ethanporcaro/eric-fulltext-meta huggingface dataset:
Maryland Public School Suspensions by School and Major Offense Category In-School and Out-of-School Suspensions and Expulsions 2010-2011. Revised
Author: Maryland State Department of Education
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Public Schools,Suspension,Expulsion,Attendance,Weapons,Behavior Problems,Violence,Sexual Abuse,Sexual Harassment,Drinking,Drug Use,Cheating,Antisocial Behavior,Crime,Vandalism,Bullying,Elementary Secondary Education,Males,Females,Disabilities,African American Students,Asian American Students,Hispanic American Students,White Students,American Indian Students,Pacific Americans,Multiracial Persons

This report contains revised data on the number of incidents in each Maryland local school system and school during the 2010-11 school year. The data have been disaggregated by gender and race. The incident counts for students with disabilities are also reported. Student incident data are available for reporting by Out-of-School Suspensions and Expulsions, In-School Suspensions, and Combined In-School and Out-of-School Suspensions and Expulsions. Each offense has been categorized into eight major categories. The following list shows which offenses are included in each major category. Offense definitions are described in the Maryland Student Records System Manual, 2011. The eight offense categories are: (1) Attendance; (2) Arson/Fire/Explosives; (3) Dangerous Substances; (4) Sex Offenses; (5) Weapons; (6) Disrespect/Insubordination/Disruption; (7) Attack/Threats/Fighting; and (8) Other.
Science and Engineering Indicators 2010
Author: National Science Foundation (NSF)
Date: 2010-00-00
Type: Reports - Research
Subjects: STEM Education,Science Education,Engineering Education,Competition,Information Technology,Public Opinion,Knowledge Level,Research and Development,Elementary Secondary Education,Mathematics Education,Higher Education,Educational Technology,Teachers,Undergraduate Study,Graduate Study,Academic Degrees,Labor Force,Trend Analysis,Foreign Countries,Educational Research,Scientists,Industry,Global Approach,Geographic Location,Statistical Analysis,Surveys

The Science Indicators series was designed to provide a broad base of quantitative information about U.S. science, engineering, and technology for use by policymakers, researchers, and the general public. &quot;Science and Engineering Indicators 2010&quot; contains analyses of key aspects of the scope, quality, and vitality of the Nation's science and engineering enterprise in the context of global science and technology. The report presents information on science, mathematics, and engineering education at all levels; the scientific and engineering workforce; U.S. international research and development performance; U.S. competitiveness in high technology; and public attitudes and understanding of science and engineering. A chapter on state-level science and engineering presents state comparisons on selected indicators. An overview (Rolf F. Lehming) distills selected key themes emerging from the report. A list of chapters and their authors include: (1) Elementary and Secondary Mathematics and Science Education (Martha Naomi Alt, Xianglei Chen, Leslie Hall, Lawrence Burton); (2) Higher Education in Science and Engineering (Joan S. Burrelli,) (3) Science and Engineering Labor Force (Nirmala Kannankutty, Steven Proudfoot, Mark C. Regets); (4) Research and Development: National Trends and International Linkages (Mark Boroush, Francisco A. Moris, Raymond M. Wolfe); (5) Academic Research and Development (Ronda Britt, Joan S. Burrelli, Lawrence Burton, Leslie Christovich); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (Jaquelina C. Falkenheim); and (8) State Indicators (Paula C. Dunnigan). Chapters contain individual references, and in some instances a glossary of terms. Appended are: (1) Methodology and Statistics; and (2) List of appendix tables.
Getting It Right: Reference Guides for Registering Students with Non-English Names. REL 2016-158
Author: Greenberg Motamedi, Jason
Date: 2016-06-00
Type: Guides - Classroom - Teacher
Subjects: Sino Tibetan Languages,Indo European Languages,Russian,Afro Asiatic Languages,Spanish,Tagalog,Ukrainian,Vietnamese,Naming,School Registration,Student Records,Cultural Differences

