ethanporcaro/eric-fulltext-meta huggingface dataset:
AP® Professional Development in Florida: Effects on AP Exam Participation. Research Notes. RN-27
Author: Patterson, Brian
Date: 2006-08-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Professional Development,Program Effectiveness,College Entrance Examinations,Workshops,Summer Programs,Public Schools,Data Analysis,Regression (Statistics)

Continuing professional development is an important activity for most teachers in the K-12 system, and it is even required of some teachers in order to maintain certification (Maldonado, 2002). Professional development programs are predicated on the assumption that the teachers who receive the training will in turn positively affect student outcomes. An integral part of any professional development program is an evaluation of the program's effectiveness. The importance of this evaluation component is grounded in the need to understand if the program is meeting its stated objectives and to make recommendations for subsequent improvements. Although preliminary, some encouraging work has explored the link between professional development participation and student outcomes in the College Board's Advanced Placement Program® (AP®). In a study that investigated the effects of AP Vertical Teams® training (College Board, 2002), some modest effects with regard to increased minority participation in AP Exams were reported. The modest nature of these results was attributed partially to varying levels of Vertical Team implementation. However, the study also highlights the importance of a continuing program of training marked by follow-up activity and teacher acculturation to the program. In a more recent study conducted in Florida and summarized in this Research Note, a connection is made between teacher participation in AP professional development and levels of student participation in AP Examinations.
What Are the Characteristics of AP® Teachers? An Examination of Survey Research. Research Report No. 2002-10
Author: Milewski, Glenn B.
Date: 2002-00-00
Type: Reports - Research
Subjects: Advanced Placement,Teacher Characteristics,Teacher Surveys,Classroom Environment,Teacher Background,Faculty Development,Teacher Education,Educational Resources,Educational Technology,Geographic Location,Class Size,Educational Needs,Statistical Analysis,High Schools

Information on test-takers collected at the time of examinations provides a rich description of AP students, but what are the characteristics of their teachers? The current study provides a glimpse into these characteristics by summarizing the results of the largest survey of AP teachers to date (32,109 responses). The AP Teacher Survey contained 40 questions covering the following content areas: classroom characteristics, teacher background, professional development, training and resource needs, technology, and important issues for AP teachers. A list of advanced placement courses is appended.
AP® Use in Admissions: A Response to Geiser and Santelices
Author: College Board
Date: 2005-03-11
Type: Reports - Evaluative
Subjects: Advanced Placement,College Admission,Academic Achievement,Achievement Tests,Role,Honors Curriculum,Admission Criteria,Predictor Variables,Correlation,Statistical Significance,College Students

In their 2004 paper &quot;The role of Advanced Placement and honors courses in college admissions,&quot; (see ED492533) Saul Geiser and Veronica Santelices of the University of California, Berkeley, addressed the use of Advanced Placement Program (AP) and honors courses as a criterion for admission at the University of California system and suggested that the policy for awarding bonus points to such courses &quot;has little, if any, validity with respect to prediction of college outcomes&quot; (p.24). They found that the number of AP or honors courses taken is not a statistically significant predictor of college outcomes, while performance on AP Examinations is strongly related to college performance. This is the College Board's response to the Geiser and Santelices paper.
MyTeachingPartner-Secondary. What Works Clearinghouse Intervention Report [Revised]
Author: What Works Clearinghouse (ED)
Date: 2015-06-00
Type: Reports - Evaluative
Subjects: Faculty Development,Teacher Student Relationship,Middle School Teachers,Secondary School Teachers,Middle School Students,High School Students,Program Effectiveness,Academic Achievement,Coaching (Performance),Educational Research

MyTeachingPartner-Secondary (MTP-S) is a professional development program that aims to increase student learning and development through improved teacher-student interactions. Through the program, middle and high school teachers access a video library featuring examples of high-quality interactions and receive individualized, web-based coaching approximately twice per month during the school year. MTP-S uses the secondary school version of the Classroom Assessment Scoring System®-Secondary (CLASS-S) to define and observe effective teaching practices. The What Works Clearinghouse (WWC) identified one study of MTP-S that both falls within the scope of the Teacher Training, Evaluation, and Compensation topic area and meets WWC group design standards. This one study (Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., &amp; Lun, J. (2011). &quot;An interaction-based approach to enhancing secondary school instruction and student achievement.&quot; &quot;Science,&quot; 333(6045), 1034-1037.) meets WWC group design standards with reservations. The study included 2,237 middle and high school students in 12 schools in Virginia. According to an IES newsflash The What Works Clearinghouse (WWC) has released this revised intervention report on MyTeachingPartner-Secondary (MTP-S). This revised report incorporates an additional finding into the overall effectiveness rating for the intervention. After further review of the existing effectiveness studies of MTP-S, the WWC concluded that MTP-S has potentially positive effects on the general achievement of middle and high school students. This is a change from the previous rating of no discernible effects. [See ED557783]. Appended are: (1) Details for Allen et al., 2011;(2) Outcome measure for the general achievement domain; and (3) Findings included in the rating for the general achievement domain. A glossary of terms is included.
Adult Education in Retrospective: 60 Years of CONFINTEA
Author: Ireland, Timothy Denis, Comp.
Date: 2014-00-00
Type: Collected Works - General
Subjects: Foreign Countries,Adult Education,Educational History,International Organizations,Conferences (Gatherings),Role of Education,Access to Education

