ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology-Supported Professional Development for Teachers: Lessons from Developing Countries
Author: McAleavy, Tony
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Inservice Teacher Education,Faculty Development,Teaching Methods,Telecommunications,Handheld Devices,Elementary School Teachers,Shared Resources and Services,Technology Integration,Foreign Countries,Developing Nations,Online Courses,Large Group Instruction,Social Media,Blended Learning,Refugees

This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers.
Learning Strategies as Metacognitive Factors: A Critical Review
Author: Conley, David T.
Date: 2014-09-00
Type: Information Analyses
Subjects: Learning Strategies,Metacognition,Models,Thinking Skills,Learning Processes,Independent Study,Goal Orientation,Teaching Methods,Self Efficacy,Self Management,Academic Persistence,Resilience (Psychology),Learner Engagement,Educational Policy,State Policy,Common Core State Standards,State Action

Students' abilities to complete and learn from each learning task successfully depend on more than their content knowledge. Success depends on how well they can identify, select, evaluate, adjust, and implement appropriate strategies for applying what they know in tackling the task at hand. Their success is influenced by their perception of whether the task is meaningful, if they believe they can succeed, how high they aspire to achieve, what level of achievement they need to pursue their life goals, and how well they can regulate their mindset to persist. Learners approach complex tasks with a range of techniques they derive largely from experience, ingenuity, and--for a lucky minority--formal instruction in learning skills and strategies. They use metacognition to monitor the relative effectiveness and success of any specific technique they use and then self-regulate to redirect their strategy as needed. This paper adopts the concept of metacognitive learning skills to describe the thinking that students use to manage and navigate the learning process. However, the path toward identifying, labeling, teaching, and assessing these skills is complex and raises many questions. This paper builds on work reported by Farrington and others in 2012 when they assembled a broader framework for noncognitive factors, of which learning strategies were a part. The paper begins by comparing the Farrington model with other models of learning strategies, proceeds to considering examples of innovations in the field, and concludes by identifying implications for the field moving forward. The intent of this paper is to review the current state of the field and the issues that need to be understood and confronted to move beyond research and toward action. [Additional contributions to &quot;Learning Strategies as Metacognitive Factors: A Critical Review&quot; were made by Liz French and Erin Fukuda.]
A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce
Author: Putman, Hannah
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Elementary School Teachers,Diversity (Faculty),Teacher Education Programs,Minority Group Students,Teacher Certification,Failure,Teacher Competencies,Alternative Teacher Certification,Undergraduate Study,Graduate Study,Alignment (Education),Pedagogical Content Knowledge,Course Content,State Policy,Courses,College Role,Educational Quality,Educational Policy

Each year a significant number of aspiring elementary teachers, having successfully completed their formal preparation, are still unable to become licensed professionals. That's because an alarming number of candidates fail their licensing tests, far surpassing the failure rate for other professions' entry tests, bar exams, and boards. The fact that more candidates fail than pass on their first attempt, and a quarter are never able to earn a passing score, raises serious concerns--especially regarding the effect this failure has on diversity goals. While many factors going back to candidates' earliest years of education may explain this phenomenon, higher education institutions are in the best position to alter this untenable outcome. Historically, these tests have posed a greater challenge for candidates of color. Even allowing for costly and demoralizing retakes, a higher proportion of black and Hispanic candidates fail the most widely used content test (the focus of this report) than white candidates. These results are at the forefront of policy discussions because of the renewed imperative to increase diversity in the teaching profession. This report probes sky-high failure rates on teacher licensing tests and asks what must change so that more new teachers can enter classrooms with the knowledge they need to do their jobs well. To identify the most effective levers for change, the National Council on Teacher Quality (NCTQ) conducted analyses on undergraduate preparation programs at more than 800 institutions as well as 250 graduate programs and a small sample of alternative route programs. One likely cause of licensing exam failure is the profound lack of alignment between preparation program coursework and the content knowledge that states have determined an aspiring teacher needs to be an effective elementary teacher. This report will also highlight several examples of programs that have strong requirements and also report high pass rates on their licensing tests. [Additional contributions to &quot;A Fair Chance: Simple Steps to Strengthen and Diversify the Teacher Workforce&quot; were made by Danielle Wilcox and Dan Brown.]
Career and Technical Education Professional Development and Formative Performance Assessments
Author: McGaughy, Charis
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Vocational Education,Faculty Development,Formative Evaluation,Teacher Workshops,Secondary School Teachers,College Faculty,Alignment (Education),Common Core State Standards,Language Arts,Mathematics Education,Student Educational Objectives,Task Analysis,Educational Assessment

