ethanporcaro/eric-fulltext-meta huggingface dataset:
Writer's Workshop: Implementing Units of Study, Findings from a Teacher Study Group, and Student Success in Writing
Author: Chaney, Sandra Lynne
Date: 2011-05-07
Type: Reports - Research
Subjects: Elementary Education,Writing Workshops,Emergent Literacy,Writing Instruction,Units of Study,Student Motivation,Grade 3,Teacher Student Relationship,Program Implementation,Teacher Researchers,Formative Evaluation,Teacher Surveys,Student Surveys

Background: An elementary teacher study group supports each other in a year-long journey as they learn how to work through writer's workshop curriculum in order to implement Units of Study by Lucy Calkins at a K-6 school. Time spent in writing instruction has been largely neglected, and a teacher-researcher wants to document the support found from the study group as they work through new and complex curriculum as well as document student success in writing using Units of Study in the third grade teacher-researcher's classroom. Purpose: To document obstacles and successes of teachers and students as they implement a new, complex writing curriculum. Setting: K-6 public elementary school in an ethnically diverse urban setting, Glendale, CA and one third grade classroom of 22 students. Study Sample: 10 Teachers: New-24 years experience; 22 third grade students in a general education setting. Research Design: Other Quantitative; Qualitative; Interview. Findings: Teachers need support from experienced peers in utilizing writer's workshop Units of Study or they get stuck. Outcomes of study groups are largely positive due to support systems which are needed - especially for new teachers. Most students exposed regularly to Units of Study write a lot, write about topics they care about, and write more frequently due to largely positive feelings about writing. Conclusion: Units of Study: Writing Workshop by Lucy Calkins, though complex, help lead to student success in writing if teachers are supported as they learn how to implement it. Citation: Making Writer's Workshop Work: Implementing Units of Study, Findings from a Teacher Study Group, and Student Success in Writing    Sandra  Lynne Chaney. Appendixes include: (1) Interview Questions: Teacher; (2) Student Survey about Writing; (3) Parent Letter of Consent; (4) Letter of Consent; and (5) Teacher Survey. (Contains 17 figures.)
State Policies and Procedures on Response to Intervention in the Midwest Region. Issues &amp; Answers. REL 2011-No. 116
Author: Detgen, Amy
Date: 2011-06-00
Type: Reports - Research
Subjects: Response to Intervention,State Departments of Education,Educational Policy,Policy Formation,Planning,Special Education,Pilot Projects,Agency Cooperation,School District Autonomy,Professional Development,Technical Assistance,Financial Support,Models,Regular and Special Education Relationship

Based on a review of state documents and interviews with state and local officials in six Midwest Region states, this qualitative study describes state education agency policy development and planning for response to intervention approaches to instruction. It also looks at the support provided to districts and schools implementing response to intervention. This report provides detailed information for state, district, and school education leaders and policymakers on the status of response to intervention in six Midwest Region states: Illinois, Iowa, Michigan, Minnesota, Ohio, and Wisconsin (Indiana declined to participate because its guidance on response to intervention was in development at the time of data collection, September 2009-March 2010). Using a voluntary sample of six Midwest Region states, the study examines two research questions: (1) What do the six states report about their interest in and planning and policy development for response to intervention; and (2) How and to what extent are the six states supporting response to intervention? Among the many key findings are that interest in response to intervention was driven initially by the special education departments in each state, but state-level discussions of response to intervention are now a collaborative effort between general and special education departments. Interviews with state and local officials indicate that response to intervention is viewed as a vehicle for improving education for all students and informing decisions about eligibility for special education. This study adds to the limited research on state-level response to intervention policy and practice. It provides a better understanding of policy development and implementation supports in the Midwest Region states and offers examples of response to intervention practices for states nationwide. Appended to this report are: (1) Study Methods; (2) Background Search on Response to Intervention; (3) Document Review Protocol; (4) Protocol For Interviews with State Officials; (5) Protocol For Interviews with Local Officials; (6) State Profiles; and (7) Features Of State Response to Intervention Models. (Contains 2 boxes, 11 tables, and 8 notes.) [For the summary report, see ED520327.
State Policies and Procedures on Response to Intervention in the Midwest Region. Summary. Issues &amp; Answers. REL 2011-No. 116
Author: Detgen, Amy
Date: 2011-06-00
Type: Reports - Research
Subjects: Response to Intervention,State Departments of Education,Educational Policy,Policy Formation,Planning,Special Education,Pilot Projects,Agency Cooperation,School District Autonomy,Professional Development,Technical Assistance,Financial Support,Models,Regular and Special Education Relationship

