ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. NCEE 2015-4002
Author: Silva, Tim
Date: 2014-11-00
Type: Reports - Research
Subjects: Teacher Education Programs,Graduate Study,Field Experience Programs,School Districts,Teacher Persistence,Teacher Selection,Mentors,Career Change,Beginning Teachers,Academic Achievement,Educational Improvement,Student Recruitment,College Graduates,At Risk Students,Disadvantaged Schools,Minority Group Students,Teacher Characteristics,Teacher Competencies,Experiential Learning,Grants,Federal Programs,Partnerships in Education,Financial Support,Educational Research,Surveys,Semi Structured Interviews,Regression (Statistics),Comparative Analysis,Program Descriptions,Role,Teaching Experience,College Faculty,Training,Elementary School Teachers,Secondary School Teachers,Coaching (Performance),Grade Point Average,Admission Criteria,Enrollment,Teacher Certification,Work Experience,Educational Attainment,Student Teaching,Masters Programs,Scheduling,Student Placement,Responsibility,Interaction,Observation,Peer Relationship,Teacher Placement,Beginning Teacher Induction,Teacher Collaboration,Student Attitudes,Courses,Program Effectiveness

In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district. The residency programs provided a fieldwork experience with a mentor teacher, along with integrated coursework. On average, residents reported being fully in charge of instruction for 21 days during the first half of the residence and 37 days during the second half. The programs included the equivalent of 10 courses, on average. The programs somewhat broadened the pool of people entering the teaching profession in the participating districts. For example, novice teachers from the residency programs were more likely than teachers from other programs to report having worked in a full-time job other than teaching (72 percent versus 63 percent). However, novice residency program teachers and teachers from other preparation programs had similar demographic characteristics. Novice teachers from residency programs had similar retention rates to other novice teachers. Approximately 90 percent of teachers from both groups reported staying in the same district from spring 2012 to fall 2012; about 5 percent of teachers were no longer teaching. Additional information on teaching residency programs, their participants, and novice teachers is appended. [For the Executive Summary, see ED548235.]
Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. Executive Summary. NCEE 2015-4003
Author: Silva, Tim
Date: 2014-11-00
Type: Reports - Research
Subjects: Teacher Education Programs,Graduate Study,Field Experience Programs,School Districts,Teacher Persistence,Teacher Selection,Mentors,Career Change,Beginning Teachers,Academic Achievement,Educational Improvement,Student Recruitment,College Graduates,At Risk Students,Disadvantaged Schools,Minority Group Students,Teacher Characteristics,Teacher Competencies,Experiential Learning,Grants,Federal Programs,Partnerships in Education,Financial Support,Educational Research,Surveys,Semi Structured Interviews,Regression (Statistics),Comparative Analysis,Program Descriptions,Role,Teaching Experience,College Faculty,Training,Elementary School Teachers,Secondary School Teachers,Coaching (Performance),Grade Point Average,Admission Criteria,Enrollment,Teacher Certification,Work Experience,Educational Attainment,Student Teaching,Masters Programs,Scheduling,Student Placement,Responsibility,Interaction,Observation,Peer Relationship,Teacher Placement,Beginning Teacher Induction,Teacher Collaboration,Student Attitudes,Courses,Program Effectiveness

In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district. The residency programs provided a fieldwork experience with a mentor teacher, along with integrated coursework. On average, residents reported being fully in charge of instruction for 21 days during the first half of the residence and 37 days during the second half. The programs included the equivalent of 10 courses, on average. The programs somewhat broadened the pool of people entering the teaching profession in the participating districts. For example, novice teachers from the residency programs were more likely than teachers from other programs to report having worked in a full-time job other than teaching (72 percent versus 63 percent). However, novice residency program teachers and teachers from other preparation programs had similar demographic characteristics. Novice teachers from residency programs had similar retention rates to other novice teachers. Approximately 90 percent of teachers from both groups reported staying in the same district from spring 2012 to fall 2012; about 5 percent of teachers were no longer teaching. [For the full report, see ED548234.]
Exploring Teaching, Learning, and Instructional Reform in an Introductory Technology Course
Author: Niederhauser, Dale S.
Date: 1999-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Introductory Courses,Technical Education,Technology Uses in Education,Skill Development,Class Activities,Student Attitudes,Attitude Change,Cooperation,Incentives,Mastery Learning,Assignments,Teaching Methods,Constructivism (Learning),Models,Reflection,Internet,Journal Writing,Student Journals,Field Experience Programs,Computer Software Evaluation,Computer Software,Feedback (Response)

