ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Spillover Effects from Teach for America Corps Members in Miami-Dade County Public Schools. Working Paper 113
Author: Hansen, Michael
Date: 2015-08-00
Type: Reports - Research
Subjects: Alternative Teacher Certification,Public Schools,Teacher Effectiveness,Public School Teachers,Disadvantaged Schools,Mathematics Achievement,Achievement Gains,Teacher Placement,Reading Achievement,Elementary Secondary Education

A sizeable body of evidence has documented the effectiveness of Teach For America (TFA) corps members at raising the mathematics test scores of their students, though little is known about the program's impact at the school level. TFA's recent placement strategy in the Miami-Dade County Public Schools, in which large numbers of TFA corps members are placed as clusters into a targeted set of disadvantaged schools, provides an opportunity to evaluate the impact of the TFA program on broader school performance. This study examines whether the influx of TFA corps members led to a spillover effect on other teachers' performance. We find that many of the schools chosen to participate in the cluster strategy experienced large subsequent gains in mathematics achievement. These gains were driven in part by the composition effect of having larger numbers of effective TFA corps members. However, we do not find any evidence that the clustering strategy led to any spillover effect on schoolwide performance. In other words, our estimates suggest that the extra student gains for TFA corps members under the clustering strategy would be equivalent to gains resulting from an alternate placement strategy in which corps members were evenly distributed across schools.
2015 NMC Technology Outlook: Australian Tertiary Education. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Decision Making,College Administration,Educational Technology,Teaching Methods,Specialists,News Reporting,Electronic Publishing,Educational Trends,Trend Analysis,Foreign Countries,Relevance (Education),Technology Integration,Guides,Definitions,Technology Uses in Education,Blended Learning,Telecommunications,Handheld Devices,Computer Software,Computer Simulation,Open Source Technology

The purpose of the report is to inform Australian campus leaders and decision-makers about important developments in technologies supporting teaching, learning, and creative inquiry in tertiary education across the continent. It was produced to explore important developments in technology and forecast their potential impact expressly in an Australian context. In the effort that took place from January through March 2015, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable technology topics, trends, and challenges for Australian tertiary education over the next five years. The expert panel identified the top ten key trends, the top ten significant challenges, and twelve important developments in educational technology. Each of the twelve developments in educational technology are profiled, on a single page that describes and defines the technology, and are ranked as very important for Australian tertiary education over the next year, two to three years, and four to five years. Every page opens with a carefully crafted definition of the highlighted technology, outlines its educational relevance, points to several real-life examples of its current use, and ends with a short list of additional readings for those who wish to learn more. Preceding those discussions are sections that detail the expert panel's top ranked trends and challenges, and illuminate why they are seen as highly influential factors in the adoption of technology in Australian universities over the next five years. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, campus leaders, administrators, policy-makers, and technologists. [This report was produced in collaboration with Open Universities Australia.] [For the 2014 report, see ED595162.]
Pre-K and Charter Schools: Where State Policies Create Barriers to Collaboration
Author: Mead, Sara
Date: 2015-07-00
Type: Reports - Research
Subjects: Preschools,Charter Schools,Educational Cooperation,Barriers,State Policy,Elementary Schools,State Aid,State Regulation,Educational Finance,Enrollment,School Districts,Financial Policy,State Legislation

Both charter schools and preschools have shown tremendous potential to change the educational and life trajectories of low-income kids. In combination, they could do even more to improve the odds for the nation's most vulnerable youngsters. But current policy and practice in many states limit the ability of charter schools to offer state-funded pre-K programs. This report asks and documents the answers to three key questions: (1) Can charter elementary schools offer state-funded pre-K?; (2) How many charter schools serve preschoolers?; and (3) What types of barriers prevent charter schools from offering pre-K? The authors analyze state pre-K and charter statutes, regulations, and agency policies in the thirty-six jurisdictions that had both charter schools and state-funded pre-K programs at the start of the 2014-15 school year. They also interview state charter leaders, policymakers, and pre-K program staff to better understand the barriers that charters face in accessing pre-K funding. The authors find that the most common practical barriers that charter schools face in attempting to offer pre-K are: (1) Low funding levels; (2) Small pre-K programs; (3) Barriers to kindergarten enrollment; and (4) Local district monopolies on pre-K funds. The authors conclude that policymakers and advocates should not only expand high-quality charter schools and high-quality pre-K for needy children; they should also alter policies and practices that deter the former from offering the latter. [Foreword written by Michael J. Petrilli and Amber M. Northern.]
2015 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Philanthropic Foundations,Donors,Private Financial Support,Accountability,Institutional Mission,Educational Policy,Educational Research,Charter Schools,Academic Achievement,State Regulation,State Departments of Education,School Effectiveness,Elementary Secondary Education,State Legislation,Public Education,Performance,School Closing,Urban Schools,Language Arts,Core Curriculum,Value Added Models,Educational Finance,Governance,Academic Standards,State Standards,Mathematics Achievement,Reading Achievement

