ethanporcaro/eric-fulltext-meta huggingface dataset:
Concerns about the Proliferation of One-to-One Paraprofessionals. Critical Issues Brief
Author: Giangreco, Michael F.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Autism,Developmental Disabilities,Mental Retardation,Mainstreaming,Inclusion,Paraprofessional School Personnel,Regular and Special Education Relationship,Student Needs,Interpersonal Relationship,Educational Environment,Self Determination,Student Participation,Decision Making

As more students with autism, intellectual disabilities, and other developmental disabilities are placed in general education classes, an increasingly common practice is to assign these students one-to-one paraprofessionals as a primary support mechanism. Though offered with benevolent intentions, inappropriate reliance on one-to-one paraprofessionals has been identified a practice fraught with limitations (Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005). As such it warrants closer scrutiny as a critical issue in special education for at least four key reasons. Overreliance on one-to-one paraprofessionals: (a) is conceptually questionable, (b) may be an unduly restrictive support, (c) is associated with a host of inadvertent detrimental effects, and (d) is exacerbated by insufficient approaches for decision-making. Given the concerns associated with the utilization of one-one paraprofessionals, there are a number of steps school personnel can take to mitigate the problems and provide appropriate supports for students with disabilities who are placed in general education settings: (1) Utilize existing paraprofessionals in responsible ways; (2) Facilitate peer interactions and other natural supports; (3) Involve students with disabilities in making decisions about their own supports; (4) Explore less restrictive alternatives to using one-to-one paraprofessionals; (5) Explore ways to fade one-to-one supports; (6) Have a process for making decisions about one-to-one paraprofessional supports; and (7) Schools can consider systems-level alternatives to overreliance on paraprofessionals.
Learning Together: Mathematics
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Mathematics Achievement,Numeracy,Reflection,Mathematics Education,Professional Development,Educational Improvement,Mathematics Teachers,Parents,Best Practices,Mathematics Skills,Instructional Effectiveness,Teaching Methods,Learning Strategies,Classroom Techniques,Student Attitudes,Relevance (Education),Self Esteem,Independent Study,Cooperative Learning,Student Characteristics,Student Evaluation,Parent Participation,Teacher Characteristics

This guide is intended to stimulate professional reflection, dialogue and debate about mathematics and how to improve it. It draws together themes, features and characteristics of effective improvement in mathematics and descriptions of good practice. It offers a reference point for staff and teachers who are working together to improve mathematics education. This guide will also be useful for learners, parents and communities as they discuss how they can contribute to improving learning in mathematics. Staff are able to make substantial progress in improving learning and teaching in mathematics by sharing practice with each other and by involving children, young people, parents and communities as partners. This guide aims to promote reflection about how best to develop young people's ability and inclination to apply their mathematical or numeracy skills in managing their day-to-day activities and meeting the challenges of a modern society. It also provides examples of good practice along with questions which teachers can use to reflect on how well they encourage high achievement in mathematics for all learners. (Contains 11 footnotes.)
Beyond Time Out and Table Time: Today's Applied Behavior Analysis for Students with Autism
Author: Boutot, E. Amanda
Date: 2010-04-21
Type: Reports - Descriptive
Subjects: Public Schools,Autism,Behavioral Science Research,Timeout,Behavior Modification,Contingency Management,Operant Conditioning,Students,Positive Reinforcement,Reinforcement,Behavior Change,Punishment,Intervention,Pervasive Developmental Disorders,Misconceptions,Special Education

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts continues to generate debate and confusion for practitioners and family members in the autism field. A general lack of understanding, or misunderstanding, of the science and practice of ABA is pervasive in the field and has contributed to an often contentious dialogue among stakeholders, as well as limited implementation in many public school settings. A review of the history of ABA and its application to individuals with ASD is provided, in addition to a discussion about practices that are/are not based on the science of ABA. Common myths related to ABA and ASD, as well as challenges practitioners face when implementing practices based on the science of ABA in public school settings are also described. (Contains 1 figure and 3 tables.)
Migrant and Seasonal Head Start Research Design Development Project 2002-2004. Executive Summary
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2004-07-02
Type: Reports - Research
Subjects: Outcomes of Education,Migrants,Research Design,Research Methodology,Disadvantaged Youth,Preschool Education,Second Language Learning,Parent Role,Preschool Teachers,Access to Health Care,Infants,Migrant Education,Seasonal Employment,Check Lists,American Indians,Migrant Workers,Measures (Individuals),Federal Programs,Siblings,Parents,Interviews,Questionnaires