In the winter and spring of 2012-2013 the Educational Policy Improvement Center (EPIC) partnered with representatives from the Office of Secondary/Postsecondary Transitions at Oregon Department of Education (ODE) and the Oregon Department of Community Colleges Workforce Development (CCWD) to guide secondary and postsecondary instructors in the development and implementation of formative performance assessments. The instructors recruited for this project included both secondary and postsecondary educators from the fields of Career and Technical Education (CTE), English/language arts (ELA), and mathematics. EPIC's goal during the project was to create a process for educators to collaboratively develop high-quality performance tasks that are aligned to the Common Core State Standards (CCSS) and are consistent with the Smarter Balanced Assessment Consortium's (SBAC) model of performance tasks. A group of instructors from across the state met for a series of workshops to develop and pilot CTE performance tasks that integrate math and literacy and are aligned to the Common Core State Standards. The inclusion of both secondary and postsecondary instructors in the project helps to bridge the gap in the education system and create a more seamless 11-14 system, by building a common understanding of the skills necessary for students to demonstrate their knowledge and skills. Creating a model for teachers from career and technical education, mathematics, and language arts to collaboratively build performance tasks founded in the context of problems faced in the work place will drive more rigorous and relevant education for students in Oregon.
New York Public School Enrollment: Back to 1989-90 Levels, and Still Falling
Author: McMahon, E. J.
Date: 2018-09-00
Type: Reports - Research
Subjects: Public Schools,Charter Schools,Preschool Education,Elementary Secondary Education,Enrollment Trends,School Districts,Rural Schools,Urban Schools,Geographic Regions,Suburban Schools

Including charter schools and pre-kindergarten programs, New York public school enrollment in 2017-18 was estimated at 2,608,473 million, 15,222 fewer than in 2016-17 and just slightly above the 1991-92 count of 2,584,967, according to the State Education Department. The latest U.S. Census data, which shows a continued decline in New York's statewide population of school-age children in 2017, points to yet another enrollment decrease in the new school year. These enrollment trends highlight the need for the kind of innovative reforms that New York's governor, Legislature and union-dominated education establishment have resisted. For example, rural districts need more regulatory freedom to experiment with distance learning and regional high school programs. Relief from state mandates--especially those affecting the hiring, assignment and compensation of teachers--would give all districts the greater flexibility they need to deal effectively with the biggest demographic changes they have experienced in a generation.
Carl Perkins IV State Report: Post-Secondary Schools and Students, 2013-14
Author: Wyoming Department of Education
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,Postsecondary Education,College Students,Student Characteristics,Educational Attainment,School Holding Power,College Transfer Students,Student Placement,Disproportionate Representation,Graduation

The Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV) is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs. States are provided with funds for distribution to local educational agencies (LEAs) and postsecondary institutions for enhancing academic and technical knowledge and skills individuals need to prepare for further education or careers in current or emerging employment sectors. A number of important themes resulted from the reauthorization of the Carl D. Perkins Career and Technical Education Improvement Act, including accountability for results and program improvement at all levels, an increased level of communication and coordination within the Career &amp; Technical Education (CTE) system, better integration of academic and technical skill development, and a comprehensive effort for secondary and post-secondary institutions to align their programs with needs and demands of business and industry. One of the most prominent changes is the requirement for each state to develop new &quot;programs of study&quot;, a unified program of academic and technical content connecting high school and postsecondary CTE programs leading to credentials or certificates recognized by industry. This report presents data collected during the 2013-2014 school year from Wyoming post-secondary schools under the guidelines set forth by the Perkins IV Act. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning.
Carl Perkins IV State Report: Post-Secondary Schools and Students, 2015-16
Author: Wyoming Department of Education
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,Postsecondary Education,College Students,Student Characteristics,Educational Attainment,School Holding Power,College Transfer Students,Student Placement,Disproportionate Representation,Graduation

The Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV) is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs. States are provided with funds for distribution to local educational agencies (LEAs) and postsecondary institutions for enhancing academic and technical knowledge and skills individuals need to prepare for further education or careers in current or emerging employment sectors. A number of important themes resulted from the reauthorization of the Carl D. Perkins Career and Technical Education Improvement Act, including accountability for results and program improvement at all levels, an increased level of communication and coordination within the Career &amp; Technical Education (CTE) system, better integration of academic and technical skill development, and a comprehensive effort for secondary and post-secondary institutions to align their programs with needs and demands of business and industry. One of the most prominent changes is the requirement for each state to develop new &quot;programs of study&quot;, a unified program of academic and technical content connecting high school and postsecondary CTE programs leading to credentials or certificates recognized by industry. This report presents data collected during the 2015-2016 school year from Wyoming post-secondary schools under the guidelines set forth by the Perkins IV Act. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning. [For the previous report, &quot;Carl Perkins IV State Report: Post-Secondary Schools and Students, 2013-2014,&quot; see ED593391.]
Carl Perkins IV State Report: Post-Secondary Schools and Students, 2016-17
Author: Wyoming Department of Education
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Vocational Education,Educational Legislation,Federal Legislation,Postsecondary Education,College Students,Student Characteristics,Educational Attainment,School Holding Power,College Transfer Students,Student Placement,Disproportionate Representation,Graduation,Accountability,Federal Programs,English Language Learners,Labor Force Development,Labor Legislation,Welfare Services,Family Programs,Community Colleges