The 2015 Fordham Sponsorship Annual Report is our opportunity to share the Fordham Foundation's work as the sponsor of eleven schools serving approximately 3,200 students in five cities, and our related policy work in Ohio and nationally. Charter school policy took a giant leap forward in Ohio in 2015 with the passage of HB 2. The road to a high-quality charter school sector has been laid out. If we want high-performing schools and networks to grow and replicate in the state, it is time to turn our attention to the human capital, facilities, and funding issues that have dogged the sector here for far too long. We urge you to read this report to learn of Fordham's commitment to quality schools for all children. [To view the 2014 report, see ED559996.]
The Boston Opportunity Agenda: Fourth Annual Report Card
Author: Boston Foundation
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Readiness,Kindergarten,Reading Skills,Grade 3,High School Graduates,College Graduates,Program Effectiveness,Elementary Education,Primary Education,Government Role,Partnerships in Education,Agency Cooperation,Educational Objectives,Public Schools,Adult Learning,Postsecondary Education,Educational Attainment,Educational Quality,Accountability,Performance,Educational Change,Community Involvement,Grade 8,Algebra,Grade 10,Gender Differences,Grade 9,Outcomes of Education,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Graduation Rate,Family Involvement,Summer Programs,Elementary Secondary Education,College Readiness,Career Readiness,Dropout Rate

This &quot;Fourth Annual Report Card&quot; marks a new chapter for the Boston Opportunity Agenda. For the first time, the Boston Opportunity Agenda is reporting student outcomes across Boston Public Schools and Catholic and charter schools. This provides a comprehensive baseline view of the education pipeline for the city's K-12 students. The report card is the beginning of a longer conversation about common metrics and goals across all three systems and offers an initial snapshot of how Boston's learners are doing across the multiple education sectors that serve them and can serve as a blueprint for work moving forward. This report card is also the final update on the first four goals of Boston Opportunity Agenda's ambitious 5-year plan: that all students are ready for kindergarten, are reading proficiently by 3rd grade, have access to 8th-grade algebra courses, and are proficient on the 10th-grade Massachusetts Comprehensive Assessment System (MCAS). [The Boston Indicators Project and the Boston Public Schools Department of Research, Assessment and Evaluation assisted in analyzing and reporting on the metrics in this report. For the third Annual Report Card, see ED596507.]
Advanced Placement (AP) Report, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-11-10
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Significantly more HISD students are taking and completing AP courses, taking and passing AP Exams, and earning AP Awards now than before 2009. Some highlights of AP in 2014-2015 include: (1) The number of high school students taking at least one AP Exam increased by 9 percent to 13,929 in 2014-15 from 12,837 in 2013-14; (2) The number of AP Exams taken by high school students increased by 13 percent to 25,127 in 2014-15 from 22,277 in 2013-14; (3) Enrollment in AP courses increased to 37 percent in 2014-15 from 34 percent in 2013- 14 for students enrolled in grades 10-12; and (4) The number of AP Awards presented to HISD students increased by 133 to 1,650 in 2014-15 reflecting a 9 percent increase compared to 2013-14.
The Impact of the Stacey and Bo Porter SELF Foundation Afterschool Program at Key, Revere, and Welch Middle Schools, 2014-2015. Evaluation Report. Volume 9, Issue 1
Author: Holmes, Venita
Date: 2015-08-18
Type: Reports - Research
Subjects: At Risk Students,Middle School Students,Academic Ability,Student Development,Social Development,Emotional Development,After School Programs,Program Effectiveness,Reading Achievement,Mathematics Achievement,Student Attitudes,Grade 6,Grade 7,Grade 8,Physical Activities,Tutoring,Goal Orientation,School Safety,Self Efficacy,Student Behavior,Attendance,Racial Differences,Ethnicity,Age Differences,Limited English Speaking,Low Income Students,Interpersonal Competence,Academic Persistence,Skill Development,Discipline

