ethanporcaro/eric-fulltext-meta huggingface dataset:
Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Full Report
Author: Tuck, Kathy D.
Date: 2016-00-00
Type: Reports - Research
Subjects: Public Schools,Media Specialists,Learning Resources Centers,School Libraries,Library Development,Library Personnel,Staff Utilization,Educational Resources,Trend Analysis,Poverty,Socioeconomic Status,Community Characteristics,Ethnicity,Volunteers,Qualifications,Library Automation,Library Materials,Workstations,Electronic Libraries,Online Systems,Expenditures,Use Studies,Access to Information,Educational Policy,Statistical Distributions,Elementary Secondary Education,Minority Group Students,National Surveys

At the request of New Business Item: 89 (NBI: 89) adopted at the 2015 NEA Representative Assembly, this study examines the extent to which students have access to public school library/media centers with qualified staff and up-to-date resources. The study explores trends in library/media center openings and closings as well as staffing patterns for librarians/media specialists and support staff across the 50 states and the District of Columbia. In addition, student access to library/media centers, to staff, and to resources are examined by school characteristics including grade/school level, poverty level, ethnic minority status, and on the type of community in which a school is located (i.e., inner city, suburban, small town, or rural). The statistical trends found in this study are presented and discussed within the context of other current and past research studies conducted on the accessibility and quality of public school library/media centers and on their impact on students and on student achievement levels. All these findings are discussed further within the context of education policy implications. Results of the study indicate that although enrollment in public school students has steadily climbed over the past decade, public school library/media centers have not kept up with the pace of students and schools in terms of growth, staffing, and resources. The overall number of public schools with library/media centers is up only slightly from a decade ago and the number of professional and support staff working in school library/media centers has been in continuous decline since peaking in 2007 prior to the Great Economic Recession. Another sharp decline in library/media center staff was noted in 2011 after American Recovery and Reinvestment Act (ARRA) funds ended. Increases in student enrollment and more school openings in the wake of declining economic resources have resulted in shortages and disparities in students' access to staff, books, and other public school library/media center resources. As this study clearly shows, all students have experienced losses but those students most dependent on resources have experienced the greatest losses. This study shows that, even amongst the poorest schools losses in services have not occurred uniformly and that ethnic minority status has been a strong mediating factor. [For &quot;Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources. Executive Summary,&quot; see ED581060.]
Senate Rostrum: The Academic Senate for California Community Colleges Quarterly Newsletter, April 2017
Author: Academic Senate for California Community Colleges
Date: 2017-04-00
Type: Collected Works - Serial
Subjects: Community Colleges,Leadership Responsibility,Governance,Budgets,Educational Finance,Partnerships in Education,Noncredit Courses,Standardized Tests,State Legislation,State Standards,College Governing Councils,History,College Faculty,At Risk Students,Student Personnel Services,Academic Support Services,Advanced Placement Programs,College Credits

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) Power in the Collective: Faculty, Collegial Consultation, and Collaboration (Julie Bruno); (2) The ASCCC Budget and Fiscal Reporting (Julie Adams and John Freitas); (3) Building Bridges: Collaborative Partnerships Bring Noncredit Event to CCCs (Cheryl Aschenbach); (4) Why We Still Need the Common Assessment (Dolores Davison and Craig Rutan); (5) Faculty Leadership Institute, Legislative Pre-Session, and Liaisons (John Stanskas); (6) Planning for the ASCCC Plenary Session: Fortune Favors the Prepared (Randy Beach); (7) A Focus on History: Preserving the Heritage and Memories of the ASCCC (David Morse); (8) Guided Pathways: Two Professors' Perspective on Why We Need the College GPS (Nick Strobel and Jessica Wojtysiak); and (9) Advanced Placement Examination Credit Policy for General Education (Ginni May).
Senate Rostrum: The Academic Senate for California Community Colleges Quarterly Newsletter, October 2017
Author: Academic Senate for California Community Colleges
Date: 2017-10-00
Type: Collected Works - Serial
Subjects: Community Colleges,Leadership Responsibility,Governance,State Legislation,State Standards,College Governing Councils,College Faculty,At Risk Students,College Credits,Collegiality,Alignment (Education),Coding,Bachelors Degrees,College Transfer Students,Career Education,Teacher Selection,Teacher Competencies,Committees,Immigrants,Federal Legislation,Access to Education,Gender Bias,Sex Fairness,Females,Language Usage,Advisory Committees,Sabbatical Leaves,Full Time Equivalency