Getting a student's name right is the first step in welcoming him or her to school. Staff members who work with student-level data also know the importance of accurately and consistently recording a student's name in order to track student data over time, to match files across data sets, and to make meaning from the data. For students whose home language is not English, properly recording their information can be more difficult. School personnel who register students may not be familiar with different naming conventions in languages other than English. For example, Cantonese names usually list the family (or last) name first, followed by the given (or first) name. Typically, Russian male and female last names have different endings, so a brother and sister may use slightly different versions of the same name. Incorrectly entering student names can mean that the same student is listed in different databases in various ways and often with incomplete records. Consequently, students who are eligible for services (e.g., English learner support) can be unidentified or overlooked. This set of naming conventions reference guides can serve as a reference for accurately entering students' names in school, district, and state databases. The guides are currently available for students with home languages of Cantonese, Punjabi, Russian, Somali, Spanish, Tagalog, Ukrainian, and Vietnamese. In addition to facilitating accurate data entry, these guides can help ensure that school and district staff (e.g., front office staff and registrars) address and greet parents and other family members in a culturally responsive and respectful fashion. The naming conventions reference guides provide a general overview of the naming practices in a given language (Cantonese, Punjabi, Russian, Somali, Spanish, Tagalog, Ukrainian, and Vietnamese). Each guide will help school and district staff become more familiar with what to expect when they encounter students from these cultural backgrounds
How Partnerships Are Core to a Linking Research and Practice Agenda
Author: Fonger, Nicole L.
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: Educational Research,Partnerships in Education,Theory Practice Relationship,Algebra,Technology Uses in Education,Mathematics Instruction,Team Teaching,Secondary School Mathematics,Grade 9,Secondary School Teachers,Educational Researchers,Equations (Mathematics)

Partnerships between researchers and teachers are central to stimulating advancements in a linking research and practice agenda. This paper addresses two key aims. First, research on supporting students' representational fluency in technology-rich algebra learning environments is used to illustrate a linking research and practice agenda. Three themes are addressed as outcomes of this researcher-practitioner partnership: (a) the importance of addressing a shared problem of practice, (b) the role of theoretical lenses in supporting both practice and research, and (c) how to design for collaboration using both practice-based and research-based methods. Second, emerging issues in establishing productive researcher-practitioner partnerships are introduced from the perspective of both researchers and practitioners. Viable next steps for bridging the experiences of researchers and practitioners are discussed.
Variation in Children's Understanding of Fractions: Preliminary Findings
Author: Fonger, Nicole L.
Date: 2015-04-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Elementary School Students,Interviews,Problem Solving,Logical Thinking,Elementary School Mathematics,Task Analysis,Prior Learning,Models

This research targets children's informal strategies and knowledge of fractions by examining their ability to create, interpret, and connect representations in doing and communicating mathematics when solving fractions tasks. Our research group followed a constant comparative method to analyze clinical interviews of children in grades 2-6 solving fraction tasks. Several iterations of coding yielded an emergent coding scheme that helps capture the nuances of children's reasoning with multiple types of fractions representations. Initial results from the interview analyses suggest variation in children's reasoning across four categories: (a) model types, (b) children's use of representations and representational fluency, (c) connectedness of children's informal to formal reasoning type, and (d) meanings of fractions. We discuss the challenges of negotiating first-order versus second-order models of children's meaning of fractions, and the relationship between children's representational fluency and conceptions of fractions.
Accelerated Reader™. What Works Clearinghouse Intervention Report. Updated
Author: What Works Clearinghouse (ED)
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Reading Programs,Computer Uses in Education,Supplementary Education,Primary Education,Beginning Reading,Reading Achievement,Reading Comprehension,Reading Fluency,Educational Research,Elementary School Students,Randomized Controlled Trials,Program Effectiveness,Emergent Literacy,Reading Tests

Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a book based on their area of interest and reading level. Upon completion of a book, students take a computerized quiz based on the book's content and vocabulary. Quiz performance allows teachers to monitor student progress and to identify students who may need additional reading assistance. This review of the program for the Beginning Reading topic area focuses on studies that examine outcomes for beginning readers in grades K-3. The What Works Clearinghouse (WWC) identified two studies of Accelerated Reader™ that both fall within the scope of the Beginning Reading topic area and meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 265 beginning readers in grades 1-3 in four schools. The two studies that meet WWC group design standards without reservations include; (1) Bullock, J. C. (2005). &quot;Effects of the Accelerated Reader on reading performance of third, fourth, and fifth-grade students in one western Oregon elementary school&quot; (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3181085); and (2) Shannon, L. C., Styers, M. K., &amp; Siceloff, E. R. (2010). &quot;A final report for the evaluation of Renaissance Learning's Accelerated Reader Program.&quot; Charlottesville, VA: Magnolia Consulting. Additional sources: Shannon, L. C., Styers, M. K., Wilkerson, S. B., &amp; Peery, E. (2014). &quot;Computer-assisted learning in elementary reading: A randomized control trial.&quot; Charlottesville, VA: Magnolia Consulting. Shannon, L. C., Styers, M. K., Wilkerson, S. B., &amp; Peery, E. (2015). &quot;Computer-assisted learning in elementary reading: A randomized control trial.&quot; &quot;Computers in the Schools,&quot; 32(1), 20-34. Appended are: (1) Research details for Bullock (2005); (2) Research details for Shannon et al. (2010); (3) Outcome measures for each domain; (4) Findings included in the rating for the comprehension domain; (5) Findings included in the rating for the reading fluency domain; (6) Description of supplemental findings for the comprehension domain. A glossary of terms is included.
Elementary Students' Generalization and Representation of Functional Relationships: A Learning Progressions Approach
Author: Stephens, Ana
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Learning Processes,Algebra,Generalization,Sequential Learning,Teaching Methods,Mathematical Concepts,Grade 3,Grade 4,Grade 5,Longitudinal Studies,Early Intervention,Integrated Curriculum,Lesson Plans,Student Evaluation,Pretests Posttests,Coding,Learning Strategies