The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to non-participating students enrolled at SELF Foundation schools. Student perceptions regarding program benefits were gathered via surveys. Propensity score matching generated similar student groups to compare outcomes. Sixth- through eighth-grade SELF students achieved higher reading scores and seventh-grade students attained moderately higher math scores than their matched counterparts on district-level assessments (DLAs). Math DLA performance for SELF and matched students were comparable at eighth grade. The decrease in disciplinary actions from the 2013-2014 to the 2014-2015 academic year was greater for SELF students than the matched comparison group. The mean numbers of excused, unexcused, and total absences were lower for SELF students than the comparison group. An overwhelming majority of students indicated that they were benefitting from all of the program components, with the largest majority specifying physical activities (93%) and tutorials (90%). Consideration should be given to expanding these program components, while strengthening components that support improvements in discipline and attendance, such as character building, conflict resolution, and effective communication.
Building on Conceptual Interpretations of Aboriginal Literacy in Anishinaabe Research: A Turtle Shaker Model
Author: Debassige, Brent
Date: 2013-00-00
Type: Journal Articles
Subjects: Models,Indigenous Knowledge,Indigenous Populations,Literacy,Holistic Approach,American Indians,Educational Environment,Guidelines,Teaching Methods,Personal Narratives,Doctoral Dissertations,Foreign Countries,Curriculum Development,Literacy Education

This article comes out of the larger context of my doctoral dissertation where I investigated my experiences as an academic who attempts to remain true to Indigenous Knowledge (IK) traditions while working within a Western European intellectual setting. In this current paper, I combine the conceptual frameworks of Aboriginal literacy and Cavanagh's (2005) holistic educational model of the Anishinaabe teaching wand to present a holistic model of Anishinaabe literacy. I then consider the ethical responsibility of protecting and sustaining IK. Finally, I share a personal narrative and detail a central model of Anishinaabe literacy--my carving of a turtle shaker. The turtle shaker model is an applied example of Anishinaabe literacy that was developed using learning gained from traditional knowledge and academic environments. The intention is for this model to facilitate the transformation of how IK is taken up in the academy and in schooling settings. (Contains 5 figures and 3 footnotes.)
Towards a Pedagogy of Land: The Urban Context
Author: Styres, Sandra
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Education,Indigenous Populations,Teacher Education Programs,Land Use,Academic Achievement,American Indian Students,Rural Areas,Urban Areas,Self Concept,Reflection

This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from rural to urban contexts while addressing some of the ways this work may move forward in a good way. Further, the authors share various aspects that have allowed Land to inform both pedagogy and praxis in teacher education focusing on student success, particularly Aboriginal students within schools.
Exchanges between Two Rivers: Possibilities for Teaching Writing in the Northwest Territories
Author: Catlin, Susan Jane
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Place Based Education,Learner Engagement,Indigenous Knowledge,Oral Tradition,Multiple Literacies,Computer Uses in Education,Canada Natives,American Indian Students,English Teachers,Experienced Teachers,Action Research,Pilot Projects,Interviews,Focus Groups

My action research investigation into place-conscious writing practices invited experienced Non-Aboriginal teachers from the Northwest Territories to think through writing practices that might engage Northern students, many of whom are Indigenous. In this paper, I will focus on what the teachers had to say about the influences of aspects of Indigenous oral traditions on their writing pedagogies. I will consider the possibility that multiliteracies might provide a more dynamic conception of literacy that invites student engagement through multimodal connections and opens up spaces for Indigenous ways of knowing and being in approaches to teaching writing.
Situating Nunavut Education with Indigenous Education in Canada
Author: McGregor, Heather Elizabeth
Date: 2013-00-00
Type: Journal Articles
Subjects: Eskimos,Foreign Countries,Educational Change,Indigenous Populations,Educational History,American Indian Education,Comparative Analysis,Curriculum Development,Indigenous Knowledge,Cultural Context,Culturally Relevant Education,Human Resources,Labor Force Development,Teaching Methods