The typical introduction to technology course focuses on helping preservice teachers develop skills for using technology and integrating it into their practice (Downs, 1992; McKenzie, 1994; Niess, 1991; Raiford &amp; Braulick, 1995). Current national standards for technology in teacher preparation also emphasize the importance of developing skills and competencies for using technology (ISTE, 1997; Wiebe &amp; Taylor, 1997). Thus, technology teacher educators tend to see teaching technology-related skills as the primary purpose for the introductory technology course. However, the preservice technology course has the potential to fill a more central role in a teacher education program. The technology course can provide an authentic context for future educators to examine instructional practices and reflect on their learning as they learn new skills and content. Unlike content-area methods courses--in which preservice teachers often assume they understand the content and are simply learning to teach it--most students expect to learn new concepts and skills in technology courses. Course activities can be designed to help students develop technical competence as they explore educational issues in teaching, learning, and instructional reform.
2012 National Survey of Science and Mathematics Education: Status of Elementary School Science
Author: Trygstad, Peggy J.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Science Instruction,Science Teachers,Teacher Characteristics,Teacher Competencies,Teaching Methods,Faculty Development,Courses,Professional Autonomy,Homework,Educational Objectives,Learning Activities,Evaluation Methods,Instructional Materials,Educational Facilities,Equipment,Teacher Certification,Teacher Education,Teacher Attitudes,Teacher Leadership,Student Characteristics,Science Achievement,Grouping (Instructional Purposes),Teacher Participation,Curriculum Development,Student Evaluation,Educational Technology,Educational Resources,Instructional Effectiveness,Textbooks,Teacher Surveys,Elementary School Science,Elementary School Teachers,National Surveys,Tables (Data)

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of elementary science teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
Report of the 2012 National Survey of Science and Mathematics Education
Author: Banilower, Eric R.
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Science Education,Mathematics Education,Teacher Background,Teacher Qualifications,Teaching Experience,Science Curriculum,Mathematics Curriculum,Teacher Surveys,Questionnaires,Educational Resources,Teacher Characteristics,Teacher Education,Teacher Attitudes,Faculty Development,Elementary School Science,Elementary School Mathematics,Courses,Professional Autonomy,Decision Making,Educational Objectives,Learning Activities,Homework,Textbooks,Educational Facilities,Equipment,Programs,Educational Practices,State Standards,Barriers,Minority Group Teachers,Educational Attainment,Secondary School Teachers,Elementary School Teachers,At Risk Students,Chemistry,Physics,Earth Science,Space Sciences,Engineering,Environmental Education,Institutional Characteristics,Mathematics Teachers,Science Teachers,Middle School Teachers,High Schools,Teacher Certification,Instructional Program Divisions,Teacher Leadership,Communities of Practice,Coaching (Performance),Teaching Conditions,Advanced Placement,Algebra,Secondary School Mathematics,Secondary School Science,Geometry,Academic Achievement,Curriculum Development,Educational Technology,Scores,Instructional Effectiveness,Equal Education,Class Size,Tables (Data)

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report is a summary of overall findings from the study in the areas of teacher backgrounds and beliefs, teachers as professionals, science and mathematics courses, instructional objectives and activities, instructional resources, and factors affecting instruction. The following are appended: (1) Sample Design; (2) Survey Questionnaires; (3) Pre-Data Collection Communication; (4) Description of Data Collection; (5) Description of Reporting Variables; and (6) Additional Equity Cross-tabulations.
2012 National Survey of Science and Mathematics Education: Status of High School Biology
Author: Lyons, Kiira M.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Science Instruction,Secondary School Science,High Schools,Secondary School Teachers,Science Teachers,Teacher Characteristics,Teacher Competencies,Teaching Methods,Faculty Development,Courses,Professional Autonomy,Homework,Educational Objectives,Learning Activities,Evaluation Methods,Instructional Materials,Educational Facilities,Equipment,Teacher Certification,Teacher Education,Teacher Attitudes,Teacher Leadership,Student Characteristics,Science Achievement,Grouping (Instructional Purposes),Teacher Participation,Curriculum Development,Student Evaluation,Educational Technology,Educational Resources,Instructional Effectiveness,Textbooks,Biology,Teacher Surveys,National Surveys

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of high school biology teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
2012 National Survey of Science and Mathematics Education: Status of High School Chemistry
Author: Smith, P. Sean
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Chemistry,Science Instruction,Secondary School Science,High Schools,Secondary School Teachers,Science Teachers,Teacher Characteristics,Teacher Competencies,Teaching Methods,Beliefs,Faculty Development,Courses,Professional Autonomy,Homework,Educational Objectives,Learning Activities,Evaluation Methods,Instructional Materials,Educational Facilities,Equipment,Teacher Certification,Teacher Education,Teacher Attitudes,Teacher Leadership,Student Characteristics,Science Achievement,Grouping (Instructional Purposes),Teacher Participation,Curriculum Development,Student Evaluation,Educational Technology,Educational Resources,Instructional Effectiveness,Textbooks,Teacher Surveys,National Surveys