In this paper, we describe our learning progressions approach to early algebra research that involves the coordination of a curricular framework, an instructional sequence, written assessments, and levels of sophistication describing the development of students' thinking. We focus in particular on what we have learning through this approach about the development of students' abilities to generalize and represent functional relationships in a grades 3-5 early algebra intervention by sharing the different levels of responses we observed in students' written work and the percent of students situated at each level across different tasks.
A Learning Progressions Approach to Early Algebra Research and Practice
Author: Fonger, Nicole L.
Date: 2015-11-00
Type: Speeches/Meeting Papers
Subjects: Algebra,Mathematics Instruction,Curriculum,Educational Objectives,Sequential Approach,Mathematical Logic,Student Evaluation,Logical Thinking,Mathematical Concepts,Readiness,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Elementary School Students,Middle School Students

We detail a learning progressions approach to early algebra research and how existing work around learning progressions and trajectories in mathematics and science education has informed our development of a four-component theoretical framework consisting of: a curricular progression of learning goals across big algebraic ideas; an instructional sequence of tasks based on objectives concerning content and algebraic thinking practices; assessments; and posited levels of sophistication in children's reasoning about algebraic concepts within big ideas of early algebra. This research balances the goals of longitudinal research on supporting students' preparedness for algebra while attending to the practical goals of establishing connections among curriculum, instruction, and student learning. [This paper was published in: Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., &amp; Dominguez, H. (Eds.) (2015). &quot;Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education&quot; (p201-204). East Lansing, MI: Michigan State University.]
District Leadership for Effective Principal Evaluation and Support
Author: Kimball, Steven M.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Evaluation,Administrator Role,Instructional Leadership,Supervisors,Training,Evaluation Methods,Professional Development,School Districts,Mentors,Public Schools,Goal Orientation,Feedback (Response),Coaching (Performance)

Research demonstrating principals' impact on student learning outcomes has fueled the shift from principals as facilities managers to an emphasis on instructional leadership (Hallinger &amp; Heck, 1996; Leithwood, Louis, Anderson, &amp; Wahlstrom, 2004; Marzano, Waters, &amp; McNulty, 2005). Principals are under increasing pressure to carry out effective instructional leadership practices, including those needed to adopt college- and career-ready standards and more comprehensive teacher evaluation approaches. To improve instructional leadership performance, districts are stepping up principal support and oversight by increasing the focus of principal supervisors on principal evaluation and school leadership support functions (Canole &amp; Richardson, 2014; Corcoran, Casserly, Price-Baugh, Walston, Hall, &amp; Simon, 2013; Honig, 2012, 2013; Honig, Copland, Rainey, Lorton, &amp; Newton, 2010). Teacher Incentive Fund (TIF) sites, like many schools and districts nationwide, are implementing new principal evaluation systems intended to be meaningful for both accountability and leadership improvement purposes. We explore in this brief how four TIF grantees are: 1. Training principal evaluators and monitoring principal evaluations to promote rating accuracy and improved performance feedback; 2. Using principal evaluation processes and measures to support principal professional learning and performance; and 3. Providing other supports for principals to improve their leadership. The grantees featured include Broward County School District, Miami-Dade County School District, two districts participating in the Ohio TIF project, and Denver Public Schools. We begin with a brief review of literature about supporting principal evaluators and using evaluation to support principal development. We then provide a summary of each site's evaluation process and describe how the four sites support principal evaluators and principal performance improvement. The brief concludes with questions current and future TIF grantees should consider as they reflect on how their systems are working or plan changes to better support principal supervisors and principals in order to improve supervision and instructional leadership. Principal Evaluation System Summaries are appended.
Designing and Implementing Human Capital Management Systems in Educator Evaluation
Author: Kraemer, Sara
Date: 2015-09-23
Type: Reports - Evaluative
Subjects: Teacher Evaluation,Human Capital,Management Systems,Systems Development,Case Studies,School Districts,Public Schools,Teacher Recruitment,Beginning Teacher Induction,Mentors,Teacher Selection,School District Reorganization,Teacher Effectiveness

