ethanporcaro/eric-fulltext-meta huggingface dataset:
New Pathways for Teachers, New Promises for Students: A Vision for Developing Excellent Teachers. Teacher Quality 2.0. Special Report 3
Author: Knowles, Timothy
Date: 2013-01-18
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Improvement,Teaching (Occupation),Teacher Recruitment,Preservice Teacher Education,Teacher Placement,Teacher Persistence,Incentives,Accountability,Unions

This paper outlines a set of ideas for improving teacher quality in America's schools. In it, the author proposes a combination of incremental steps and ambitious ones, designed to stimulate policymakers, practitioners, and the public to accelerate efforts to develop high-quality teachers. The paper has four main sections. First, the author provides a brief assessment of the current state of teaching in America, identifying five core challenges reformers must address if they are serious about improving teacher quality. Second, the author posits a new, broader conceptualization of the teaching profession. Third, the author provides specific recommendations for how to better recruit, prepare, place, incentivize, and hold accountable the teachers America requires. Finally, having recently lived and breathed the Chicago teacher strike, the author concludes with some thoughts about the trajectory of organized labor, and what it might do to support the development of a stronger teacher workforce in America. (Contains 17 notes.)
In Classroom Mentor Teachers: An Addition to Mentor Teachers
Author: Carney, Paul
Date: 2012-02-06
Type: Reports - Evaluative
Subjects: Program Effectiveness,Mentors,Coaching (Performance),Teachers,Beginning Teacher Induction,Beginning Teachers,Teacher Education

There have been numerous studies done on the impact that mentor teachers and new teacher induction plans have on the new teachers' success in the first couple of years. A lot of these studies were done in an attempt not only to determine how to attract good teachers, but to retain them. It is our hope in this article to also determine if by having a classroom coach and teacher mentors in place, we can mold these new teachers into a strong cultural fit. This article looks at what impact an inside-the-classroom coach would have in addition to the benefits previously obtained from having mentor teachers that teach their own classes. Recent retired teachers and administrators serve as great untapped resources and have the time available to spend in the classroom while the traditional mentor teachers have their own classroom responsibilities and are unable to give the new teachers their undivided attention for a longer period of time. The school in this study, the Middle Bucks Institute of Technology (MBIT), has a two-year induction plan utilizing the skills of three mentor teachers and  one classroom coach to provide support to five new teachers. Two of the mentor teachers are each assigned to mentor two new teachers and one mentor teacher is assigned to mentor  one new teacher. The new classroom coach circulates among the classroom of the five new teachers during instructional time to observe and advise.
A History of School Design and Its Indoor Environmental Standards, 1900 to Today
Author: Baker, Lindsay
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Developed Nations,Educational Facilities Design,School Buildings,Lighting,Public Education,Environmental Standards,Politics of Education,Educational History,Role of Education,Educational Trends,Acoustics,Educational Policy,Public Policy,Evaluation Criteria,Ventilation,School Construction,Educational Facilities Planning,Educational Facilities Improvement,School Expansion,School Safety,Structural Elements (Construction),Design Requirements,Facility Guidelines,Compliance (Legal),Building Design,Educational Environment,Classroom Design,Federal Legislation,Federal Regulation,Heat,Energy Conservation,Interior Space,Federal Programs

Public education is one of the central tasks of a democratic society, and the buildings that house this important task not only shape the way one teaches, but provide icons and symbols for the values people hold common as a society. Perhaps unsurprisingly, this context has placed school buildings squarely in a position of debate and innovation since the nation began, and school buildings continue to be the subject of careful study and debate today. Schools are influenced by political and social movements, new technologies and trends, the growing awareness of what makes one learn better and thus the notions of what makes a great school are constantly shifting and adapting to new ideas. This paper provides a brief history of the past century and a half of school design, focusing particularly on the systems that made schools livable and conducive to learning: lighting, heating, cooling, ventilation, and acoustics. (Contains 14 figures.)
Smaller, Safer, Saner Successful Schools. Second Edition
Author: Nathan, Joe
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Small Schools,Shared Facilities,School Size,School Safety,School Effectiveness,Educational Environment,Case Studies,Educational Research,Elementary Schools,Middle Schools,High Schools,Junior High Schools