The present document on the Sixty Years of CONFINTEA was inspired by the desire to register the long fecund history of a global movement which has spanned six decades. Official records and documents produced by and for the conferences, in particular the final reports, elaborated by UNESCO were used as an important source. This process of historical recovery became equally important as a means of undertaking a transversal reading of the development of the concept of adult education, embracing the post-war years, the period of decolonization, the Cold War and the attack on the twin towers in New York. In Knoll's words, it &quot;(…) demonstrates the changes in perceptions of adult education, from literacy to lifelong learning, in which adult education is seen as both part of the continuum of education and an entity in itself.&quot; In addition to the CONFINTEA documents, other documents were included which possess a fundamental link with the Conferences and what they represent in terms of the struggle for the right to education, in the spirit of education for all and in the perspective of lifelong learning and education. Following an introduction, the following papers are included: (1) &quot;The history of the UNESCO International Conferences on Adult Education--From Helsingör (1949) to Hamburg (1997): international education policy through people and programmes (Joachim H. Knoll); (2) Sixty years of CONFINTEA: a retrospective analysis (Timothy D. Ireland); and (3) The CONFINTEA agenda: work in progress (Timothy D. Ireland). Nine annexes include the following summary reports: (1) Universal Declaration of Human Rights; (2) First International Conference on Adult Education (1949); (3) Second International Conference on Adult Education (1960); (4) Third International Conference on Adult Education (1972); (5) Recommendation on the Development of Adult Education adopted by the UNESCO General Conference at its 19th session (Nairobi, 26 November, 1976); (6) Fourth International Conference on Adult Education (1985); (7) Fifth International Conference on Adult Education (1997); (8) Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting; and (9) Sixth International Conference on Adult Education (2009).
Access to Excellence: A Report of the Commission on the Future of the Advanced Placement Program®
Author: College Board
Date: 2001-00-00
Type: Reports - Evaluative
Subjects: High School Students,Advanced Placement Programs,Achievement Tests,College Credits,Excellence in Education,Educational Opportunities,Access to Education,Program Descriptions,Trustees,Futures (of Society),Academic Standards,Curriculum

The College Board's Advanced Placement Program was founded in 1955 to provide high school students an opportunity to take on the challenges of college-level work while still in high school. For 46 years, students have enrolled in AP courses, taken rigorous end-of-course AP Examinations to demonstrate their achievement, and frequently have received college credit or placement into more advanced college courses if they performed successfully on these exams. Over the past two decades, AP's emergence as a nationally recognized program of academic excellence has led to its rapid growth in the nation's schools. With growth have come challenges: How can the high quality of AP be maintained during a period of rapid growth? How can the existing educational inequities in student access to high-quality AP opportunities be diminished? In the 1999-2000 school year, only 57 percent of the nation's schools offered AP courses. Growth must include expansion of AP opportunities to those who have previously been denied them. Students should have access to AP no matter which school they attend. To directly confront the challenges that accompany the growth of AP, the Board of Trustees of the College Board established in 1999 the Commission on the Future of the Advanced Placement Program. During six meetings of the commission in 1999 and 2000, the dual challenges of providing equitable access to AP and maintaining the high quality of AP as the Program grows dominated the commission's discussions and became the central themes for this report and its recommendations. This report lists recommendations from the 2001 Commission on the Future of the Advanced Placement Program.
An Analysis of the Relationship between School-Level AP® Professional Development Activity and Subsequent Student AP Performance. Info to Go™ 2012-8
Author: Laitusis, Vytas
Date: 2012-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Faculty Development,Academic Achievement,Prediction,Socioeconomic Status,Teacher Characteristics,Institutional Characteristics,Predictor Variables,Scores,STEM Education,Family Income,Teaching Experience,Teacher Participation,Regression (Statistics)