The unique characteristics of migrant and seasonal families are important concerns for the Office of Head Start, yet the research and evaluation efforts that address this segment of the Head Start program have been limited. This study was designed to ascertain the state of research knowledge about Migrant and Seasonal Head Start (MSHS) programs; assess the feasibility of a range of measures and research methods; and select and pilot test methods, instruments, and procedures appropriate for this population. The "Migrant and Seasonal Head Start Research Development Design Project" was the result of the collaboration between MSHS programs and the Administration for Children and Families (ACF) to determine viable methods for assessing the unique characteristics of programs while also examining common programmatic components. This report is meant to provide an overview of the issues in conducting research in these programs. Caution should be used in interpreting any specific results from this project because they are limited to the programs that participated in this project and thus should not be taken as being representative of all MSHS program therefore, very few specific details regarding responses to measures are presented in this executive summary. The information that is provided should improve future research efforts attempting to accurately describe programs, families, and children of the MSHS community. Membership of the Technical Work Group is appended. (Contains 2 figures, 3 tables, and 3 footnotes.)
Reaffirming Diversity in Higher Education through Faculty Hiring: A Leadership Perspective
Author: Chen, Dianbing
Date: 2013-00-00
Type: Opinion Papers
Subjects: Higher Education,Educational Environment,Personnel Selection,Diversity (Faculty),Intergroup Relations,Social Integration,Selection Criteria,Personnel Policy,Teacher Recruitment,Leadership Qualities,Employment Opportunities,Change Strategies,Teacher Attitudes

Ongoing globalization and immigration bring diversity and rich cultural elements to American organizations at all levels. An educational environment with faculty and leaders from people of colors will set a good example for all students, especially for students of color who are eager to explore ideas and arguments at a thoughtful level to rethink their own education and to reconsider their life promises. Higher education needs to reaffirm diversity though faculty hiring.
The ICT Centre Model in Andalusia (Spain): Results of a Resolute Educational Policy
Author: Aguaded, J. Ignacio
Date: 2009-07-00
Type: Journal Articles
Subjects: Educational Policy,Educational Administration,Foreign Countries,Program Implementation,Educational Innovation,Technology Uses in Education,Educational Technology,Influence of Technology,Technology Integration,Interviews,Focus Groups,Administrator Attitudes,Coordinators,Program Effectiveness,Models

This paper displays some results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, it analysed the effect of the measures used to integrate ICTs on the educational administration and education centres. This integration is analysed not only at an institutional level, concerning the organization of the centres, but also regarding the classroom and its repercussions in teaching-learning processes. (Contains 1 table and 5 footnotes.) [This research was supported by the Spanish Science and Education Ministry, National Announcement Plan 2004-2007 (Project SEC2004-01421).]
Work-Family Information for State Legislators. Policy Briefing Series. Issue 18
Author: Curlew, Mary
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Family Work Relationship,Parent Participation,Parent School Relationship,State Legislation,Policy Formation,State Policy,Leaves of Absence,Personnel Policy,Information Sources,Policy Analysis

One of the most important factors in school performance is parental involvement. However, many parents do not have the flexibility in their work schedules or the leave policies necessary to attend school functions. As a result, legislators are creating policies to address this issue. This policy brief tackles the following questions: (1) What is school involvement leave and why is it a policy issue?; (2) What are the benefits and concerns regarding school involvement leave policies?; (3) What policies have been enacted or proposed to address school involvement leave?; and (4) Where can I get more information?
Just for the Kids: School Improvement Service Based on Student Achievement Data and Evidence-Based Practices
Author: National Center for Educational Accountability
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Academic Achievement,Benchmarking,Evidence,Data,Best Practices,Self Evaluation (Groups),School Effectiveness,Educational Planning