More than $20 billion a year currently is being spent to construct public schools. Hundreds of billions are being spent to carry out public education. Everyone wants the best possible use of that money. Families want safe, nurturing, challenging, and effective schools for their children. Community members and policy-makers want schools to be successful, and to make efficient use of their tax dollars, regardless of how much is spent. This booklet is designed to help make those things happen, by giving readers opportunities to learn from some of the most effective, innovative district and charter public schools in the country. We can make significant progress toward what Americans want by using ideas from the finest small schools and schools that share facilities. This report combines profiles of district and charter public schools from all over the United States with a research summary, showing how educators and community members have created these schools. Because more than 50,000 people &quot;downloaded&quot; or purchased a copy of the original, 2001 report, the authors have revised and updated this edition. The report provides brief case studies of 22 public school buildings in 11 states: (1) Arizona; (2) California; (3) Colorado; (4) Connecticut; (5) Illinois; (6) Massachusetts; (7) Minnesota; (8) New York; (9) Ohio; (10) Rhode Island; and (11) Texas. These buildings house almost 50 schools and social service agencies. The profiles that follow represent urban, suburban, and rural communities throughout the United States. These schools serve a vast array of youngsters. They are united in their ability to improve achievement and behavior in safe, nurturing, stimulating environments. The key conclusions of this report are: (1) Smaller schools, on average, can provide: (1) a safer place for students; (2) a more positive, challenging environment; (3) higher achievement; (4) higher graduation rates; (5) fewer discipline problems; and (6) much greater satisfaction for families, students, and teachers; and (2) Schools that share facilities with other organizations can offer: (1) broader learning opportunities for students; (2) high quality services to students and their families; (3) higher student achievement and better graduation rates; and (4) ways to stretch and make more efficient use of tax dollars. (Contains 11 online resources.) [For first edition, &quot;Smaller, Safer, Saner, Successful Schools,&quot; see ED455680.]
Mitigating Hazards in School Facilities
Author: National Clearinghouse for Educational Facilities
Date: 2008-04-00
Type: Guides - Non-Classroom
Subjects: Educational Facilities,School Safety,Educational Facilities Planning,Facilities Management,Evaluation,Program Implementation,Playgrounds,Athletics,Offices (Facilities),School Libraries,Equipment,Laboratories,Computer Centers,School Shops,Health Facilities,Campuses,School Security,Dining Facilities,Physical Education Facilities,Emergency Programs,Energy,Fuels,Water,Communications,Fire Protection,Classrooms,Emergency Shelters,Sanitary Facilities,Mobile Classrooms,Check Lists

School safety is a human concern, one that every school and community must take seriously and strive continually to achieve. It is also a legal concern; schools can be held liable if they do not make good-faith efforts to provide a safe and secure school environment. How schools are built and maintained is an integral part of school safety and crisis planning. Schools with poor access control are more vulnerable to intruders. Students in schools with overlapping pickup and drop off points are more likely to be hurt by a bus or car. Schools that store materials in stairways will have egress problems during a fire or emergency. Every school is unique by virtue of its design, location, and students, and each has its own history and culture. Some schools are relatively open and safe, others are highly protected yet unsafe. That is why mitigating hazards in school facilities should be planned and implemented by those who know the school and its community best--school and district staff in alliance with local emergency responders and the school community. This publication provides tips for: (1) Assessing school facilities; (2) Making a hazard mitigation plan; and (3) Implementing the plan. (Contains 3 endnotes.)
Wildfires and Schools
Author: National Clearinghouse for Educational Facilities
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: School Maintenance,Emergency Programs,Natural Disasters,Federal Programs,Web Sites,Risk Assessment,Risk Management,School Buildings,Educational Facilities Planning,School Safety,Structural Elements (Construction),Educational Facilities Design,Fire Protection,Construction Materials,Design Requirements,Facility Requirements,Educational Resources,Guidelines,Crisis Management,Prevention

