ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating an "Interdisciplinary Moment" in Graduate Education: The Theory and Philosophy Summer School
Author: Moore, Alfred
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Teaching Methods,Interdisciplinary Approach,Curriculum Development,Student Development,Social Sciences,Interaction,Graduate Study,Graduate Students,Humanities,Integrated Activities,Student Research,Higher Education,Program Effectiveness,Program Evaluation,Communication Skills,Educational Philosophy

This paper reports on a pilot interdisciplinary graduate Summer School in Theory and Philosophy for the Arts, Humanities and Social Sciences, which aimed to combine research with graduate teaching and learning. The paper will develop reflections on the ways in which interdisciplinary residential learning spaces can promote successful skills development among graduate students. It thus contributes to the ongoing assessment of the effectiveness of this innovative approach to interdisciplinary graduate education in the Arts, Humanities and Social Sciences. Through the reflections developed in this paper I hope to offer models and lessons that can contribute to the ongoing development of new ways of delivering research-led interdisciplinary programmes that can enhance the skills and competitiveness of graduate students. The aims of the Theory and Philosophy Summer School operated at two levels. The first set of aims concerned the enhancement of the interdisciplinary skills and effectiveness of doctoral researchers. The programme was designed to enable students to develop high-level conceptual and communicative tools that would deepen their disciplinary knowledge and enhance interdisciplinary cooperation. The second set of aims concerned the development of models for the organisation, curriculum development and delivery of graduate research education programmes in theory and methods of inquiry. These findings indicate the importance of dialogical processes and interpersonal interaction in developing skills in communicating across disciplinary traditions and boundaries. In this connection the spatial environment proved crucial to supporting disciplinary interaction. Enabling lecturers to integrate research and teaching was also crucial to the achievement of the aims of student development. Finally, reflection on curriculum development has led to a working typology of ways of being not-disciplinary. Together these findings contribute to a developing organisational model for the delivery of interdisciplinary research-led GREP. (Contains 1 footnote.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]
Developments in Postgraduate Education and Their Implications for Research Supervision
Author: Lee, Anne
Date: 2009-11-00
Type: Opinion Papers
Subjects: Teaching Methods,Foreign Countries,Graduate Students,Supervision,College Instruction,Scholarship,Learning,College Curriculum,Curriculum Design,Integrated Activities,Higher Education,Doctoral Programs,Graduate Study,Student Needs,Student Research

The author's proposition is that there is a pedagogy of supervision, not that &quot;this&quot; is it in its entirety but that there is a pedagogy of supervision, that it has relevance for other levels of the curriculum, and that this pedagogy of supervision provides an entry point for academics to become involved in the scholarship of research, teaching and learning. In this keynote speech, the author explores a conceptual approach to doctoral supervision, looks at some of the ways that this applies to other levels of the curriculum, and discusses some approaches to developing supervisors. (Contains 1 table.) [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Navigating Special Education in Charter Schools Part II: The Authorizers' Role in Ensuring Quality Special Education Programs. Authorizing Matters. Issue Brief
Author: Rhim, Lauren Morando
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,Related Services (Special Education),Educational Quality,Educational Legislation,Federal Legislation,Capacity Building,Accountability,Educational Finance,Financial Support,Civil Rights

What ought authorizers do to ensure that the charter schools they approve provide a quality education to students with disabilities who enroll in their school? That is the question many authorizers wrestle with as they strive to strike a balance between fulfilling their responsibilities under the Individuals with Disabilities Education Act (IDEA) while providing the autonomy that is central to the charter school ideal. As the gatekeepers monitoring entrance to the charter sector and, thereafter, the groundskeepers responsible for ensuring the maintenance of quality programs, authorizers are charged with making certain that applicants demonstrate the capacity to operate a quality school and then holding them accountable for doing so. Consequently, authorizers are uniquely positioned to ensure that charter school operators can adequately address the challenges associated with providing quality special education programs. This Issue Brief is the second in a two-part series on navigating special education in the charter sector. The first brief introduced the key constructs underlying the provision of special education in charter schools and identified strategies charter schools are using to build capacity to provide special education and related services. This installment, based on a decade of research on special education in the charter sector, outlines tangible steps authorizers can take to assess applicants' ability to meet special education obligations, support the development of special education capacity in charter schools and hold charter schools accountable for delivering quality special education programs. (Contains 4 resources.) [For &quot;Navigating Special Education in Charter Schools Part I: Understanding Legal Roles and Responsibilities. Authorizing Matters. Issue Brief,&quot; see ED539289.]
Charter Schools and ELLs: An Authorizer and School Leader Guide to Educating ELLs. Authorizing Matters. Issue Brief
Author: Clair, Nancy
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Charter Schools,English Language Learners,Student Characteristics,Federal Legislation,Civil Rights Legislation,Educational Legislation,School Effectiveness,Institutional Characteristics,Student Needs,Student Recruitment,Outreach Programs