Based on a review of state documents and interviews with state and local officials in six Midwest Region states, this qualitative study describes state education agency policy development and planning for response to intervention approaches to instruction. It also  looks at the support provided to districts and schools implementing response to  intervention. This report provides detailed information for state, district, and school education leaders and policymakers on the status of response to intervention in six Midwest Region states: Illinois, Iowa, Michigan, Minnesota, Ohio, and Wisconsin (Indiana declined to participate because its guidance on response to intervention was in development at the time of data collection, September 2009--March 2010). This study adds to the limited research on state-level response to intervention policy and  practice. It provides a better understanding of policy development and implementation supports in the Midwest Region states and offers examples of response to intervention practices for states nationwide. [For the full report, &quot;State Policies and Procedures on Response to Intervention in the Midwest Region. Issues &amp; Answers. REL 2011-No. 116,&quot; see ED520326.]
Integrating Suburban Schools: How to Benefit from Growing Diversity and Avoid Segregation
Author: Tefera, Adai
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Suburban Schools,School Districts,School Desegregation,Student Diversity,Voluntary Desegregation,Court Litigation,School Law,Student Transportation,Zoning,School Choice,Magnet Schools,Transfer Policy,Open Enrollment,Teacher Role,Teaching Methods,School Community Relationship,Community Involvement

This manual was written to help guide education stakeholders--including parents, students, school board members, community activists, administrators, policymakers and attorneys--in their efforts to promote racial diversity and avoid racial isolation in suburban school systems. Critical information on the current legal, political and policy issues that inform those efforts is provided. It first addresses the critical importance of creating diverse learning environments in racially changing suburban school districts. The manual then addresses the legal landscape governing school integration policy, in addition to outlining general principles for creating racially diverse schools. It also examines the vital role that teachers and administrators play in building successfully integrated schools and classrooms. The second half of the manual includes a number of specific examples of suburban school districts experimenting with strategies to promote integrated schools. The authors dedicate the final chapter to describing methods for building the political will in communities for voluntary integration policies. A list of further reading materials is provided at the end of each section. The appendix contains an extensive list of education and legal resources that may further assist in the reader's voluntary integration efforts. Fact sheets on magnet schools, redistricting, social science findings about school integration, the state of segregation, and transportation are also included.
Envisioning New Directions in Teacher Evaluation. Report
Author: EdSource
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Instructional Effectiveness,Public Schools,Tenure,Teacher Salaries,Teacher Dismissal,Scores,Test Results,School Districts,Educational Change,Academic Achievement

In an attempt to increase the effectiveness of instruction in California's public schools, educators, policymakers, and researchers are looking for ways to boost the quality of teacher evaluations. This report explains the complex relationship between state policy on teacher evaluation and local practice. It also describes prevailing criticisms of teacher evaluation systems and efforts to address those shortcomings. Along the way, the report covers related topics such as tenure, dismissal policies, and compensation, as well as the debates around using student test scores in teacher evaluations and the role of state policy in bringing about reform. A list of related resources is provided. (Contains 2 figures and 9 endnotes.)
Principles of Professionalism for Science Educators. National Science Teachers Association Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Science Teachers,Ethics,Science Education,Standards,Teacher Responsibility,Position Papers,Teacher Associations,Science Instruction,Educational Policy,Educational Principles,Teacher Role