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) Effective Participation in Governance: Policies and Practices (Julie Bruno); (2) TOP Code Alignment Project and Impacts on Local Coding (Craig Rutan); (3) Focus on Transfer: ADTs, UCTP Degrees, and Community College Bachelor's Degree Programs (John Stanskas); (4) Building a Deeper Career Education Candidate Pool--Using Faculty Equivalency Processes More Effectively (John Freitas, Sarah Hopkins, and Lorraine Slattery-Farrell); (5) DACA--Where Are We Now? (Dolores Davison); (6) A Womanly Perspective on Gender-Inclusive Language (Rhonda Findling); (7) CTE Advisory Committees: Making Them Work for You! (Marie Boyd and Lorraine Slattery-Farrell); (8) Student Learning Outcomes: Where Have We Been and Where Are We Going? (Rebecca Eikey and Ginni May); and (9) The Value of Time: Going on Sabbatical? Try OER (Randy Beach).
IDRA Newsletter. Volume 44, No. 4
Author: Goodman, Christie L., Ed.
Date: 2017-04-00
Type: Collected Works - Serial
Subjects: Socioeconomic Influences,Teacher Education,Student Diversity,Cultural Pluralism,Teacher Effectiveness,Teacher Recruitment,Racial Integration,Social Integration,Educational Practices,Educational Quality,Educational Benefits,Critical Thinking,School Districts,Elementary Secondary Education,Culturally Relevant Education,Student Attitudes,Teacher Student Relationship,Teacher Persistence,Faculty Mobility,Minority Group Teachers

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on School Integration and includes: (1) Using Socioeconomic Indicators as a Tool for School Diversity and Integration (David Hinojosa and Erica Frankenberg); (2) School Integration--Preparing Teachers for Working in Diverse Classrooms (Pamela Higgins Harris, Susan Shaffer, and Phoebe Schlanger); and (3) Strategies for Recruiting and Retaining a Diverse, High-Quality Teacher Workforce (Desiree Carver-Thomas and Kristin Grayson). (Individual articles contain resources.)
IDRA Newsletter. Volume 44, No. 3
Author: Goodman, Christie L., Ed.
Date: 2017-03-00
Type: Collected Works - Serial
Subjects: Active Learning,Student Projects,Student Leadership,Learner Engagement,Academic Achievement,Interdisciplinary Approach,Minority Group Students,African American Students,Hispanic American Students,STEM Education,Culturally Relevant Education,Middle School Students,Teacher Collaboration,Communities of Practice,Secondary School Teachers,Coaching (Performance),Outcomes of Education,High School Students,Community Programs,Student Centered Learning,Youth Programs,Student Educational Objectives,Computer Software,Computer Uses in Education,Equal Education,Educational Strategies,Skill Development,Inferences,Critical Reading,Reading Skills

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Student Leadership and Engagement and includes: (1) Project Based Learning for Student Success--Teaching Across Content Areas for Diverse Learners (Mark Barnett); (2) Community Projects, Youths and Academic Learning--Student Voice in Solutions to Challenging Problems (Aurelio M. Montemayor, Bronce Yahir Márquez, Andrea Guadalupe Guzmán, and Litzy Castro); and (3) Libre Software in Education--Affordable Technology that Supports the User's Freedom (Mark Barnett).
State of Charter Authorizing: 2015 State of Charter Authorizing Report
Author: National Association of Charter School Authorizers
Date: 2016-00-00
Type: Reports - Research
Subjects: Charter Schools,Accountability,National Surveys,School Surveys,Educational Practices,Educational Administration,Educational Quality,Annual Reports,Special Education,School Closing,Evaluation Criteria,Demography,Educational Improvement,Portfolio Assessment,Governance,School Districts,Contracts,School District Autonomy,Discipline Policy

Since 2008, the National Association of Charter School Authorizers (NACSA) has annually surveyed our nation's authorizers. Survey findings provide an annual measuring stick for those in the field of authorizing, and they help education decision makers, foundations, legislators, and researchers inform their understanding of the field of charter school authorizing. Findings from 2014-15 illustrate an increase in the number of authorizers using at least 90 percent of NACSA's recommended 12 Essential Practices. But with fewer than 90 percent of authorizers stating that they use a mission for quality authorizing, written annual reports, and an expert panel to review applications, there is still work to be done.
2014 Overview of the State of Charter Authorizing
Author: National Association of Charter School Authorizers
Date: 2014-00-00
Type: Reports - Research
Subjects: Charter Schools,Accreditation (Institutions),Surveys,Decision Making,Standards,National Surveys,Educational Administration,Supervision,Educational Quality,Institutional Evaluation,High Stakes Tests,Performance,Accountability,Observation,Reports,Meetings,Employees,Virtual Classrooms,Audits (Verification)