The Carl D. Perkins Vocational and Technical Education Act of 2006 (Perkins IV) is the principal source of federal funding to states for the improvement of secondary and postsecondary career and technical education programs. States are provided with funds for distribution to local educational agencies (LEAs) and postsecondary institutions for enhancing academic and technical knowledge and skills individuals need to prepare for further education or careers in current or emerging employment sectors. A number of important themes resulted from the reauthorization of the Carl D. Perkins Career and Technical Education Improvement Act, including accountability for results and program improvement at all levels, an increased level of communication and coordination within the Career &amp; Technical Education (CTE) system, better integration of academic and technical skill development, and a comprehensive effort for secondary and post-secondary institutions to align their programs with needs and demands of business and industry. One of the most prominent changes is the requirement for each state to develop new &quot;programs of study&quot;, a unified program of academic and technical content connecting high school and postsecondary CTE programs leading to credentials or certificates recognized by industry. This report presents data collected during the 2016-2017 school year from Wyoming post-secondary schools under the guidelines set forth by the Perkins IV Act. The information contained in this report illustrates how CTE programs are working in the state of Wyoming and also provides invaluable data to inform future planning. [For the previous report, &quot;Carl Perkins IV State Report: Post-Secondary Schools and Students, 2015-16,&quot; see ED593392.]
Measures for a College and Career Indicator: Multiple Measures
Author: Conley, David T.
Date: 2014-08-00
Type: Reports - Evaluative
Subjects: Educational Indicators,College Readiness,Career Readiness,College Preparation,High School Students,Accountability,Career Education,College Entrance Examinations,Measures (Individuals)

In September 2012, Governor Jerry Brown signed into law Senate Bill 1458, which calls for California's school accountability system to shift from a near-exclusive reliance on state test scores to a broader range of measures demonstrating student achievement. At the high school level, starting in the 2015-16 school year, the Academic Performance Index will include an indicator composed of measures reflecting students' college and career preparedness. This white paper, however, concerns itself exclusively with high school performance. As a result, this report uses school and high school interchangeably. To determine exactly what measures will be included in this new indicator, the State Superintendent of Public Instruction and the State Board of Education will consider input from regional public meetings, a statewide survey, and recommendations from the Public Schools Accountability Act Advisory Committee. To further support this decision-making process, the California Department of Education has contracted with the Educational Policy Improvement Center (EPIC) to evaluate five different categories of potential measures of college and career preparedness. This white paper considers the benefits and limitations of multiple measures of college and career preparedness. It uses theory and practice related to measures of college and career preparedness as its frame of reference and primary organizing structure. The paper also considers the historical context for how accountability measures have been used in American education. It explores a set of criteria to consider when designing a multiple-measures system, then examines current multiple-measures systems used across the nation, and summarizes emerging themes from the literature on multiple measures for accountability of college and career preparedness. The paper concludes with a consideration of cutting-edge concepts and uses of multiple measures to ascertain college and career preparedness. [This report was written with Michael Thier, Paul Beach, Sarah Collins Lench, and Kristine L. Chadwick.]
ESSA: Mapping Opportunities for the Arts. February 2019
Author: Education Commission of the States, Arts Education Partnership (AEP)
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Art Education,Accountability,Educational Assessment,Statewide Planning,Stakeholders,Educational Planning,Disadvantaged Schools,Access to Education,Educational Quality,Achievement Gap,Interdisciplinary Approach,Educational Opportunities,Program Implementation

In December 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) and, with it, ushered in a new era of education policy in America. Leaving behind many of the most criticized aspects of its predecessor, No Child Left Behind (NCLB), this new incarnation of the primary federal legislation guiding K-12 education provides state and district leaders with increased flexibility to best meet the needs of all students. This increased flexibility allows these leaders to look beyond the traditional methods of approaching student achievement and find innovative solutions for ensuring that all students have the opportunity to experience a well-rounded education -- one that pushes beyond the subjects of reading, writing and mathematics, and includes the arts, sciences and humanities as essential components. This is a companion report to the previously released Education Commission of the States report (ECS), &quot;ESSA: Quick Guides on Top Issues&quot;, this report serves as a resource for the arts and education communities -- educators, school leaders, community organizations and policymakers -- illuminating the ways that states and districts can engage the arts in the ongoing work of ESSA. Whether through funding opportunities to expand access to a well-rounded education, ensuring the effective engagement of community stakeholders in needs assessments and the development of state implementation plans, the establishment of key accountability metrics, or the creation of new assessments, the arts can play a pivotal role in improving schools and educational outcomes for all students. [For the companion report, &quot;ESSA: Quick Guides on Top Issues,&quot; see ED567801.]