ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading the Change: A Comparison of the Principal Supervisor Role in Principal Supervisor Initiative Districts and Other Urban Districts
Author: Goldring, Ellen B.
Date: 2020-07-00
Type: Reports - Research
Subjects: Educational Change,Urban Schools,School Districts,Principals,Supervision,Administrator Role,Leadership Effectiveness,Instructional Leadership,Central Office Administrators,Administrator Surveys,Administrator Attitudes,Comparative Analysis,Supervisors,Role,Professional Development

The Wallace Foundation's Principal Supervisor Initiative (PSI) was a four-year effort to redefine principal supervision in six urban school districts. Launched in 2014, the PSI aimed to help these districts transform the principal supervisor position from a role that traditionally focused on managerial tasks to one dedicated to developing and supporting principals to be effective instructional leaders. The PSI encouraged these districts to revise the principal supervisors' job description to focus on instructional leadership, reduce principal supervisors' span of control (the number of principals they oversee), train supervisors and develop their capacity to support principals, create systems to identify and train new supervisors, and strengthen central office structures to support and sustain changes in the principal supervisor's role. This report presents findings from a 2018 survey of principal supervisors in 54 urban school districts, including the 6 PSI districts. The districts were all members of the Council of the Great City Schools, a coalition of the nation's largest urban public school systems. In total, 343 principal supervisors responded to the survey, including 50 in the 6 PSI districts (a 96 percent response rate) and 293 in the 48 other urban districts (a 64 percent response rate). This report compares principal supervision in the PSI districts with that in other urban districts. It compares: (1) the &quot;structures&quot; districts put in place to support the principal supervisor role (including principal supervisors' span of control and districts' approaches to selecting and training supervisors); and (2) principal supervisors' &quot;professional practices.&quot; This comparison can provide greater context for the changes that the PSI districts made during the initiative, highlighting areas where the PSI districts' work aligned with broader national trends and areas where it surpassed or lagged these trends. It can also provide a roadmap for other districts seeking to strengthen the principal supervisor role to better support principals as instructional leaders, by highlighting aspects of principal supervision that districts and states may find easier to change and aspects that may require more deliberate action and focus.
2020 Innovation Schools Annual Report
Author: Kottenstette, Bill
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Educational Innovation,State Legislation,Educational Legislation,School District Autonomy,Institutional Autonomy,Public Schools,Accountability,Compliance (Legal),Academic Achievement,Elementary Secondary Education,Achievement Gains,School Schedules,School Personnel,Budgets

The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S, was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to request to their local school boards for waivers from district-level policies and for school boards to request the Colorado State Board of Education for waivers from certain state-level laws and regulations. The Act enables schools to better provide educational services tailored to meet the needs of their student populations. Innovation schools are required to articulate a vision around the autonomies they are seeking, as well as to gain support from a variety of stakeholders, including teachers, administrators, and School Accountability Committee members, before receiving the innovation school designation. The innovation application process requires schools to think through the common goal and vision that will be made possible by receiving greater autonomy, as well as the policies and documents that will need to change when these innovations are implemented. In compliance with the requirements of § 22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report divided into the following parts: (1) Overview of Innovation Schools Act of 2008; (2) Current Demographics of Innovation Schools; (3) Description of Innovations Implemented; (4) Summary of the Academic Performance of Innovation Schools and Innovation School Zones; and (5) Recommendations for Legislative Changes. [This report was prepared by CDE's School Quality and Support Division/Schools of Choice Unit. For the 2019 report, see ED597820.]
Time to Eat: An Emerging Consideration for School Lunch Delivery and the Nutrition of Colorado&apos;s Students
Author: Perez-Carrillo, Stephanie
Date: 2020-03-03
Type: Reports - Evaluative
Subjects: Hunger,Lunch Programs,Best Practices,Nutrition,Child Health,Food,Time,Elementary Secondary Education,Public Schools,Wellness,Parent Attitudes,Administrator Attitudes,School Policy,Government Role,State Departments of Education,Financial Support