Since 2008, the National Association of Charter School Authorizers (NACSA) has annually surveyed the nation's authorizers. Survey findings provide an annual measuring stick for those in the field of authorizing, and they help education decision makers, foundations, legislators, and researchers inform their understanding of the field of charter school authorizing. The 2014 survey asked authorizers to complete 113 questions across a range of topics related to charter school authorizing, including application practices, renewal decision-making, and ongoing oversight practices. Findings from the 2013-2014 school year illustrate a 50% increase in the number of authorizers using at least 90% of NACSA's recommended 12 Essential Practices. But, with less than 90% of authorizers stating that they use a mission for quality authorizing, initial five-year contract charter terms, written annual reports, and an expert panel to review applications, there is still work to be done.
Measuring Work-Based Learning for Continuous Improvement. Connecting the Classroom to Careers: The State&apos;s Role in Work-Based Learning
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Workplace Learning,Educational Improvement,Vocational Education,Elementary Secondary Education,Career Readiness,Models,Apprenticeships,Program Evaluation,Internship Programs,Mentors

Work-based learning provides a continuum of activities--from career exploration and job shadowing to internships and apprenticeships--that help students develop technical and professional skills in an authentic work environment. While many work-based learning programs are designed and operated at the local level, several states have begun building a data collection and evaluation strategy to ensure program quality, identify and scale successful programs, and share promising practices. The brief from Advance CTE is the latest installment in the &quot;Connecting the Classroom to Careers&quot; series, which examines the state's role in expanding work-based learning opportunities for K-12 students. This issue highlights examples from West Virginia, Tennessee and Massachusetts that demonstrate either a systems-level or student-level approach to measuring work-based learning activities. [For the other reports in this series, see ED580979, ED581094, and ED581095.]
Leveraging Intermediaries to Expand Work-Based Learning. Connecting the Classroom to Careers: The State&apos;s Role in Work-Based Learning
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Educational Strategies,Workplace Learning,Vocational Education,Apprenticeships,Career Development,Learning Activities,On the Job Training,Employers

Work-based learning is an educational strategy that offers students an opportunity to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. Managing work-based learning requires layers of coordination, which is typically done by an individual or organizational intermediary. This document, part of Advance CTE's &quot;Connecting the Classroom to Careers&quot; series, provides guidance and examples of how states can support intermediaries to expand work-based learning. This brief explores the role of intermediaries at the school, region and state levels, who coordinate between educators and employers to develop critical work-based learning opportunities for students. The brief provides an in-depth look at policies in South Carolina--where an intermediary called Apprenticeship Carolina works to connect students with work-based learning opportunities--and in Georgia--which supports intermediaries through dedicated funding streams, technical assistance and infrastructure. [For the other reports in this series, see ED580979, ED581093, and ED581095.]
Connecting the Classroom to Careers: A Comprehensive Guide to the State&apos;s Role in Work-Based Learning
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2016-10-00
Type: Guides - Non-Classroom
Subjects: Workplace Learning,Vocational Education,Case Studies,Barriers,Educational Strategies,Educational Legislation,Disabilities,Equal Education,Federal Legislation,Elementary Secondary Education

As state education agencies turn their focus to preparing students for both college and careers, work-based learning is becoming an increasingly popular strategy for students to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. While much of the hard work to identify, establish and sustain work-based learning is a local endeavor between schools and employers, the state does have a role in creating the right environment that enables opportunities to grow, flourish and multiply. States must set a clear vision for work-based learning and provide guidance as to how it should be defined, delivered, integrated into existing efforts and made accessible to all students. This comprehensive guide builds on research from the &quot;Connecting the Classrooms to Careers&quot; series to help states develop and implement a statewide vision for work-based learning. The guide provides key considerations and guiding questions to walk states through the steps of building and scaling a high-quality work-based learning system, drawing on examples from states such as Tennessee and West Virginia to highlight innovative solutions to common challenges. The paper not only builds upon earlier briefs in the &quot;Connecting the Classrooms to Careers&quot; series, but also ties them together into one comprehensive and easy-to-use guide. Readers can learn about the strategic and deliberate work required in five key areas: (1) establishing a clear and ambitious statewide vision for the work, and using that vision to drive work and coordinate efforts throughout the entire process; (2) creating statewide intermediary organizations or establishing relationships with existing organizations who can serve as intermediaries in order to leverage the expertise and capacity of multiple stakeholders in the most efficient way. States may also leverage school-based intermediaries and coordinators; (3) addressing any major barriers to successful implementation, notably legal barriers and perceptions of legal barriers that might discourage employers from participating; (4) deciding the desired outcomes for work-based learning programs and how those outcomes will be measured. Structures and processes must also be put in place around those measures to ensure continuous improvement of programs; and (5) scaling the program so that it is available to all high school students throughout the state. [For the other reports in this series, see ED580979, ED581094, and ED581093.]
Anglican Schools Partnership: Effective Feedback. Evaluation Report and Executive Summary
Author: Gorard, Stephen
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Parochial Schools,Partnerships in Education,Feedback (Response),Program Evaluation,Pilot Projects,Student Evaluation,Action Research,Educational Strategies,Elementary School Students,Feasibility Studies,Evidence Based Practice,Training,Lunch Programs,Elementary School Teachers,Evaluation Methods,Student Surveys,Intervention