Recognizing that educational change in Nunavut has not been extensively documented, this article provides an entry point for considering how Nunavut can be better understood and situated with scholarship on Indigenous education in Canada. Comparing the history of education in Nunavut with key turning points in First Nations education, the article illustrates important distinctions in understanding the Arctic context. Examination of more current issues illustrates the interesting perspective offered from Nunavut--Canada's only jurisdiction where the entire public education system is intended to be responsive to the Indigenous (Inuit) majority. Finally, four areas of common struggle are proposed for further consideration.
Living Alongside: Teacher Educator Experiences Working in a Community-Based Aboriginal Teacher Education Program
Author: Kitchen, Julian
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,American Indian Education,Teacher Education Programs,Teaching Experience,Community Education,School Community Programs,Partnerships in Education,Culturally Relevant Education,Interpersonal Relationship,Self Concept,Identification,American Indian Culture,American Indian Languages,Expertise,Cultural Awareness,Semi Structured Interviews

Aboriginal education in Canada needs to shift away from the assimilative model to a model of culturally responsive pedagogy. Teacher education programs that serve Aboriginal teachers have an important role to play in developing an education system that both meets mainstream and Indigenous criteria for success. This paper examines the experiences of teacher educators working in a community-based Aboriginal Bachelor of Education program that was developed through a university-community partnership. Through interviews with eight teacher educators working in the program, five themes emerged as important in effective and culturally responsive practice by teacher educators working with Aboriginal teacher candidates.
&quot;Role Models Can't Just Be on Posters&quot;: Re/membering Barriers to Indigenous Community Engagement
Author: Madden, Brooke
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Involvement,Canada Natives,American Indian Education,Urban Schools,Poetry,Urban American Indians,Barriers,Educational Change,Longitudinal Studies

Current Canadian scholarly literature, education policy, and curricular documents encourage the participation of Indigenous community members as a key component of Indigenous Education reform. Guided by sharing circles conducted with Indigenous Elders, families, teachers, and support workers, we present community voices and experiences of Indigenous Education in an urban school board through poetic transcription. Our research suggests that four key barriers will have to be overcome in efforts to improve urban Indigenous Education: unwelcoming schools, professionalization of classroom teaching, colonized classrooms, and unilateral decolonization. Poetic transcription is used in this article to centre the voices of Indigenous participants as well as attempt to decolonize our approach to data dissemination of Indigenous voices as white, Euro-Canadian university-based researchers.
Integrating Aboriginal Perspectives in Education: Perceptions of Pre-Service Teachers
Author: Deer, Frank
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Action Research,Foreign Countries,Writing (Composition),Heuristics,American Indians,Multiple Literacies,Teaching Methods,Learner Engagement,Student Attitudes,Interviews,Preservice Teachers,American Indian Education,Qualitative Research,Indigenous Knowledge,American Indian Culture,Teacher Attitudes,Indigenous Populations,Canada Natives

This study explored teacher candidates' perceptions of the potentialities and challenges associated with the integration of Aboriginal perspectives into mainstream education. Participants in this study were 2nd-year teacher candidates of a two-year teacher education programme who have completed a course on Aboriginal education. Using a qualitative approach, the principal investigator conducted interviews with teacher candidates in an effort to acquire data on pre-service teacher perceptions of and attitudes towards Aboriginal perspectives as a field of study and practice. This study found that while some participants reported a great deal of comfort in the study and delivery of Aboriginal perspectives in their respective school experiences, a significant number of participants reported apprehension. The findings of this study suggest that there are a number of variables that may lend to a positive experience for teacher candidates who are responsible for integrating Aboriginal perspectives in their respective practices.
Learning from Place: A Return to Traditional Mushkegowuk Ways of Knowing
Author: Restoule, Jean-Paul
Date: 2013-00-00
Type: Journal Articles
Subjects: Canada Natives,Indigenous Knowledge,Intergenerational Programs,Physical Environment,American Indian Culture,Community Programs,Interviews,Documentaries,Well Being,American Indian Languages,Field Trips,Foreign Countries

This paper details a research project dedicated to honouring Mushkegowuk Cree concepts of land, environment and life in Fort Albany First Nation. Community youth interviewed local Elders to produce an audio documentary about the relations of the people to their traditional territory. These interactions evolved into a 10-day river trip with youth, adult and elder participants traveling together on their traditional waters and lands learning about the meaning of paquataskamik, the Cree word used for traditional territory, all of the environment, nature, and everything it contains. Bringing generations of community members together on the land led to reclamation of culture and indigenous knowledge and built greater community resistance to external forms of economic exploitation and development.