Experiencing hunger can negatively impact a child's health, behavior and overall performance in school. Though substantial progress has been made to increase access to school foods, ensuring adequate time to eat remains to be a challenge for students and schools. We know there are some Colorado schools and districts promoting best practices around adequate time to eat, who incorporate a set amount of seated meal time in their wellness policies. This issue brief shares some of those best practices, highlights what research tells us about the importance of ensuring adequate time to eat, and shares the perceptions of parents, administrators and school food providers as it relates to time to eat. Finally it summarizes several strategies for schools, districts, state agencies and legislators to consider in order to overcome those challenges. The strategies do are not an exhaustive list. We know if we want to solve this problem, we will have to address policies at the local, state and federal levels. [This report was prepared with support from the IMA Foundation.]
Teacher Reports of Social-Emotional Development: Moving from Measure to Construct
Author: Cramer, Travis
Date: 2019-00-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Child Development,Interpersonal Competence,Preschool Children,Self Control,School Readiness,Peer Acceptance,Psychopathology,Behavior Problems,Screening Tests,Questionnaires,Child Behavior,Preschool Teachers

This study evaluates how teacher report measures align with different conceptualizations of children's social-emotional development. Leveraging seven teacher report measures of social competence and behavioral regulation in a predominantly low-income, population-based rural sample of four-year-old children (n = 828), model fit and validity were evaluated in a series of confirmatory factor models, including bifactor models. A bifactor model with behavioral regulation as a general factor and an orthogonal social competence factor emerged as the preferred model. Results indicate that teacher reports of behavioral regulation capture teachers' perceptions of preschoolers' behavioral regulation. However, teacher reports of social competence reflect teachers' perceptions of both social competence and behavioral regulation. Post-hoc analyses were conducted to explore potential explanations for these findings. Implications for interpreting teacher reports of social-emotional development and for future work strengthening the quality of scalable measures of children's social-emotional development are discussed. [Cowritten with The Family Life Project Key Investigators. This paper was published in &quot;Early Childhood Research Quarterly&quot; v48 p98-110 2019.]
A Study of Loneliness and Academic Anxiety among College Students
Author: Gul, Showkeen Bilal Ahmad
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Anxiety,College Students,Correlation,Gender Differences,Foreign Countries

Loneliness and academic anxiety have become common problems for many college students. The purpose of this study was to investigate students' loneliness levels and their academic anxiety at the college level. The descriptive survey research method was used for the study and the sample consisted of 210 college students (99 male and 111 female) which were selected randomly from Govt. Degree College Pulwama of J&amp;K. Russell et al. (1980) revised Loneliness Scale and Academic Anxiety Scale by Singh and Gupta (2013) were used. The result of the study showed that: (1) there is a positive relationship between students' loneliness and their academic anxiety; (2) there is no difference between male and female students' loneliness; and (3) there is significant difference between academic anxiety of male and female students. Based on research findings, researchers suggest that the psychological counselling and guidance services of colleges must be functionalized and improved to moderate students' academic anxiety and to decrease loneliness level.
Teacher and Value Education: An Exploratory Study
Author: Gul, Showkeen Bilal Ahmad
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Teacher Role,Role Models,Moral Values

The value crisis in the contemporary Indian society is casting its evil shadow in all the corners of our life. Even after more than half century of progress in different fields, our society is witnessing different types of problem; one of them is corrosion in values. Such types of problem create a question mark on our development as well as on our present educational system that in which direction we are progressing--material or spiritual or in both. This situation reflects that spiritual development is lagging behind material aspect. The basic concern is how we can overcome this problem. No doubt, the responsibility of society and school are equally important, but the major responsibility goes to the teachers in the development of the values. It is the teacher whose personality influences as role model to his/her taught in the school. Students learn value from the teachers than from the texts taught by them. In this concern teacher education needs reorientation to meet this demand. The paper provides rationale in support of teacher and value oriented education. The paper also considers different practical issues in this orientation and suggests remedial measures.
Level Shifting, Workload, School Location, Teacher Competency and Principal Leadership Skills in Public Elementary Schools
Author: Hero, Jesson L.
Date: 2020-07-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Workload,Teacher Competencies,Principals,Leadership Qualities,School Location,Teacher Evaluation,Interpersonal Competence

