ethanporcaro/eric-fulltext-meta huggingface dataset:
Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands. Executive Summary
Author: Curtis, Rachel
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Teacher Leadership,Change Strategies,Teacher Role,Teacher Responsibility

Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same. Instead, school systems should provide their highest-performing teachers with leadership roles that both elevate the profession and enable them to have the greatest impact on colleagues and students. It is not easy to implement new forms of teacher leadership meaningfully and effectively; doing so involves some profound changes to the status quo. This paper addresses what is necessary for change and how school systems might be able to achieve it. Broadly speaking, teacher leadership is defined as specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school and system improvement. This paper explains why systems pursue teacher leadership strategies and why it is important to embed that work in a specific vision of what the system seeks to achieve more broadly. The vision for teacher leadership and what it can facilitate can be quite varied across school systems and may include any of the following: (1) A culture of collaboration, shared accountability, and continuous improvement among adults; (2) Greater capacity and commitment to differentiate instruction to meet students' needs; (3) Recognition, through status and compensation, that excellent teachers can be on par with school leaders; and (4) New ways of organizing and delivering instruction that increase the number of students highly effective teachers reach. [For the full report "Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands," see ED541444.]
Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands
Author: Curtis, Rachel
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Change,Teacher Leadership,Leadership Role,Teacher Role,Leadership Responsibility,Teacher Responsibility,Change Strategies,Organizational Objectives,Ability Identification,Sustainability,Improvement Programs,Foreign Countries

Given the newly refined ability to distinguish between teachers and their effectiveness, and the imperative brought on by the Common Core standards (CCSS) to deliver instruction at a more sophisticated level, it is no longer reasonable or tenable to keep treating teachers the same. Instead, school systems should provide their highest-performing teachers with leadership roles that both elevate the profession and enable them to have the greatest impact on colleagues and students. It is not easy to implement new forms of teacher leadership meaningfully and effectively; doing so involves some profound changes to the status quo. This paper addresses what is necessary for change and how school systems might be able to achieve it. Broadly speaking, teacher leadership is defined as specific roles and responsibilities that recognize the talents of the most effective teachers and deploy them in service of student learning, adult learning and collaboration, and school and system improvement. This paper explains why systems pursue teacher leadership strategies and why it is important to embed that work in a specific vision of what the system seeks to achieve more broadly. The vision for teacher leadership and what it can facilitate can be quite varied across school systems and may include any of the following: (1) A culture of collaboration, shared accountability, and continuous improvement among adults; (2) Greater capacity and commitment to differentiate instruction to meet students' needs; (3) Recognition, through status and compensation, that excellent teachers can be on par with school leaders; and (4) New ways of organizing and delivering instruction that increase the number of students highly effective teachers reach. (Contains 16 endnotes.) [For &quot;Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands. Executive Summary,&quot; see ED541443.]
Creating a Faculty Culture of Student Success
Author: Aspen Institute
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Competence,Community Colleges,College Faculty,Success,Educational Environment,Mathematics Instruction,Learner Engagement,Teacher Role,Achievement Gains,Outcomes of Education,Teamwork,Change Strategies,Program Development,Program Evaluation,Communities of Practice,Low Achievement

Sophia Graff, a beginning algebra teacher at Valencia College in Orlando, had an idea. The state of Florida had instituted a mandatory competency test that students needed to pass to enter intermediate algebra, but only a third of her students were succeeding. As part of an action-research project that was required for all professors seeking tenure, Graff had already tried and rigorously proven that engaging her students in more group assignments increased student learning. She knew it worked in her classroom. Now she wondered what would happen if she provided students with a similar opportunity to prepare for the competency test, in groups. The faculty team tracked test outcomes over the course of a year and discovered that the approach worked: student passage rates improved significantly. This guide describes several community colleges that have achieved a culture in which faculty members continuously improve student outcomes, and provides guidance on how others might build and sustain such an exceptional culture similar. In 2011, the inaugural year of the Aspen Prize for Community College Excellence, the Aspen Institute analyzed student success measures at more than 1,000 community colleges and investigated practices at colleges achieving the strongest outcomes. The Aspen Prize Jury selected Valencia College as the winner both because it achieves unusually high completion and job placement rates and because Valencia provides an outstanding example of how deep attention to teaching excellence, review of evidence, and ongoing experimentation can drive consistently improving rates of student success. (Contains 3 endnotes.)
Defining Excellence: Lessons from the 2013 Aspen Prize Finalists
Author: Aspen Institute
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Community Colleges,Best Practices,Recognition (Achievement),Awards,Achievement Gains,Success,Institutional Characteristics,Performance Factors,Educational Innovation,Professional Development,Partnerships in Education,Transfer Policy,Articulation (Education),Academic Support Services,Outreach Programs,Learning Strategies,Effective Schools Research