This publication discusses conditions that feed wildfires, how a building catches fire, determining the school's risk, creating a survivable space for the school, the importance of maintenance, the fire-resistant school, meeting code requirements, and related flood and mudslide risks. Much of this publication has been adapted for schools from the Federal Emergency Management Agency's "Wildfires" homepage and Wildfire Mitigation Fact Sheet, "Rebuilding After a Fire". Wildfire Response is appended. (Contains 1 footnote and 17 online resources.)
The Effects of School Facility Quality on Teacher Retention in Urban School Districts
Author: Buckley, Jack
Date: 2004-02-00
Type: Reports - Research
Subjects: Foreign Countries,Experienced Teachers,Educational Facilities,Urban Schools,Elementary Secondary Education,Educational Facilities Improvement,Teacher Persistence,Labor Turnover,Predictor Variables,Teacher Surveys,Teacher Attitudes,Beginning Teachers,Educational Policy,Rural Schools,Lighting,Teacher Morale,Multivariate Analysis,Acoustics,School Buildings,School Safety,Structural Elements (Construction),Ventilation,School Maintenance,Educational Resources,Federal Legislation,Work Environment,Pollution

The attrition of both new and experienced teachers is a great challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be better induced to stay. Here we build upon this literature by suggesting another important factor: the quality of school facilities. We investigate the importance of facility quality using data from a survey of K-12 teachers in Washington, D.C. We find in our sample that facility quality is an important predictor of the decision of teachers to leave their current position. (Contains 2 tables, 2 figures and 6 endnotes.)
Flooding and Schools
Author: National Clearinghouse for Educational Facilities
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Emergency Shelters,Emergency Programs,Natural Disasters,Prevention,School Buildings,School Maintenance

According to the Federal Emergency Management Agency, flooding is the nation's most common natural disaster. Some floods develop slowly during an extended period of rain or in a warming trend following a heavy snow. Flash floods can occur quickly, without any visible sign of rain. Catastrophic floods are associated with burst dams and levees, hurricanes, storm surges, tsunamis, and earthquakes. This paper discusses: (1) What flooding can do; (2) How to prevent or mitigate flood damage; (3) How to prepare for and respond to flood emergencies; and (4) How to recover from a flood. Schools as Emergency Shelters are appended. (Contains 1 footnote and 16 resources.)
Schools as Centers of Community: A Citizen's Guide For Planning and Design. Second Edition
Author: Bingler, Steven
Date: 2003-10-00
Type: Guides - Non-Classroom
Subjects: Educational Facilities Design,Educational Facilities Planning,School Community Relationship,Master Plans,Educational Environment,School Safety,Educational Resources,Public Schools,Case Studies,High Schools,Elementary Schools