This study aimed to describe the relationship between teacher profile, competency and principal leadership skills in public elementary schools in the District of Obando, Bulacan. This study utilized descriptive research method. The respondents were 103 teachers from public elementary schools in the District of Obando, Bulacan. A devise questionnaire was used to gather the data. Findings showed that most of the teachers have never been shifted in their grade level where they are teaching; had an extra workload aside from teaching; and they are near the school were they are teaching. Moreover, teachers described their competency as very satisfactory. Teachers rely their performance on their year-end performance evaluation such as RPMS [Result-Based Performance Management System] and IPCRF [Individual Performance Commitment and Review Form]. It shows that they are competent and prepared before they enter their classrooms and to face their students. Principal leadership skills are rated descriptively as very satisfactory because teachers see how effectively and efficiently their principals manage and supervise their school. There is no significant relationship between teacher profile and competency. However, there is a significant relationship between principal leadership skills and teacher competency. It is recommended that teachers should be exposed more on the use of technology in teaching. The principal should enhance several factors that focus in interpersonal skills particularly in solving personal disputes.
Theory of Gamification -- Motivation
Author: Fulton, Jared N.
Date: 2019-08-01
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Game Based Learning,Educational Games,Student Motivation,Self Determination,Self Efficacy,High School Students,Online Courses,Game Theory,Grades (Scholastic),Program Effectiveness,Time,Psychological Patterns

Gamification is a term first coined early in the 21st century, and the application of its principles has been seen in the business world. Department stores, convenient stores, airlines, and credit card companies have implemented loyalty points to keep customers buying their products. From the business world, to the daily lives of students, gamification has become familiar, but not clearly defined. The daily lives of high school students are filled with constant feedback through social media sites, massive online gaming, PC games and instant access to information through the Web 2.0. Gamification is the bringing of game elements, into non-gaming environments to capture the motivational factors found in games. Self-Determination theory, Flow Theory and Self-Efficacy theory form foundational principles to support gamification. This study is an overview of gamification and its foundation and research using ClassDojo in a high school online program for students needing to retake a course required for California university admissions. This quantitative causal-comparative study attempts to discover if there are any significant differences when using gamification and not using gamification for course completion in an online high school course.
Strategies for Success: Supporting Students Experiencing Homelessness. Lessons from School and District Liaisons on How to Support Students Experiencing Homelessness
Author: Atwell, Matthew N.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Homeless People,Student Needs,Elementary Secondary Education,School Closing,Academic Support Services,Federal Legislation,Educational Legislation,Minority Group Students,Nonprofit Organizations,Discipline,Repetition,Required Courses,School Districts,Housing,Outreach Programs,Family Programs,Partnerships in Education,Social Development,Emotional Development,Transportation,COVID-19,Pandemics

America is ramping up efforts to improve outcomes for students experiencing homelessness. In addition to increased awareness of the problem, groundbreaking legislation and policies at all levels, public and private support organizations, local communities, and states are undertaking a variety of efforts to boost outcomes for some of the country's most vulnerable children and youth. Examples around the country can inspire other schools, districts, communities, and states to identify, engage, and support students experiencing homelessness in America's schools. To learn more about a variety of efforts that identify and support students experiencing homelessness in schools and districts throughout the country, Civic conducted interviews with educators in Virginia, New Hampshire, Texas, Montana, and Michigan. The goal of this project is to identify strategies schools and districts are using to successfully mitigate the challenges these students face attending and succeeding in school and disseminate those best practices. This work supplements multiple efforts of Building Changes, a Washington State-based nonprofit, aimed at identifying replicable practices for schools on how best to meet the needs of their students experiencing homelessness. Through a combination of quantitative and qualitative analysis, Building Changes has developed a menu of strategies schools can utilize to support these students. Case studies further illuminate some of these practices and provide examples other schools and districts can draw upon to improve outcomes for students experiencing homelessness. [This report was produced in partnership with the Education Leads Home Campaign.]
Student Social and Emotional Competence Assessment: The Current State of The Field and a Vision for Its Future
Author: McKown, Clark
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Competence,Evaluation Methods,Cultural Relevance,Developmentally Appropriate Practices,Student Evaluation,Evidence,Data Use,Educational Policy,Educational Practices,Standards,Formative Evaluation,Summative Evaluation

Social and emotional learning (SEL) has been defined in various ways. One of the most commonly cited models, that of the Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as &quot;the process through which students and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.&quot; That process incorporates competencies that include knowledge, skills, and attitudes that affect the quality of students' interactions with one another and their ability to adapt to and successfully navigate the complexities of daily life. This report describes the state of the field of student social and emotional competence assessment and envisions the conditions in which the field can continue to develop in ways that tangibly benefit teaching and learning. [This report was developed by the Assessment Work Group (AWG).]
Catalyzing Future Directions of Social and Emotional Learning Assessment. Summary Report
Author: Cipriano, Christina
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Competence,Evaluation Methods,Cultural Relevance,Developmentally Appropriate Practices,Student Evaluation,Evidence,Data Use,Educational Policy,Educational Practices,Standards,Formative Evaluation,Summative Evaluation,Meetings