The overarching purpose behind this evaluation was to gauge the impact of AP® professional development (PD) on AP student outcomes in a state with a significant rate of PD implementation. The evaluation attempted to predict the level of student AP performance by the number of AP professional development events attended by teachers in that school in the prior year, while controlling for some socioeconomic status (SES), teacher, and school effects. This brief report describes the study data and methodology as well as the findings and conclusions.
The Relationship between PSAT/NMSQT® Scores and AP® Examination Grades: A Follow-Up Study. Research Report No. 2006-1
Author: Ewing, Maureen
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Correlation,Scores,College Entrance Examinations,High School Students,Standardized Tests,Advanced Placement Programs,Multiple Regression Analysis,Gender Differences,Racial Differences,Ethnic Groups,Verbal Ability,Writing Skills,Mathematics Skills,Followup Studies

The purpose of this study is to reexamine the relationship between PSAT/NMSQT scores and AP Examination grades using more recent test data in order to obtain additional validation evidence for using the PSAT/NMSQT to identify AP students. PSAT/NMSQT data from October 2000 and October 2001 and AP data from May 2002 and May 2003 were analyzed. The following are appended: (1) Linear Regressions of PSAT/NMSQT Score, Cumulative HSGPA, and Course Grades in Predicting AP Examination Grades; and (2) A Test for Invariance in Independent Semipartial Correlations.
Defining Outcomes, Demonstrating Quality: The CIC Degree Qualifications Profile Consortium
Author: Grimes, Terry
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Private Colleges,Consortia,Qualifications,Outcomes of Education,Educational Quality,Profiles,Educational Improvement,Associate Degrees,Bachelors Degrees,Masters Degrees,General Education,Business Administration Education,Extracurricular Activities,Program Evaluation,Undergraduate Study,College Programs,Study Abroad,College Curriculum,Standards,College Freshmen,Student Experience,Transfer Programs,Writing Skills,Communication Skills,Majors (Students),Student Evaluation

Because of their commitment to the voluntary measurement and improvement of student learning outcomes, colleges and universities that are members of the Council of Independent Colleges (CIC) have been at the forefront of the national shift from teacher-centered to student-centered learning. The institutions participating in the CIC Degree Qualifications Profile Consortium in 2012 and 2013 contributed significantly to this pattern by exploring various ways in which the Degree Qualifications Profile (DQP) can be used to facilitate student learning. This report introduces the DQP and the CIC/DQP Consortium, details the Consortium's activities, explores individual campus projects, and evaluates the usefulness of the DQP. The projects confirmed that the DQP is a useful framework for exploring ways to improve academic and co-curricular programs at small and mid-sized independent institutions. The pioneering work of the CIC/DQP Consortium contributed significantly to a national understanding of the potential of the DQP to improve student learning and to the ability of higher education to demonstrate academic quality.
Discussion Strategies for the Inclusion of ALL Students
Author: Weih, Timothy G.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Group Discussion,Educational Strategies,Educational Practices,Teaching Methods,Student Centered Curriculum,Discussion (Teaching Technique),Lesson Plans,Communication Strategies,Questioning Techniques,Classroom Techniques

Student-centered discussion strategies are described in this article in pursuance of insuring that ALL student voices have a chance to be heard in the classroom. Discussion strategies that are presented include the following: The 10 Second Rule, Think-Pair-Share, Quick Writes, Recorder-Reporter, and K-W-L.
Measuring Artistically Gifted Students' Attitudes toward Technology Using Modified Fennema Sherman Attitudes Scales
Author: Dantzler, John A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Gifted,Visual Arts,Computer Attitudes,Student Attitudes,Attitude Measures,Secondary School Students,Mathematics,Statistical Significance,Gender Differences,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Likert Scales,Foreign Countries,Multivariate Analysis

This study measured artistically gifted students' attitudes toward technology and compared them to their math/science peers. Researchers administered the English version of the Modified Fennema Sherman Attitudes Scales (M-FSAS) to 149 students enrolled at a residential school (grades 7-12) for the artistically and math/science gifted (108 female, 41 male). Analyses revealed no multivariate difference between arts concentrations; however, there was a statistically significant multivariate difference between math/science students and arts students. Further univariate analyses indicated statistically significant differences in all areas except in the gender differences subscale. Math/science students had lower M-FSAS scores, which equate to stronger attitudes surrounding technology. Results suggest that artistically gifted students do not perceive technology as being as relevant to their lives as their math/science gifted peers. For this artistically gifted sample, these results potentially represent fewer career opportunities and creative outlets. Based on these results, educators should imbed into the curriculum opportunities for artistically gifted students to utilize technology for career-oriented purposes.
New Organizations, New Voices: The Landscape of Today's Teachers Shaping Policy
Author: Pennington, Kaitlin
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Teacher Role,Educational Policy,Teacher Participation,Teacher Associations,Qualitative Research,Interviews,Teacher Attitudes,Leaders,Unions,Educational Change,Activism,Information Technology

