annual Performance Report,&quot; see ED529267. For the state summary report, &quot;Race to the Top. North Carolina Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]&quot;, see ED529322.]