The goal at the National Center for Educational Accountability (NCEA) is to support school efforts to reach excellence--to raise academic expectations and to promote those practices that will help more students reach those expectations. The "Just for the Kids School Information Service" is the process NCEA has created to accomplish this goal in a state. Using knowledge gained from the study of approximately 500 school systems across the country, NCEA's purpose in preparing this service is to inform and inspire--and ultimately improve--student achievement. School and district teams participating in this service will: (1) Inform: Receive clear and specific information about current student performance levels compared to the highest performing schools with similar student populations; (2) Inspire: Study the practices of high-performing schools with similar student populations and compare their practices; and (3) Improve: Set clear and specific student achievement goals, target practices for improvement, and receive mentoring from high-performing leaders to determine "next steps". (Contains 5 footnotes.)
NCEA's Best Practice Framework: A Platform to Examine School and System Practices. 2006
Author: National Center for Educational Accountability
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Academic Achievement,Best Practices,Models,Evidence,Effective Schools Research

While educators often have rich information on the strategies used in their own school, they may have little information about the strategies or practices in other schools--particularly the specific practices of consistently higher performing schools. To provide an outside compass for those seeking to improve, members at the National Center for Educational Accountability (NCEA) have researched the practices of 479 school systems chosen through a careful analysis that identifies consistent school performance over at least three years in multiple subjects. They have also studied the findings of experts in effective schools research--most notably, Dr. Larry Lezotte of Effective Schools in Okemos, Michigan. Lezotte and Levine's "Unusually Effective Schools" monograph (1990) remains a classic in the review and analysis of research related to effective school practices. Their best practice findings are drawn from the case studies of the schools they have visited. They have structured their findings into five broad themes further defined by practices related to those themes at three school levels--district, school, and classroom: (1) Curriculum and Academic Goals; (2) Staff Selection, Leadership, and Capacity Building; (3) Instructional Programs, Practices, and Arrangements; (4) Monitoring Progress: Compilation, Analysis, and Use of Data; and (5) Recognition, Intervention, and Adjustments. This structure, the "Best Practice Framework," attempts to capture the general principles they found operational in organizations marked by sustained performance higher than demographically similar schools. (Contains 3 footnotes.)
NCEA's Best Practice Framework: A Platform to Examine School and System Practices. 2007
Author: National Center for Educational Accountability
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Academic Achievement,Best Practices,Models,Evidence,Effective Schools Research

While educators often have rich information on the strategies used in their own school, they may have little information about the strategies or practices in other schools--particularly the specific practices of consistently high-performing schools. To provide an outside compass for those seeking to improve, members at National Center for Educational Accountability (NCEA) have researched the practices of 479 school systems chosen based on a careful analysis that identifies consistent school performance over at least three years in multiple subjects. They have also studied the findings of experts in effective schools research--most notably, Dr. Larry Lezotte of Effective Schools in Okemos, Michigan. Lezotte and Levine's "Unusually Effective Schools" monograph (1990) remains a classic in the review and analysis of research related to effective school practices. Their best practice findings are drawn from the case studies of the schools they have visited. They have structured their findings into five broad themes further defined by practices related to those themes at three school levels--district, school, and classroom: (1) Curriculum and Academic Goals; (2) Staff Selection, Leadership, and Capacity Building; (3) Instructional Programs, Practices, and Arrangements; (4) Monitoring Progress: Compilation, Analysis, and Use of Data; and (5) Recognition, Intervention, and Adjustments. This structure, the "Best Practice Framework," attempts to capture the general principles they found operational in organizations marked by sustained high performance. Equally important, they have provided information on contextual variables that define how any particular practice appears at a given school. (Contains 3 footnotes.) [For 2006 report, see ED543025.]
Identifying Appropriate College-Readiness Standards for All Students. NCEA Issue Brief #2
Author: Dougherty, Chrys
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: College Readiness,Academic Standards,State Standards,Curriculum,Equal Education,Elementary Secondary Education,Case Studies,Benchmarking

