ethanporcaro/eric-fulltext-meta huggingface dataset:
When the Walls Come Down: Evidence on Charter Schools&apos; Ability to Keep Their Best Teachers without Unions and Certification Rules. Technical Report
Author: Barrett, Nathan
Date: 2020-03-09
Type: Reports - Research
Subjects: Charter Schools,Teacher Persistence,Labor Market,Faculty Mobility,Teacher Effectiveness,Teacher Salaries,Teacher Characteristics,Institutional Characteristics,Teacher Transfer,Job Performance

Theories of market-based school reform suggest that teacher labor markets may be inefficient, and perhaps inequitable, because union contracts, tenure protections, and government regulation limit school autonomy over hiring, evaluation, compensation, and working conditions. In a less restrictive setting, schools could incentivize performance by selectively retaining and rewarding better-performing teachers. We test this empirically by comparing teacher exits in the deregulated market of New Orleans with exits in neighboring traditional public school districts. Our results suggest that the relationship between teacher performance and retention is stronger in the New Orleans market setting than in similar traditional school districts. We also find positive associations between annual salary increases and performance, but only when teachers transfer from one charter school to another. While teacher retention is more closely tied to performance in New Orleans, this did not yield a net gain in teacher quality, relative to neighbors. New Orleans had much higher teacher turnover, and we find the large numbers of teachers who had to be hired annually in the city had lower value-added than the entrants in comparison districts. [For the corresponding grantee submission, see ED610202.]
Florida State University Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;Florida State University Accountability Plan, 2021,&quot; see ED613746.]
University of Central Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of Central Florida Accountability Plan, 2021. Revised,&quot; see ED613753.]
University of Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education,Land Grant Universities

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and Systemwide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of Florida Accountability Plan, 2021,&quot; see ED613752.]
Using the Teaching Pyramid Observation Tool (TPOT) to Support Implementation of Social-Emotional Teaching Practices
Author: Hemmeter, Mary Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Behavior Problems,Behavior Change,Child Development,Program Implementation,Fidelity,Faculty Development,Young Children,Teaching Methods

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to promote young children's social-emotional competence and to address challenging behavior has focused on the Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children framework (Fox et al. in Infants Young Child 23:3-14, 2010; Hemmeter et al. in Sch Psychol Rev 35:583-601, 2006; Hemmeter et al., in: Buysse, Peisner-Feinberg (eds) Handbook of response-to-intervention in early childhood, Brookes, Baltimore, 2013). The implementation of the Pyramid Model practices to provide effective intervention that leads to meaningful child outcomes will require that practitioners are able to implement the practices with fidelity. Implementation science provides guidance on the &quot;drivers&quot; or key components that must be in place within a system to ensure the use of evidence-practices or interventions (Blase et al. in stages of implementation analysis: where are we? FPG Child Development Institute, University of North Carolina, Chapel Hill, 2013; Metz et al. in an integrated stage-based framework for implementation of early childhood programs and systems. OPRE Research Brief OPRE 201548, 2015). In this paper, we address competency drivers by describing an instrument that has been developed, validated, and used to measure the fidelity with which practitioners implement Pyramid Model practices. In addition, we describe the professional development intervention we have used to support teachers to implement the practices with fidelity. We focus on how a fidelity tool can be used to measure practice implementation as well as to guide professional development focused on the practices. [This article is published in &quot;School Mental Health&quot; (EJ1229476).]
The Place of Society and Societal Issues in the Education and Training Policy of Ethiopia: A Content Analysis
Author: Worku, Mulugeta Yayeh
Date: 2018-07-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Policy,Social Influences,Foreign Countries,Social Change,Democratic Values,Social Justice,Global Approach,Content Analysis