This pilot project focused on improving teachers' understanding and use of effective feedback. Participating teachers tried to incorporate feedback into their lessons to help pupils understand their learning goals and become able to develop strategies to reach them. The project employed a cyclical action research design, through which teachers reviewed academic literature on effective feedback before developing ways to apply it in the classroom. The project took place over one school year and involved nine treatment and five comparative schools in the London Borough of Bexley. All pupils in Years 2-6 took part in the study. The pilot evaluation had three aims: (1) to assess the feasibility and promise of an approach to improving feedback which required schools to review, understand and apply research findings, including academic papers; (2) to provide formative recommendations that could be used to improve the approach in the future; and (3) to provide an initial quantitative assessment of the approach's impact on academic attainment that could be used to inform any future trial. Key conclusions from the evaluation are: (1) effective feedback has shown promise in previous studies, but this evaluation demonstrates that improving feedback consistently is challenging; (2) the approach appeared to be most effective when training was communal and when objectives and methods were shared. It was least successful when teachers were unclear about the differences between different types of feedback, and when pupils were unable to set clear success criteria; (3) teachers often struggled to interpret, understand and apply findings from academic research; (4) The study did not seek to assess impact on attainment in a robust way. However, the attainment data which was collected indicated that there may be some evidence of promise for students eligible for free school meals; and (5) one future step may be to try and develop the intervention into a more structured program targeted specifically at low achieving pupils and pupils eligible for free school meals. Greater support, including videos of model lessons could be provided to participating teachers. Two appendices are included.
Units of Sound: Evaluation Report and Executive Summary
Author: Sheard, Mary
Date: 2015-02-00
Type: Reports - Research
Subjects: Reading Instruction,Computer Assisted Instruction,Educational Technology,Reading Difficulties,Reading Skills,Spelling,Phonics,Secondary School Students,Intervention,Pretests Posttests,Standardized Tests,Teacher Surveys,Student Surveys,Interviews,Coaching (Performance),Program Effectiveness,Foreign Countries,Reading Tests,Scores,Randomized Controlled Trials,Statistical Analysis

Units of Sound (UofS) is a computer-based program designed to help struggling readers with their reading and spelling skills. It is a structured, multisensory program that covers reading and spelling from simple phonics skills through to adult reading levels. It involves a high level of independent work by the student, with small groups of students supervised by a teacher or teaching assistant. Each &quot;unit of sound&quot; (or phonic code) is introduced separately, then used in words, and then sentences. This evaluation assessed the reading ability of 786 Year 7 students in 45 schools. Students were randomly assigned within the schools to receive the intervention if they had scored below Level 4 on their Key Stage 2 National Curriculum assessments (aka SATs). Students spent one 60-minute session with the teaching assistant present and a further 30-minute session on another day working independently on the material covered with the teaching assistant. Schools varied in how they allocated the time. The intervention lasted for 18 weeks. Students were evaluated at baseline on the New Group Reading Test (NGRT) and then at follow-up on the NGRT and the Single Word Spelling Test (SWST). A light-touch process evaluation was conducted to determine teaching assistants' and students' perceptions of the program. This included surveys of teaching staff and students and interviews with the DA coaches. Key conclusions from the evaluation were: (1) This attempt to evaluate the UofS program was severely compromised and no firm conclusions can be drawn from it; (2) Schools need dedicated staff and better ICT support in their school if they are to implement UofS; (3) Students in schools that participated in the distance-learning-only support seemed to perform similarly to those who received face-to-face support; and (4) More research with better recruitment, better technology support, and lower attrition would be needed to determine the effectiveness of the program and the generalizability of the effects.