In the past five years, a number of grassroots groups and fellowships have emerged across the United States with the goal of giving teachers a greater role and a stronger voice in improving everything from the professional practice of teaching to the way the profession is governed. These groups are often called &quot;teacher-voice organizations,&quot; and in many cases they are established with the aim of giving practicing teachers direct access to influence the policies that affect their practice. This report highlights several common characteristics and many unique differences among the teacher-voice organizations and fellowships. The commonalities and differences in the teacher-voice organizations and fellowships suggest that the current education-reform environment has spurred the birth of these groups that are all working toward getting more teachers directly involved in the policies that impact their daily teaching experiences. But the way in which the organizations go about getting the teachers involved is unique to each group's individual founding principles, missions, and structures. The analysis presented in this report of teacher-voice organizations and fellowships in the context of what some are calling a teacher-voice movement uses qualitative data collected through interviews with education-policy scholars and academics, leaders of teacher-voice organizations and fellowships, teachers-union officials, and teachers. While it may not be possible at this moment to determine the impact of teacher-voice groups given their short histories and size, this paper details the role that teacher voice is playing in education reform, at a time when the teacher-voice movement has picked up speed and is growing in importance. A list of people who were interviewed is appended.
School Turnaround in Shanghai: The Empowered-Management Program Approach to Improving School Performance
Author: Jensen, Ben
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,School Turnaround,Educational Change,Public Schools,Educational Cooperation,Institutional Cooperation,Comparative Education,Program Descriptions,Program Implementation,Cultural Differences,Educational Practices,Scores,Low Achievement,High Achievement,Contracts,Strategic Planning,Educational Assessment,Accountability,Costs,Program Effectiveness

Public-school students in the world's largest city, Shanghai, China, are academically outperforming their counterparts across the globe and becoming the talk and envy of education experts worldwide. Using an innovative partnering approach that matches successful schools with low-performing schools, Shanghai has valuable lessons to teach on turning around public-school systems--lessons that transcend several of the unique characteristics of the Chinese educational system, as well as the country's rich pedagogical traditions. In this report the authors discuss and closely examine Shanghai's empowered-management program, an important education initiative that has markedly improved low-performing schools in Shanghai. The authors discuss the program and its implementation in detail in order to help readers better understand it and to determine those aspects of it that would best suit school systems in the United States. Importantly, this paper argues that cultural differences would not prevent the bulk of this program from being successfully reproduced in the United States, although the authors fully acknowledge that the program cannot be replicated without some attention to differences across systems. Methodology is appended.
Attaining Equitable Distribution of Effective Teachers in Public Schools
Author: Partee, Glenda L.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Teacher Distribution,Teacher Effectiveness,Equal Education,Public Schools,State Policy,Educational Policy,Educational Legislation,Federal Legislation,Elementary Secondary Education,Models

Since Congress passed the No Child Left Behind Act of 2001, or NCLB, much has transpired in K-12 public education. NCLB, the most recent iteration of the Elementary and Secondary Education Act of 1965, or ESEA, sought to ensure that all children have the equal opportunity for a high-quality education, established criteria for highly qualified teachers, and required all students to be taught by &quot;highly qualified&quot; teachers by 2006. Education is now at a junction where the current law focused on teacher-quality measures exists along with emerging new criteria, policies, and useful tools to help determine access to and equitable distribution of effective teachers. This is an opportunity to reset the old and align with the new. It is now possible to address concerns about teacher quality in broader, more creative ways that incorporate thoughtful approaches to prepare teachers and school leaders to successfully support learning for all students; hire and recruit the best future educators based on evidence of their performance; reward and retain the best teachers we have in place; create work environments capable of supporting and sustaining a well-prepared and effective teacher workforce; and address the structural causes of inequitable teacher distribution embedded in how we fund and staff our schools. This report explores shifts in policy and practice at this juncture and explores a range of state policy levers that can be used to improve the overall quality of the educator workforce as a larger strategy to ensure that all students have access to effective teachers. Furthermore, this report addresses federal oversight of teacher-equity provisions in current education law and efforts to encourage states to build rigorous systems of educator evaluation and support. The authors include examples of promising models and strategies to ensure that poor students and students of color have strong and effective teachers and illustrate the potential for extra efforts and investments in schools in need of qualified and effective educators. The following are appended: (1) Definitions of teacher-quality and effectiveness terms; and (2) Examples of state strategies in revised equity plans.