Using the Social Reconstructionist educational philosophy as a theoretical framework, this study attempts to understand the place of society and major societal issues in the current Education and Training Policy of Ethiopia. To achieve this purpose, an analysis was made both on the manifest and latent contents of the whole policy document. The analysis revealed that in the present Education and Training Policy of Ethiopia, words, concepts, phrases, sentences, and paragraphs that reflect basic ideas of the Social Reconstructionist educational philosophy were not satisfactorily incorporated. Besides, though some society-related concepts were explored, contents dealing with sensitive social, economic, and political problems were not adequately included. Based on the above findings, therefore, it is concluded that the Education and Training Policy of Ethiopia has not satisfactorily echoed society and major societal issues, particularly those that are given much emphasis in the Social Reconstructionist educational philosophy. Hence, towards the end of the article areas of intervention that could possibly ameliorate this problem are highlighted.
University of North Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of North Florida Accountability Plan, 2021,&quot; see ED613723.]
University of South Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Preeminent Research University Funding Metrics; (5) Key Performance Indicators; (6) Enrollment Planning; (7) Academic Program Coordination; and (8) Definitions. [For &quot;University of South Florida Accountability Plan, 2021,&quot; see ED616918.]
University of West Florida Accountability Plan, 2022
Author: State University System of Florida, Board of Governors
Date: 2022-06-30
Type: Reports - Descriptive
Subjects: State Universities,Accountability,Educational Finance,Enrollment,Graduation Rate,Outcomes of Education,Strategic Planning,Educational Indicators,Educational Quality,Efficiency,Improvement Programs,Achievement,Institutional Characteristics,Undergraduate Students,Graduate Students,College Programs,STEM Education,Distance Education

The Accountability Plan is an annual report that is closely aligned with the Board of Governors' 2025 System Strategic Plan. This report enhances the System's commitment to accountability and strategic planning by fostering greater coordination between institutional administrators, University Boards of Trustees and the Board of Governors regarding each institution's direction and priorities as well as performance expectations and outcomes on institutional and System-wide goals. Contents include: (1) Introduction; (2) Strategy; (3) Performance-Based Funding Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; and (7) Definitions. [For &quot;University of West Florida Accountability Plan, 2021,&quot; see ED613754.]
Lesson Study as an Intervention to Develop Prospective English Language Teachers&apos; Classroom Management Skills
Author: Altinsoy, Ertan
Date: 2021-09-00
Type: Journal Articles
Subjects: Communities of Practice,Classroom Techniques,Program Effectiveness,Foreign Countries,Preservice Teachers,English (Second Language),Language Teachers,Cooperation,Student Attitudes,Teacher Competencies

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.
Who Tests What? Prospective ELT Teachers&apos; Conceptions and Suggestions on the New Distribution of the Subjects and Topics in the Subject Knowledge Test
Author: Çiftci, Harun
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Second Language Instruction,English (Second Language),Undergraduate Students,Foreign Countries,Tests,Scores,Student Attitudes,Testing,Language Proficiency,Linguistics,Pedagogical Content Knowledge,Material Development

Starting from its first implementation, Subject Knowledge Test (henceforward SKT) has been investigated in various subject fields due to the emerging questions about its content and applicability in selecting prospective teachers. With the contribution of 355 participants including senior students and the graduates from different ELT undergraduate programs of the universities throughout Turkey, this study aimed to investigate the conceptions and suggestions of prospective ELT teachers on the new distribution of the subjects and topics in SKT in 2019. The data were collected by conducting an online survey and semi-structured interviews held with ten ELT prospective teachers. The study revealed that the new distribution of the subjects and topics in SKT was not satisfactory and relevant to select ELT prospective teachers who are competent and qualified in their fields due to substantial obliqueness in its content and administration process.
How Parents Promote English and Arabic Language Proficiency in Elementary School Children in Saudi Arabia
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language of Instruction,International Schools,Parent Attitudes,Language Proficiency,Language Usage,Student Attitudes,Private Schools,Arabic,Cartoons,Films,Video Games,Computer Oriented Programs,Courses,Tutors,Elementary School Students,Public Schools,Parent Role,Reading

In Saudi Arabia, English is taught starting from kindergarten at National Public and Private Schools. At International schools, English is the medium of instruction. This study aims to explore how parents promote children's language development, their evaluation of their children's proficiency level, which language the children use in communicating with family members and on WhatsApp. Surveys with parents revealed that English is stronger and preferred by children in International Schools and many children in Private Schools. More parents worry about their children's proficiency level in English than Arabic and promote English more than Arabic. Watching English cartoons and movies, using English educational and entertainment apps/programs, playing English games, and enrolling the children in English courses during holidays are common home-based activities. To promote Arabic, some parents hire a tutor. Others encourage their children to read Arabic stories and watch Arabic cartoons. Results and recommendations are given in detail.
How Does School Bus Transportation Affect Student Attendance and Achievement? Policy Brief
Author: Edwards, Danielle Sanderson
Date: 2022-07-19
Type: Reports - Research
Subjects: Student Transportation,Bus Transportation,Academic Achievement,Attendance,Public Schools,Disadvantaged Schools,Low Income Students