In many respects, one couldn't find a group of 10 schools more diverse than the finalists for the 2013 Aspen Prize for Community College Excellence. One community college serves 1,500 students, another 56,000. There are institutions devoted primarily--even solely--to technical degrees, and ones devoted mainly to preparing students for further academic study. Although the Aspen Prize finalist colleges are different in many respects, they have one thing in common: They achieve impressive outcomes for their students in the four areas that comprise the Aspen Prize's definition of excellence: (1) Completion; (2) Learning; (3) Labor market outcomes; and (4) Equity. These colleges did not achieve better student outcomes because they enrolled students who were easier to reach or better prepared than others--some finalist schools, in fact, serve students far needier and regions far poorer than the national average. It was not solely because they chose the "right" textbooks, or remedial education reforms, or online learning platforms. Of course those things matter. But even when colleges choose their approaches wisely, excellence requires more: leaders who build an environment where every professor and staff member is willing to accept tough realities and is committed to improving student success, and where every administrator makes sure they have the tools to do so.
Reducing Youth Incarceration in the United States. KIDS COUNT Data Snapshot
Author: Annie E. Casey Foundation
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Youth,Crime,Juvenile Justice,Social Indicators,Delinquency,Intervention,Institutionalized Persons,Correctional Institutions,Public Policy,Racial Differences,Disproportionate Representation,Minority Groups

A sea change is underway in the nation's approach to dealing with young people who get in trouble with the law. Although the country still leads the industrialized world in the rate at which it locks up young people, the youth confinement rate in the United States is rapidly declining. In 2010 this rate reached a new 35-year low, with almost every state confining a smaller share of its youth population than a decade earlier. This decline has not led to a surge in juvenile crime. On the contrary, crime has fallen sharply even as juvenile justice systems have locked up fewer delinquent youth. The public is safer, youth are being treated less punitively and more humanely, and governments are saving money--because the juvenile justice systems are reducing their reliance on confinement. With this report, the staff seek to highlight this positive trend and provide recommendations that can encourage its continuation. (Contains 2 figures, 1 table and 7 resources.)
Primer to Design Safe School Projects in Case of Terrorist Attacks and School Shootings. Buildings and Infrastructure Protection Series. FEMA-428/BIPS-07/January 2012. Edition 2
Author: Chipley, Michael
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Risk Management,Terrorism,Building Design,School Buildings,Student Needs,Educational Facilities Improvement,School Safety,Emergency Programs,Violence,Weapons,Aesthetics,Educational Facilities Design,Check Lists,Hazardous Materials,Organizations (Groups),Program Descriptions

This publication, part of the new Building and Infrastructure Protection Series (BIPS) published by the Department of Homeland Security (DHS) Science and Technology Directorate (S&T) Infrastructure Protection and Disaster Management Division (IDD), serves to advance high performance and integrated design for buildings and infrastructure. This manual was prepared as a component of the S&T program for infrastructure protection and disaster management; the overall goal of this program is to enhance the physical resistance of the Nation's buildings and infrastructure to manmade and natural hazards to meet specific performance requirements at the highest possible level. This is the Second Edition of a publication developed by the Federal Emergency Management Agency (FEMA) as part of the Risk Management Series known as: FEMA 428, "Primer to Design Safe School Projects in Case of Terrorist Attacks." This publication (hereafter primer) revises and expands the original 2003 edition with updated risk assessment techniques, protective measures, emerging technologies, and discussion of the threat of school shootings. The purpose of this primer is to provide the design community and school administrators with the basic principles and techniques to make a school safe from terrorist attacks and school shootings and at the same time ensure it is functional and aesthetically pleasing, and meets the needs of the students, staff, administration, and general public. Protecting a school building and grounds from physical attack is a significant challenge because the design, construction, renovation, operation, and maintenance of a facility must consider numerous building users, infrastructure systems, and building design codes. Appended are: (1) Acronyms; (2) Glossary; (3) Chemical, Biolological, and Radiological Glossary; (4) References; (5) Associations; and (6) Building Vulnerability Assessment Checklist. (Contains 74 figures, 14 tables and 1 footnote.)
Parents and Educators [Tip Card]
Author: US Department of Homeland Security
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Public Opinion,Consciousness Raising,Computer Security,Child Safety,Crime,Victims of Crime,Guides,Internet