There is a growing awareness among educators and policymakers that the academic standards associated with college readiness are also necessary to prepare students to take advantage of opportunities in the workplace. A challenging K-12 college-readiness curriculum is also important for preparing students for citizenship. Such a curriculum, if universally taught and learned, would help to equalize opportunities across socioeconomic backgrounds so that no group of citizens is denied the benefits of a strong education. The goal of preparing all students for the opportunities of postsecondary education, work, and citizenship dictates that school systems do three things. First, they must adopt high but attainable college-readiness standards that minimize the odds that students will need remediation should they attend college. Second, they must make a K-12 curriculum based on those standards the default curriculum for all students regardless of socioeconomic background. Third, to have a chance at success, they must get students on track to reach those standards in elementary school, as getting academically behind students up to high academic standards later is difficult and costly. Appendix includes: Establishing a TLI Scale for the TAKS Test. A bibliography is included. (Contains 3 tables, 1 figure and 33 footnotes.)
High Quality High Schools
Author: Rutherford, Jean
Date: 2006-03-00
Type: Reports - Descriptive
Subjects: High Schools,Educational Quality,School Effectiveness,Best Practices,Models,Educational Change,Alignment (Education),Curriculum,Educational Objectives,Data Analysis,Data Collection,State Policy,Government Role,State Government,State Standards,Academic Standards

Governors and state and local education officials assumed that raising student achievement in the elementary and middle grades would solve the problems with high schools--but it hasn't. Why? Good information is the basis for successful improvement, and high school reform lacks accurate information about what students are to learn and about how many students are actually learning it. In addition, &quot;better K-8 student performance&quot; may still fall woefully short of a true college-readiness standard. A rigorous methodology guides the consistently higher performing school identification process the National Center for Educational Accountability (NCEA) uses across states. Researchers at NCEA study both average and higher performing schools to ensure its findings represent what distinguishes higher performers from others. Common protocols, reviewed externally, guide NCEA's site visits. The study of approximately 500 school systems over the past five years using this methodology is the foundation for the information shared in this document. The study of these school systems led to the development of the NCEA Best Practice Framework. The NCEA Best Practice Framework features three primary components: &quot;Organizing Themes,&quot; &quot;School System Levels,&quot; and &quot;School System Practices&quot;. The Framework rests on the &quot;State Standards&quot; as a foundation for teaching and learning. Ensuring success for every child on the assessment of those standards (&quot;Evidence of Student Learning&quot;) requires &quot;High-Quality Instruction.&quot; And, achieving such instruction in every classroom requires a coherent system of district-, school-, and classroom-level practices. Appended are: (1) Emerging High School Best Practices by NCEA Organizing Theme; and (2) 2001-2005 High School Site Visits. (Contains 3 figures and 10 footnotes.)
Learning Together: Improving Teaching, Improving Learning--The Roles of Continuing Professional Development, Collegiality and Chartered Teachers in Implementing &quot;Curriculum for Excellence'&quot;
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Improvement,Educational Change,Faculty Development,Professional Continuing Education,Outcomes of Education,Collegiality,Curriculum Implementation,Elementary Secondary Education,Experienced Teachers,Teacher Role,Leadership,Computer Uses in Education,Partnerships in Education

&quot;Curriculum for Excellence&quot; sets a rightly-ambitious agenda for reform in Scottish education. The Teachers' Agreement established conditions and processes which are intended to enhance individual teachers' professional skills, knowledge and attributes, and provide a context for them to be able to perform to the highest level. The benefits of the Teachers' Agreement have yet to be fully realised. Successful implementation of &quot;Curriculum for Excellence&quot; relies on this. Scotland has reached a transition point in both &quot;Curriculum for Excellence&quot; and the implementation of the Teachers' Agreement. Implementation of &quot;Curriculum for Excellence&quot; is at the point where there will be a significant expansion from individual initiatives in selected areas to adoption by all teachers across all aspects of learning. At this transition point, this publication looks at some of the most important factors which will be needed for these profound changes. It takes stock of emerging practice in professional development and describes how collegiality, the contributions of chartered teachers, partnerships, leadership development, and the potential of information and communications technology can help to achieve the challenging outcomes educators seek. It reaffirms the importance of teachers learning together, recognising that the insights and expertise which lead to improvements for learners are often to be found amongst colleagues. It contains examples of promising and effective practice and points for further engagement and discussion. (Contains 17 footnotes.)