Early in 2019, the National Commission Report, &quot;From a Nation at Risk to a Nation at Hope,&quot; highlighted the urgency for new paradigms of research to practice partnerships, engaging all stakeholders in contributing to the understanding and use of data to drive social, emotional, and academic learning. Additionally, the National Commission called for the explicit teaching of social, emotional, and cognitive skills. Rigorously evaluating SEL programming with assessments that are both ecologically and psychometrically valid is a pivotal pathway to these ends. When done well, assessments can empower teacher autonomous and authentic instruction, student voice, and the continuous improvement of school culture. Simultaneously, advancing assessment methodologies also promotes the sustainability of effective SEL practices throughout the school community. Assessments that accurately capture the impact of SEL for students, their teachers, parents, and the school community can drive systemic and sustainable change and have an enduring impact on both policy and practice. In October 2019, 63 stakeholders reflecting the national social and emotional learning (SEL) assessment field participated in a full-day work session to build on the vision articulated by the Assessment Work Group's &quot;State of the Field Report&quot; (Assessment Work Group, 2019) and National Commission Report by generating ideas and forging partnerships to launch the most essential next phases of work related to SEL assessment. Through carefully facilitated discourse, five essential next phases of work were identified. This report shares the process and findings from the day and concludes with a plan for advancing the essential next steps as a collective through the development and sharing of introductory SEL assessment learning modules. [For &quot;From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, &amp; Academic Development,&quot; see ED606337. For &quot;Student Social and Emotional Competence Assessment: The Current State of The Field and a Vision for Its Future,&quot; see ED607094.]
Latino College Completion: United States
Author: Excelencia in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Students,Hispanic American Students,Academic Achievement,Demography,Enrollment Trends,Graduation Rate,Achievement Gap,Academic Degrees,College Transfer Students,Outcomes of Education,Program Effectiveness

The United States has a growing and young Latino population. While 18 percent of the overall population is Latino, 25 percent of students in K-12 education are Latino. Additionally, the Latino population is projected to increase by 25 percent by 2030. Furthermore, the median age for Latinos is 30, compared to 44 for White non-Hispanics. As more Latino students enter higher education, policymakers at the state, institutional, and national level should keep in mind that they'll have an increasingly young, Latino, first-generation population. Nationally, Latino student enrollment and degree completion continues to increase. However, to reach the Latino degree attainment goal of 6.2 million degrees by 2030 requires a tactical plan for Latino college completion. This factsheet includes: (1) Fast facts; (2) United States Equity Gap in Degree Completion; and (3) Examples of What Works for Latino Students.
School Principals&apos; Transformational Leadership Styles and Their Effects on Teachers&apos; Self-Efficacy
Author: Francisco, Christopher D. C.
Date: 2019-10-00
Type: Journal Articles
Subjects: Principals,Transformational Leadership,Teacher Administrator Relationship,Secondary School Teachers,Teacher Effectiveness,Self Efficacy,Leadership Styles,Questionnaires,Rewards

This study aimed at investigating the effects of school principals' transformational leadership styles on teachers' self-efficacy. To achieve this aim, the researcher used a sample of 260 secondary teachers in Plaridel District, SDO-Bulacan during the academic year 2018-2019. The &quot;Multifactor -- Leadership Questionnaire (MLQ) Form 5X&quot; by Bass and Avolio and &quot;Teacher's Self-Efficacy Scale 1 (long form)&quot; by Megan Tschanmen-Moran and Mary Anita Woolfolk Hoy was used to describe the transformational leadership styles of school principals and the level of teachers' self-efficacy, respectively. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis indicate that all eleven variables of the transformational leadership styles of school principals affect teachers' self-efficacy to a different extent as shown by the non-zero coefficients. A closer look at the obtained B coefficients, one could deduce that two variables yielded B coefficients of 0.08 (effectiveness) and 0.06 (contingent reward) with associated probability less than the significance level set at 0.05. This means that effectiveness and contingent reward significantly affect teachers' self-efficacy that for every unit improvement in effectiveness and contingent reward, teachers' self-efficacy can be expected to increase by 0.08 and 0.06 respectively. The rest of the variables also affect the teachers' self-efficacy but not to a significant extent. The study recommended that school principals should continue to nurture their leadership skills rating and further school innovations and transformations were highly recommended.