Educators, school administrators, policymakers, and community members are responsible for providing a quality education for all students in the nation's public schools. Traditional and charter schools bear the duty to ensure that special populations of students have access to the best education possible. This responsibility makes it essential for charter school authorizers to not only have knowledge of these diverse student groups, but also to ensure that charter school operators are fulfilling their responsibility of providing quality education for all students. The purpose of this Issue Brief is to provide charter authorizers and school leaders with information about the education of English Language Learners (ELLs), illuminating the legal requirements and sound education practices for these students. This brief will provide authorizers with background information related to ELLs, the state and federal laws that affect the education of ELLs, and the education needs of these children. After reading this brief, authorizers will have a greater understanding of this unique student population and be better prepared to provide oversight to charter schools serving ELLs. (Contains 1 table and 7 endnotes.)
Review of &quot;New York State Special Education Enrollment Analysis&quot;
Author: Baker, Bruce D.
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Learning Disabilities,Charter Schools,Special Education,Early Intervention,Enrollment,Public Schools,Severe Disabilities,Language Impairments,Elementary Schools

This report asserts that differences in charter and district school special education rates are far smaller than claimed in recent reports. While the report does show that under-enrollment patterns vary by grade level and to some extent by location, it downplays the fact that the largest subset of charter schools in its sample--elementary and K-8 schools, most of which are in New York City--do systematically under-enroll such children. Among traditional public schools, the report excludes special education schools while including selective middle and secondary schools; it retains special-education-focused charter schools, thus stacking the deck in its analyses--albeit still not achieving the authors' desired result. The authors infer--without evidence or foundation--that charter elementary schools may provide better early intervention and avoid entirely whether variations in disabilities by type and severity exist between charter and district schools. Data from New Jersey and Philadelphia show that charter schools often serve sizeable shares of children with mild specific learning disabilities, but very few children with severe disabilities. The report's objective seems to be to provide the appearance of an empirical basis for an advocacy goal: convincing policymakers it would be unnecessary to adopt &quot;enrollment target&quot; policies to address a special education under-enrollment problem that may not exist. The report's own findings do not support this contention. Gotham Schools (Gittleson) 2009-10 Data by Grades Served are appended. Notes and references are included. (Contains 2 figures and 2 tables.)
GOOD to GOVERN: Evaluating the Capacity of Charter School Founding Boards. Authorizing Matters. Issue Brief
Author: Cornell-Feist, Marci
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Governing Boards,Administrator Evaluation,Administrator Effectiveness,Administrator Characteristics,Administrative Organization,Governance,Role,Responsibility

It is the board that selects, supports, and terminates when necessary, the school leader. It is the board that ensures that the school is operationally and financially viable. It is the board that partners with the school leader to define academic excellence and then holds the bar high insisting that the school delivers. An authorizer's success in creating quality public schools hinges upon knowing who you are giving the charter to, making sure that they are prepared to govern effectively, and ultimately holding them accountable for the performance of the school. Therefore, successful authorizing must place a great deal of stock in vetting, probing, and orienting the founding board. This Issue Brief identifies some of the key characteristics and qualities of effective charter school founding boards and offers concrete suggestions about how the charter school authorizing process can set boards up for success from the very beginning. Boards that get it right from the outset are likely to deliver on the academic promises outlined in their charters. Boards that start out on the wrong foot are almost certain not to deliver the academic excellence their students deserve. (Contains 2 endnotes.)
Navigating the Closure Process. Authorizing Matters. Issue Brief
Author: Shaw, Matthew
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Closing,School Administration,Stakeholders,Planning,Cooperation,Governing Boards,Organizational Communication,Money Management,Personnel Needs