Stop.Think.Connect. is a national public awareness campaign aimed at increasing the understanding of cyber threats and empowering the American public to be safer and more secure online. The Campaign's main objective is to help individuals become more aware of growing cyber threats and arm them with the tools to protect themselves, their families, and their communities. This tip card provides simple tips for protecting kids, a list of available resources, and a suggested actions to take if you or a child is a victim of online crime. (Contains 3 endnotes.)
Grades 9-12 Student Tip Card
Author: US Department of Homeland Security
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Computer Security,High Schools,Bullying,Computer Mediated Communication,Child Safety,Adolescents

Stop.Think.Connect. is a national public awareness campaign aimed at increasing the understanding of cyber threats and empowering the American public to be safer and more secure online. The Campaign's main objective is to help individuals become more aware of growing cyber threats and arm them with the tools to protect themselves, their families, and their communities. This paper provides simple tips for grades 9-12 students, a list of available resources, and suggested actions to take if you've been compromised. (Contains 3 endnotes.)
Spread the Word: The Stop.Think.Connect.[TM] Community Outreach Guide
Author: US Department of Homeland Security
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Internet,Computer Security,Computer Mediated Communication,Guides,Public Opinion,Child Safety,Social Networks,Electronic Publishing,Consciousness Raising

The "Stop.Think.Connect. Community Outreach Toolkit" was adapted from the Federal Trade Commission's "OnGuardOnline.gov," a project that provides practical tips to help guard against Internet fraud and protect your privacy. The kit will help you offer your community information about protecting kids online. It includes "Stop.Think.Connect.," a guide for parents; "Heads Up," information for kids; slides to use in a presentation; and ideas to help you spread the word about online safety. This kit has the resources and information you need to convey key points about protecting kids online. How you use it is up to you: give a presentation, discuss at a meeting, or distribute the "Stop.Think.Connect." guide through your local school or PTA. This kit is meant for parents, teachers, and law enforcement officers--in short, anyone who cares about the subject--to use with friends, neighbors, colleagues, teachers, and kids. [CD is not included in the ERIC version of this document.]
Education Facilities Sector-Specific Plan: An Annex to the Government Facilities Sector-Specific Plan
Author: US Department of Homeland Security
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Research and Development,National Security,Information Management,Information Networks,Information Policy,Information Security,Risk,Risk Assessment,Risk Management,Emergency Programs,Crisis Management,Educational Facilities,Educational Facilities Planning,School Safety,Elementary Secondary Education,Program Administration,Program Development,Program Evaluation,Program Implementation,Needs Assessment,Profiles,Institutional Characteristics,Guidelines,Federal Regulation,Strategic Planning