Science educators play a central role in educating, inspiring, and guiding students to become responsible, scientifically literate citizens. Therefore, teachers of science must uphold the highest ethical standards of the profession to earn and maintain the respect, trust, and confidence of students, parents, school leaders, colleagues, and other community members. The National Science Teachers Association (NSTA) establishes the following expectations and principles to guide the professional conduct of all preK-16 teachers of science, including preservice, novice, and experienced educators. Quality science instruction is an interdependent process that requires the active participation and shared responsibility of science educators, school leaders, district administrators, school boards, and parents. NSTA calls on science educators to accept the professional responsibility to provide "all" students with quality science education; embrace and promote their professional learning and growth; uphold and strengthen the public image of the profession; and become active leaders and advocates for quality science education in their schools and communities. This paper discusses the following principles of professionalism for science educators: (1) The importance of promoting the growth of all students; (2) The importance of taking personal responsibility for professional growth; (3) The importance of being leaders in the profession;  (4) The importance of upholding personal and professional ethics; and (5) Support for professional teachers of science. (Contains 1 resource.)
Parent Involvement in Science Learning. NSTA Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Parent Participation,Caregivers,Science Teachers,Parent School Relationship,Parents,Caregiver Role,Parent Role,Teacher Role,Science Education,Self Esteem,Learner Engagement

The National Science Teachers Association (NSTA) believes the involvement of parents and other caregivers in their children's learning is crucial to their children's interest in and ability to learn science. Research shows that when parents play an active role, their children achieve greater success as learners, regardless of socioeconomic status, ethnic/racial background, or the parents' own level of education (PTA 1999; Henderson and Mapp 2002; Pate and Andrews 2006). Furthermore, the more intensely parents are involved, the more confident and engaged their children are as learners and the more beneficial the effects on their achievement (Cotton and Wikelund 2001). Parents and other caregivers have a critical role to play in encouraging and supporting their children's science learning at home, in school, and throughout their community. Teachers also play an important role in this effort and can be valuable partners with parents in cultivating science learning confidence and skills in school-age youth. NSTA recognizes the importance of parent involvement in science learning and offers several recommendations to parents. These recommendations are presented in this paper. (Contains 2 resources.)
Science for English Language Learners. NSTA Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Second Language Learning,Science Teachers,Science Instruction,English (Second Language),Teacher Role,Science Achievement,Educational Opportunities,Equal Education,Instructional Effectiveness,Limited English Speaking

The National Science Teachers Association (NSTA) asserts that all students, including those identified as English language learners (ELL), can and should have every opportunity to learn and succeed in science. Teachers play a critical and central role in this process and should receive necessary support. Likewise, it is important for schools and school systems to devote time and resources to effective professional development for all K-12 teachers of science, including those who teach English language learners (NSTA 2006). Educational policies and practices at every level of the education system should be in concert to provide students with equitable learning opportunities, as set forth in the declarations presented in this paper. NSTA makes several recommendations to support high-quality science instruction for students identified as English language learners. These recommendations are presented in this paper.
Teaching Science and Technology in the Context of Societal and Personal Issues. National Science Teachers Association Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Evidence,Science Teachers,Science Instruction,Science Education,Technology Education,Teacher Associations,Educational Technology,Scientific Concepts

The National Science Teachers Association (NSTA) strongly promotes the education of a citizenry that is scientifically and technologically literate as defined in the National Science Education Standards (NRC 1996). This requires that individuals not only know, understand, and value scientific and technological concepts, processes, and outcomes, but that they are able to use and apply science and technology in their personal and social lives (Zeidler 2003). While both science and technology are human endeavors and involve similar basic procedures, science involves exploration of the "natural world" seeking explanations--based on evidence--for objects and events encountered, and technology focuses on the "human-made world". The purpose of understanding science and technology is not solely for the sake of learning, but rather to enable and motivate citizens to contribute to and engage in society (DeBoer 2000). Therefore, NSTA sets forth several declarations to promote the teaching of science and technology within the context of personal and societal issues. These declarations are presented in this paper.
Liability of Science Educators for Laboratory Safety. NSTA Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: School Safety,Laboratory Safety,Science Instruction,Science Education,Science Laboratories,Guidelines,School Districts,Science Teachers,Position Papers,Teacher Associations,Educational Policy,Legal Responsibility,Teacher Responsibility,Compliance (Legal)