Charter school closure, though sometimes challenging and emotionally charged, is an essential aspect of the charter school movement. The purpose of this Issue Brief is to provide a practice-oriented resource for authorizers and other charter school stakeholders to navigate the closure process after the decision to close a school has been made. In order to navigate the closure minefields, the authorizer must understand why the process is painful for each stakeholder and anticipate the information that each stakeholder group will need throughout the school's wind-up. During the closure process, the authorizer will encounter the effects of pain and uncertainty as it hears from angry, anxious constituents. In particular, the authorizer should anticipate the following: (1) Students will be displaced; (2) Parents will be concerned about where their children will attend school; (3) Staff will be worried about losing their jobs; (4) Leaders/Founders are emotionally invested in the school; and (5) Board members, like the school leaders, are invested in the school emotionally and often, financially. (Contains 7 endnotes.) [This paper was written with the assistance of Parker Baxter, Jonas Chartock, Ralph Rossi, and Justin Testerman.]
Navigating Special Education in Charter Schools Part I: Understanding Legal Roles and Responsibilities. Authorizing Matters. Issue Brief
Author: Rhim, Lauren Morando
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,Related Services (Special Education),Legal Responsibility,Federal Legislation,Educational Legislation,Compliance (Legal),Accountability,Technical Assistance,Capacity Building,Educational Policy,State Policy,Educational Needs,Resources,Leadership

Special education and related services are mandated by the federal Individuals with Disabilities Education Act (IDEA) and related state special education policies. Policies and procedures associated with implementing IDEA can be complex, cumbersome and time consuming. IDEA is founded on the notion that a free appropriate public education is a civil right for students with disabilities, a group of students who have historically been denied a right to an education on par with that of their non-disabled peers. Complying with IDEA is a critical responsibility for public schools and, thus, a responsibility that authorizers and charter schools must embrace. Adequately addressing the policy issues and practical challenges associated with educating students with disabilities in the charter sector requires thoughtful policy development and implementation on the part of both authorizers and charter school operators. This Issue Brief is the first in a two-part series on navigating special education in charter schools. The first brief introduces the basic foundation of special education and research findings regarding the legal roles and responsibilities for the provision of special education in charter schools and describes strategies for building a charter school's capacity to provide quality special education programs. (Contains 1 endnote and 5 resources.)
Measuring Charter School Financial Health. Authorizing Matters. Issue Brief
Author: Aase, Ben
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Educational Finance,Financial Audits,Money Management,School Accounting

As schools are in the business of educating students, academic performance should be the primary outcome by which a charter school is evaluated. But a charter school cannot provide students with a good education if it cannot meet payroll, afford to keep the lights on in the building, or worse yet, improperly uses public funds that should be spent in the classroom. Clearly, fiscal health is a key indicator of charter school success, and monitoring financial performance and position is inherent to quality charter school authorizing. The portfolio nature of charter school authorizing, relatively standardized accounting practices, and wealth of publicly available financial data create an ideal information ecosystem for authorizers to evaluate fiscal health of schools they charter. And although most charter school authorizers--like the leaders of the schools they oversee--are not drawn to the education world nor inspired by its implicit financial responsibilities, there are several relatively simple duties that authorizers must execute to effectively evaluate a charter school's financial health: (1) Reading and interpreting charter school financial statements; (2) Knowing if a school's resources have kept pace with expenses; (3) Tracking financial trends; (4) Spotting characteristics of financial health, as well as warning signs and red flags; and (5) Identifying if a charter school is gaining or losing financial ground. The purpose of this Issue Brief is to provide simple guidance, in layman's language, to support authorizers in understanding and conducting the financial due diligence and oversight responsibilities inherent to the authorizing function. (Contains 1 endnote and 4 resources.)
Bauhaus, Crown Hall, FAU: A Comparative Investigation of the Curriculum Design in Schools of Architecture
Author: Mulrooney, Sarah
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Architecture,Curriculum Design,Architectural Education,Construction Materials,Foreign Countries,Educational Facilities Design,School Buildings,Building Design,Higher Education,College Instruction,Integrated Activities