This study analyzes how bus eligibility impacts student attendance and achievement in Michigan where almost half of the largest districts limit bus transportation to students who live more than 1.5 miles from school. The study finds that while eligibility has no major effect on student attendance or achievement overall, economically disadvantaged students who were eligible for district-provided transportation were less likely to be chronically absent. This finding expands on previous research that shows increased attendance improves students' cognitive and non-cognitive outcomes. Studying the effects of bus eligibility on public school student attendance and achievement can inform how accessibility affects students across school sectors. Overall, the findings indicate that bus eligibility can help put vulnerable student populations less at risk of missing a significant amount of time in the classroom. [For the corresponding technical paper, &quot;Another One Rides the Bus: The Impact of School Transportation on Student Outcomes in Michigan,&quot; see ED621826.]
States Can Play a Stronger Role in Promoting Equity and Access in School Choice. Policy Brief
Author: Bulkley, Katrina E.
Date: 2021-12-07
Type: Reports - Research
Subjects: State Policy,Equal Education,Access to Education,School Choice,Educational Policy,Student Transportation,Enrollment,Charter Schools,Educational Vouchers

In this study, the authors draw on 58 interviews with state policy makers and experts in five states to examine how state policy makers and education leaders think about school choice policy and how issues of equity show up in state-level discourse and action. The findings from these interviews suggest that more could be done to advance equity in school choice policy: (1) state policies have not consistently advanced access to schools of choice for historically marginalized students; (2) state policies have not consistently enhanced the supply of high-quality schools of choice; and (3) a small number of state policies did focus on improving school choice equity and access for historically marginalized and underserved student populations, although more research is needed to understand their implementation and impact. In addition to describing how state policymakers consider and act on improving equity in school choice, this brief offers examples where states have pursued equity and provides options for policymakers to consider. [This report was prepared with Montclair State University and USC Rossier School of Education's Center on Education Policy, Equity and Governance. For the corresponding technical report, &quot;State Choice Policy and Levers Affecting Equity: Surveying the Landscape. Technical Report. Updated,&quot; see ED622011.]
Report of the Commissioner of Education for the Year 1897-98. Volume 1. Containing Part I
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1899-00-00
Type: Historical Materials
Subjects: Public Schools,Statistical Data,Educational History,Summer Schools,Public Education,Hygiene,Public Health,Textiles Instruction,Vocational Education,Educational Change,Physical Education,Foreign Countries,Influences,Womens Education,Females,Industry,Public Libraries,Textbooks,Arithmetic,Astronomy,Elementary Secondary Education,Higher Education,Laws,Textbook Selection,Research,Dentistry,Dental Schools

This is Volume 1 of the Report of the Commissioner of Education for the Year 1897-98, containing Part I. The volume begins with the Commissioner's Introduction and Statistics of State Common School Systems. Part I covers the topics: (1) History of the German School System; (2) Summer Schools in England, Scotland, France, and Switzerland; (3) Education in Great Britain and Ireland; (4) Education in Canada; (5) Systems of Public Education in Australia, New Zealand, and Tasmania; (6) Education in Central Europe; (7) Means for Spreading Hygienic Knowledge Among the People; (8) Report on European Textile Schools; (9) The International Congress on Technical Education; (10) Education in India; (11) Organization and Reconstruction of State Systems of Common School Education in the North Atlantic States from 1830 to 1865; (12) Physical Training; (13) Notes on the History of Foreign Influence upon Education in the United States; (14) Status of Woman from the Educational and Industrial Standpoint; (15) The Public School and the Public Library; (16) Education in France; (17) Notes on the History of American Text-books on Arithmetic; (18) The Teaching of Astronomy in the Primary and Secondary Schools and in the University; (19) Digest of Laws Relating to Text-books, Their Selection and Supply; (20) Education in Cuba, Porto Rico, and the Philippines; (21) Experimental Study of Children, including Anthropometrical and Psychophysical Measurements of Washington School Children; (22) Education in the Argentine Republic, Uruguay, and Brazil; (23) Dental Education in the United States; and (24) Educational Directory. [For &quot;Report of the Commissioner of Education for the Year 1897-98. Volume 2. Containing Parts II and III,&quot; see ED622138.]