Critical infrastructure and key resources (CIKR) provide the essential services that support basic elements of American society. Compromise of these CIKR could disrupt key government and industry activities, facilities, and systems, producing cascading effects throughout the Nation's economy and society and profoundly affecting the national prestige and morale. Because the functional categories of schools and higher education are aligned with the Government Facilities Sector (GFS), the Education Facilities Subsector (EFS) is a GFS subsector under the National Infrastructure Protection Plan (NIPP) for coordinating infrastructure protection efforts for schools and higher education institutions. The U.S. Department of Education's (ED) Office of Safe and Drug-Free Schools (OSDFS) serves as the Sector-Specific Agency (SSA) for the subsector under the NIPP, as designated by the U.S. Department of Homeland Security (DHS). As the SSA, OSDFS developed a Sector-Specific Plan (SSP) that focused on school and university protective efforts. Consistent with specific DHS guidance, this document addresses key changes to the 2009 NIPP (e.g. all-hazards approaches and an emphasis on resilience), describing the EFS vision and goal in terms of these changes and as they relate to protective efforts and associated metrics. The SSP also provides an overview of the education facilities profile, assets, risk assessment, prioritization, protective programs and resilience strategies, metrics, research and development (R&amp;D), and subsector management. To address growing concerns regarding cyber protective measures for all sectors, EFS provides supplementary information to the 2007 iteration of the SSP as it relates to cybersecurity in the subsector. Appended are: (1) Authorities; (2) Emergency Management: Protective Programs, Tools, Resources, and Sample Activities; and (3) Key Data Sources from the National Center for Education Statistics. (Contains 27 footnotes.)
Development of Agricultural Instruction in Secondary Schools. Bulletin, 1919, No. 85
Author: Barrows, H. P.
Date: 1920-00-00
Type: Historical Materials
Subjects: Agricultural Education,Secondary Schools,Agriculture,Agricultural Colleges,Federal Aid,State Aid,Doctoral Dissertations,Educational History,Futures (of Society),Educational Trends,Vocational Education,Teacher Education,Educational Development

This bulletin represents a thesis presented by the late Harry Percy Barrows to the faculty of George Washington University in 1919 for the degree of doctor of philosophy. It furnishes an historic record that should be very helpful in the future development of instruction in agriculture in this country. Since secondary instruction in agriculture was developed first in the institutions that later became the colleges of agriculture, this paper covers in a masterly way the early development of collegiate agriculture. Contents of this bulletin include: (1) History of agriculture in secondary schools; (2) State aid for secondary agriculture; (3) Agriculture as taught in some secondary schools; (4) Federal aid for vocational agriculture; (5) Training teachers of agriculture; and (6) Summary of study. A bibliography is included. Individual sections contain footnotes. (Contains 2 tables.) [Best copy available has been provided.]
Administration and Supervision of Village Schools. Bulletin, 1919, No. 86
Author: Deffenbaugh, W. S.
Date: 1920-00-00
Type: Historical Materials
Subjects: Rural Education,Rural Schools,Supervision,Governance,Boards of Education,Administrator Role,Elementary Schools,Kindergarten,Junior High Schools,High Schools,Public Libraries,School Schedules,School Buildings,Child Health

In the United States there are more than ten thousand villages and towns having a population of less than 2,500. These are usually not included in the discussion of rural schools and rural school problems, nor in plans for rural school improvement. Nor are they generally included in plans for the improvement of city schools. Yet these villages offer excellent opportunities for combining many of the best features of both country and city schools, without the handicap of obstructing elements in either. Indeed, it is not improbable that in the future both the schools of the large cities and the schools of the open country may turn to the village schools for lessons in effective organization on the one side, and freedom of initiative and individuality on the other. At any rate, there is much need for careful study of the actual and possible opportunities for education in these thousands of villages, in which nearly ten million of the people in the United States live. This bulletin discusses the administration and supervision of village schools. Individual sections contain footnotes. (Contains 7 plates and 8 figures.) [Best copy available has been provided.]
Statistics of State Universities and State Colleges for the Year Ended June 30, 1919. With Statistical Summary of Higher Education, Public and Private, for the Year 1917-18. Bulletin, 1919, No. 87
Author: Department of the Interior, Bureau of Education (ED)
Date: 1921-00-00
Type: Historical Materials
Subjects: Educational History,State Colleges,State Universities,Statistical Surveys,National Surveys,School Statistics,College Presidents,Land Grant Universities,Federal Legislation,College Faculty,College Administration,Teacher Salaries,Enrollment,College Students,Males,Females,Summer Schools,College Preparation,College Libraries,Educational Facilities,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Private Financial Support,Educational Policy,State Policy,Professional Education,Directories,Private Colleges,Public Colleges,Enrollment Trends,Educational Trends,High School Students,College Graduates,High School Graduates

This annual bulletin, formerly prepared and published by the National Association of State Universities, has been published by the Bureau of Education for the past 11 years. The data given are taken from reports received from the offices of the presidents of the various institutions, and the figures printed are substantially as given in those reports. (Contains 12 tables and 4 figures.) [Best copy available has been provided.]