One of the central themes addressed by this paper is the design of the curriculum for architectural education using three schools of architecture: the Bauhaus in Dessau, Crown Hall in Chicago and the Faculty of Architecture and Urbanism (FAU) in Sao Paulo. It also reflects on the practices in other schools such as Frank Lloyd Wright's Taliesin east and west which are modelled on an apprentice form of training. The Bauhaus introduced a preliminary curriculum--&quot;The Vorkurs&quot;--which became the model for many foundation year design courses throughout the world. They also employed a system of Workshop Masters and Masters of Form which may have influenced the teaching of design technology in architectural education. Mies van der Rohe, who taught at the Bauhaus, later designed the building and curriculum at Crown Hall. He proposed a curriculum where students learn everything related to a particular building material with the materials getting progressively more complex. Vilanova Artigas had visited Crown Hall during its construction. He proposed a curriculum at FAU where all students in the school work together on different aspects of one large project. In this way students of all stages and ages would learn from each other. Each of the above curriculum designs places an emphasis on a particular ideology held by the architect/teacher. This study is part of a doctoral thesis which also examines the link between the curriculum and the school buildings. The work presented has been supported by NAIRTL funding in 2008-2009 which analysed the design of studio spaces for teaching and learning design based disciplines. Three new schools of architecture have been established in Ireland over the past five years and this research could help inform their curriculum and school design. (Contains 12 figures.) [For the full proceedings, &quot;Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009),&quot; see ED539248.]
Review of &quot;Failure Is Not an Option: How Principals, Teachers, Students and Parents from Ohio's High-Achieving, High-Poverty Schools Explain Their Success&quot;
Author: Paige, Mark
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Equal Education,Poverty,Principals,Parents,Students,Teachers,High Achievement,Interviews,Educational Change,Focus Groups,Educational Improvement,Best Practices

This Public Agenda report profiles nine high-poverty schools in Ohio that the authors believe have exhibited &quot;sustained success.&quot; It first lists 11 commonly accepted attributes they assert are demonstrated across the profiled schools. The report then offers six general recommendations for other schools to achieve and sustain success, although the connection between the attributes and the recommendations is unclear. How these &quot;key attributes&quot; and subsequent recommendations were derived from the interviews is not specified. The school selection criteria suggests sample bias. Six of the nine schools were from a state &quot;schools of promise&quot; list and three were not. Four of the schools' poverty levels were near the state average, belying the high-poverty claim in the report's title. The report's biggest deficiency is that, while it is presented as addressing equity needs, and the interviewees pointed out that poverty related factors must be addressed, the recommendations fail to propose remedies or explicitly address these factors. This omission puts the report precariously close to the discredited &quot;no excuses&quot; genre. The common sense nature of the recommendations will likely be found acceptable to many readers, but the proposals are not sufficiently grounded in either the study's own data or in the larger body of research. In sum, these shortcomings marginalize the work's usefulness in advancing school reform and educational equity. Notes and references are included.
Moving Forward with Research-Enhanced Teaching: Perceptions of Undergraduate Students and Academic Staff
Author: Wuetherick, Brad
Date: 2009-11-00
Type: Opinion Papers
Subjects: Program Implementation,Undergraduate Students,Integrated Activities,Student Research,Student Attitudes,Teacher Attitudes,Higher Education,College Instruction,School Policy

This paper is presented in four different components: the first is how educators might conceptualise the integration of research, teaching and learning. The second and third points relate to student and staff perceptions of how they integrate research, teaching and learning, and the fourth is the influence of practice and policy on how they move forward. The paper begins with reference to influential quotations that have informed the contributor's work. (Contains 1 figure and 1 table.) [For the full proceedings, "Research-Teaching Linkages: Practice and Policy. Proceedings of the Third Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (3rd, Dublin, Ireland, November 11-12, 2009)," see ED539248.]