Laboratory investigations are essential for the effective teaching and learning of science. A school laboratory investigation ("lab") is an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC 2006, p. 3). Inherent in laboratory-based activities is the potential for injury. Studies show that safety in K-12 school science instruction needs immediate and significant attention. (Gerlovich et al. 2005) As professionals, teachers of science have a duty of care to ensure the safety of students, teachers, and staff. Duty of care is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al. 1984). "The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher" (Ryan 2001). As such, science educators must act as a reasonably prudent person would in providing and maintaining a safe learning environment for their students. Educators' duty to maintain a safe learning environment while providing science instruction also must be shared by school leaders, district administrators, school boards, parents, and students. It is vital that teachers and administrators communicate regularly and fully on the essentials of safe instruction for students. This paper presents NSTA's recommendations for practicing laboratory safety. (Contains 6 resources.)
The Role of E-Learning in Science Education. NSTA Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Electronic Learning,Distance Education,Science Teachers,Science Education,Teaching Methods,Computer Uses in Education,Elementary School Science,Secondary School Science,Faculty Development,Technology Integration,Blended Learning

The National Science Teachers Association (NSTA) supports and encourages the use of e-Learning experiences for preK-16 science students, as well as for science educators engaging in professional development in the traditional, informal, or distance learning environment. NSTA defines e-Learning as the effective learning process created by combining digitally delivered content with learning support and services (Waller 2001). E-Learning can and should significantly enhance science teaching and learning. This paper presents NSTA's position statement on the role of e-learning in science education.
An NSTA Position Statement: International Science Education and the National Science Teachers Association
Author: National Science Teachers Association (NSTA)
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Science Teachers,Science Education,Position Papers,International Education,Teacher Associations,Role of Education,Science Instruction,Educational Policy,Educational Principles,Teacher Education,Quality of Life,Global Approach

The National Science Teachers Association (NSTA) encourages and promotes international science education because it has the ability to improve the teaching and learning of science, as well as to "empower people, improve their quality of life, and increase their capacity to participate in the decision-making processes leading to social, cultural, and economic policies," as stated in UNESCO's (United Nations Educational, Scientific and Cultural Organization's) human rights education mandate (UNESCO 2009). NSTA believes that international science education should be a priority for all science educators. To embrace international science education, NSTA offers several declarations. These declarations are presented in this paper.
Professional Development in Science Education. NSTA Position Statement
Author: National Science Teachers Association (NSTA)
Date: 2006-05-00
Type: Reports - Descriptive
Subjects: Science Teachers,Science Education,Inservice Teacher Education,Faculty Development,Program Development,Position Papers,Teacher Associations,Science Instruction,Educational Policy,Educational Principles

To be prepared for the 21st century, it is critical that all students have sufficient knowledge of and skills in science. Studies suggest that high-quality teaching can make a significant difference in student learning. The National Science Teachers Association (NSTA) believes a high-quality science teacher workforce requires meaningful, ongoing professional development. To achieve this goal, schools and school systems must devote time and resources to effective professional development for "all" K-16 teachers of science and science educators to support learning throughout their careers. This paper discusses the following: (1) principles behind professional development in science education; and (2) considerations for designing professional development in science: planning, implementing, and sustaining. (Contains 8 resources.)
The Role of Research on Science Teaching and Learning
Author: National Science Teachers Association (NSTA)
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Scientific Enterprise,Science Teachers,Scientific Literacy,Science Education,Teaching Methods,Scientific Research,Educational Research,Standards,Teacher Associations,Science Instruction,Educational Policy,Educational Principles

Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective teaching practices and that effectively connects research and practice. NSTA encourages all participants in science education, including K-16 teachers of science and administrators, to recognize the importance of research and assume active roles in research practices. The process of research is the essence of the scientific enterprise and of scientific inquiry. Science education builds on the best of research in both worlds--science and education. By engaging in continual inquiry into teaching and learning, individuals can promote science literacy for students in the 21st century. NSTA makes several recommendations to promote effective research on science teaching and learning. These recommendations are presented in this paper.