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of high school chemistry teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
2012 National Survey of Science and Mathematics Education: Status of Middle School Mathematics
Author: Fulkerson, William O.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Mathematics Education,Science Education,Educational Trends,Educational Assessment,Teacher Surveys,Middle School Teachers,Teacher Characteristics,Demography,Career Readiness,Faculty Development,Courses,Instruction,Decision Making,Professional Autonomy,Behavioral Objectives,Class Activities,Homework,Educational Practices,Testing Programs,Instructional Materials,Educational Equipment,Educational Facilities,Performance Factors,Tables (Data),Mathematics Curriculum,Mathematics Instruction,Pedagogical Content Knowledge,Teacher Attitudes,Questionnaires

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of middle school mathematics teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
2012 National Survey of Science and Mathematics Education: Compendium of Tables
Author: Fulkerson, William O.
Date: 2013-05-00
Type: Numerical/Quantitative Data
Subjects: Teacher Surveys,Mathematics Education,Science Education,National Surveys,Tables (Data),Research Methodology,Research Design,Questionnaires,Science Teachers,Mathematics Teachers,Data Collection,Teacher Background,Educational Trends,Elementary Secondary Education,Pedagogical Content Knowledge,Teacher Attitudes,Teaching Experience,Science Instruction,Mathematics Instruction,Science Curriculum,Mathematics Curriculum

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This compendium contains tables of frequencies for each item on the questionnaire, copies of the instruments, and detail on data collection and analysis.
2012 National Survey of Science and Mathematics Education: Highlights Report
Author: Horizon Research, Inc.
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Science Education,Mathematics Education,Educational Trends,Teacher Background,Teaching Experience,Educational Resources,Teacher Surveys,Behavioral Objectives,Learning Activities,Instructional Materials,Performance Factors,Faculty Development,Decision Making,Educational Attainment,Career Readiness,Teacher Distribution,Time on Task,Program Length,Educational Practices,Resource Allocation,Elementary Secondary Education,Testing Programs,Pedagogical Content Knowledge,Teacher Attitudes,Questionnaires,Science Curriculum,Mathematics Curriculum,Courses,Science Instruction,Mathematics Instruction

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report is a brief summary of important initial findings from the study in the areas of teacher backgrounds and beliefs, teachers as professionals, science and mathematics courses, instructional objectives and activities, instructional resources, and factors affecting instruction.
2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics
Author: Malzahn, Kristen A.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Elementary School Mathematics,National Surveys,Teacher Surveys,Teacher Characteristics,Demography,Elementary School Teachers,Faculty Development,Career Readiness,Decision Making,Classroom Environment,Teacher Attitudes,Professional Autonomy,Class Activities,Time on Task,Homework,Testing Programs,Educational Practices,Instructional Materials,Educational Facilities,Educational Equipment,Performance Factors,Instruction,Mathematics Instruction,Mathematics Curriculum,Teaching Experience,Questionnaires,Pedagogical Content Knowledge,Educational Trends

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey. The design and implementation of the study involved developing a sampling strategy and selecting samples of schools and teachers, developing and piloting survey instruments, collecting data from sample members, and preparing data files and analyzing the data. This report examines the status of elementary mathematics teaching and is one of several subject and grade-level specific reports. An appendix with teacher mean scores for composites and class mean scores for composites is provided.
&quot;Politics&quot; of Upward Mobility for Women and Minorities in Higher Education
Author: Omachonu, Florence
Date: 2012-03-26
Type: Speeches/Meeting Papers
Subjects: Minority Groups,Females,Human Resources,Barriers,Higher Education,Promotion (Occupational),Women Administrators,Work Environment,Disproportionate Representation,Correlation,Power Structure,Politics,Guidelines,Questionnaires,Administrator Attitudes,College Faculty,Interviews,Qualitative Research

A recent publication by the American Council on Education&apos;s, Office of Women in Higher Education (2010), shows that women and minorities promoted to senior level administrative positions have made gains. However, they remain underrepresented on most campuses. This paper argues that the slow emergence of women and minorities into senior level administrative positions suggests that inter-play among &quot;politics&quot; and &quot;power&quot; may contribute to the existing gender gap and, that the problem is more complex than the figures show. The assumption by this writer is the inter-play among &quot;politics&quot; (power play among various forces or stakeholders) and &quot;power&quot; (real or imagined) combine to influence the end game. Bolman and Deal&apos;s Four Frames; &quot;structural,&quot; &quot;human resource,&quot; &quot;political,&quot; and &quot;symbolic&quot; offer a fresh perspective to approaching higher education issues including how /why women and minorities advance or don&apos;t advance in higher education and accompanying barriers. The significance of the study is to provide a basis for addressing the barriers that minorities and women encounter at their work place theoretically and practically using the Bowman and Deal&apos;s framework. The question is: how can we break through the negative cycle created by the denial of career advancement for women and minorities?