The Department of Education's Teacher Incentive Fund (TIF) 4 program represents a programmatic shift away from educator compensation reform as the primary lever of change for teacher performance and student learning. The TIF 4 program is designed to encourage the use of educator effectiveness measures to support the strategic instructional vision of school districts, as well as the professional careers of educators, through a human capital management systems (HCMS) approach. This paper documents the efforts of the process and development of an 18-month HCMS design project in the TIF 4 program. Through its Sustainable Educator Evaluation and Compensation (SEEC) Project, the North East Florida Educational Consortium (NEFEC) integrated HCMS through an innovative and collaborative approach that has effectively leveraged the use of TIF 4 technical assistance for district-wide organizational change. This paper outlines the HCMS framework and alignment methodology in the TIF 4 program, provides an in-depth overview of the SEEC Project and their process for developing HCMS in their school districts and three case studies of SEEC school districts leading the program in innovative work, and synthesizes HCMS trends across SEEC districts and within NEFEC programming. Key terms and definitions of HCMS are appended.
Maryland Public School Enrollment by Race/Ethnicity and Gender and Number of Schools, September 30, 2010
Author: Maryland State Department of Education
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Racial Differences,Ethnic Groups,Gender Differences,Enrollment Trends,Instructional Program Divisions,American Indian Students,Alaska Natives,Asian American Students,African American Students,White Students,Hispanic American Students,Pacific Islanders,Hawaiians,Multiracial Persons,Counties

This report presents enrollment data for the Maryland public schools. School systems reported individual student-level data that were edited and aggregated to school system and state levels. The report categorizes data by race/ethnicity, gender, and grade level. In September 2010 there were a total of 852,211 students: 436,830 male students and 415,381 female students in membership. By race the totals were: American Indian/Alaskan Native Students: 3,047; Asian Students: 48,693; African American Students: 305,310; Hispanic Students: 98,404; Native Hawaiian/Other Pacific Islander Students: 1,246; Two or More Race Students: 29,507; and White Students: 366,004. Enrollment has increased from 1999 to 2010 by 0.4%. The enrollment increased from 1999 to 2010 in all but ten of the state's school systems. In conjunction with increases in student enrollment, the number of schools reporting in 2010 were 1,452 with 55% representing elementary schools. Fifteen tables contain data about Maryland's enrolled students. [For earlier reports, see ED430054 (Sep 30, 1998) and ED419010 (Sep 30, 1997).]
Critical Perspective on Situational Leadership Theory. Leadership Readiness for Flexibility and Mobility. The 4th Dimensions on Situational Leadership Styles in Educational Settings
Author: Rajbhandari, Mani Man Singh
Date: 2015-10-10
Type: Reports - Descriptive
Subjects: Leadership Styles,Readiness,Educational Environment,Organizational Theories,Models,Pragmatics,Educational Philosophy,Educational Practices,Educational Administration,Performance Factors

In educational settings, leadership flexibility and mobility is essential factor for leadership readiness. This incorporates both factors concerning the situational needs and followership situational readiness. Leadership in education require multi facet dimensional approaches that enables the educational leaders to fill in the gaps and reduces the mismatch between the situational need, individuals teachers demands and students development. In educational settings, leadership is distributed and is everywhere that enables the educational leaders to remain proactively ready to meet all kinds of situational variations existing within and outside the educational settings. This paper produce insight for educational leadership readiness for flexibility and mobility to fill in the gaps to enrich situational leadership theory. Situational leadership theory, maintains 4 different behavioral pattern considering followers readiness of maturity level. This paper provides the 4th dimensional leadership behavioral pattern incorporating both the situational need and follower's readiness which offers 16 different leadership situational behavioral pattern in tuned with different variations in situations and followership offering the holistic realm of leadership readiness for flexibility and mobility. The 4th dimension of situational leadership enables the leaders to exhibits various different behavioral pattern at various situational leadership styles intertwined with the follower's readiness behavioral pattern connecting the leadership elasticity and producing leadership equilibrium of high and low on task and relations. Leadership readiness for flexibility and mobility is essential to contribute the multi facet dimensional approaches of leadership. This promotes leadership elasticity and equilibrium to address the contextual immediate variations. [PowerPoint slide deck precedes the text of this document.]