As the twenty-first century begins, America faces a daunting challenge: The &quot;baby boom echo&quot; is ready for school. The children of World War Two's baby boomers, millions of youngsters are crowding into schools across the nation. Thousands of new schools will be needed to accommodate them. This demand for educational facilities is unprecedented in American history. In response to this demand, innovative and practical learning environments--developed through educator-architect-planner collaborations--are being implemented around the country (Kennedy 2001). Some are variations on the traditional school site, designed to create more effective spaces for contemporary teaching and learning. Others expand the functions of the school to encompass community needs. Still others expand the whole notion of school by creating learning environments in such nontraditional settings as museums, shopping malls, and zoos, thus optimizing opportunities for learning while minimizing the investment of human, financial, and environmental resources. All of these creative solutions share one common theme: &quot;Schools as centers of community.&quot; If the school of the future needs to be designed as a learning center for the entire community, its development must begin with a planning and design process that includes community members and reflects their needs. By engaging students, parents, educators, and a wide variety of citizens in planning and designing schools as centers of community, the best aims of a democratic society are served by both process and product. This publication outlines a systematic planning approach that can result in the successful development of schools as centers of community. Its chapters provide basic principles for designing such schools, case studies of successful projects, and a step-by-step methodology--complete with action checklists--for developing a facilities master plan. (Contains 1 footnote.) [Funding was also provided by the Building Educational Success Together. For the first edition of this report, see ED436082.]
Low-Cost Security Measures for School Facilities
Author: National Clearinghouse for Educational Facilities
Date: 2008-04-00
Type: Reports - Descriptive
Subjects: School Safety,Costs,School Buildings,Educational Facilities Planning,School Security,Structural Elements (Construction),Educational Facilities Design,Ventilation,School Maintenance,Emergency Programs,Compliance (Legal),Building Design,Educational Resources,Federal Programs,Guidelines

This paper discusses a variety of school safety and security measures that may be implemented at little or no cost and without the use of complex technology. Measures are presented according to these categories: (1) General; (2) Outside the Building; and (3) Inside the Building.
Severe Weather Planning for Schools
Author: Watson, Barbara McNaught
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Weather,Drills (Practice),Emergency Programs,Planning,Natural Disasters,School Safety,Telecommunications,Computer Mediated Communication,Transportation,Check Lists

Flash floods, severe thunderstorms, and tornadoes occur with rapid onset and often no warning. Decisions must be made quickly and actions taken immediately. This paper provides tips for schools on: (1) Preparing for Severe Weather Emergencies; (2) Activating a Severe Weather Plan; (3) Severe Weather Plan Checklist; and (4) Periodic Drills and Training. Appended are: (1) Severe Weather Safety; (2) Thunderstorms and Lightning; (3) Spotting Severe Thunderstorms and Tornadoes; (4) The National Weather Services' Methods for Detecting and Tracking Severe Weather; (5) What to Listen For from the National Weather Service; and (6) Glossary of Weather Terms. (Contains 1 footnote and 20 resources.)
A Green Touch for the Future of Distance Education
Author: Gundogan, M. Banu
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Sustainable Development,Educational Policy,Design,Environmental Influences,Engineering,Internet,Educational Technology,Environmental Standards,Design Requirements,Educational Principles,Educational Environment

This paper aims to draw attention to the sustainability of distance learning in terms of the design process based on learner characteristics and technology usage. Distance learning has become a cyberized system owing its presence to developments in digital technologies. Technological developments solve some immediate problems but also have the risk of leading to even greater ones. To &quot;sustain&quot; is not only about keeping up, supporting or maintaining continuity but also is about nourishing, cultivation and acknowledgement. 21st century incentives in all fields of human endeavour have replaced sustainability measures in their plans and actions as a necessity for meeting the needs of the present and future generations. Green engineering and design perspectives state the importance of carrying out an inventory of all the materials and energy used in the design process and assessing all the environmental discharges resulting from the product's manufacture, use, and disposal. Being cyberized or virtual does not leave distance education apart; still it is a product designed to serve actual human beings and alike every design, the process has inputs, outputs and unfortunately, produces waste. Unless managed properly, waste is harmful; to avoid possible harms and to be able to respond both to current and future demands and expectations, distance education has to include ecological and sustainable perspectives to its vision. This study outlines the historical background of sustainability, lists the green engineering and green design perspectives from literature and expresses a &quot;green touch&quot; for sustainable distance education within these perspectives. (Contains 4 figures.) [This paper was also presented at the International Conference on New Horizons in Education--INTE 2012 (3rd, Prague, Czech Republic, Jun 5-7, 2012).]
Moving Men into the Mainstream: The Next Steps in Urban Reform. Black Men Left Behind: Reflections on Current Research. Civic Bulletin No. 44
Author: Center for Civic Innovation at the Manhattan Institute
Date: 2006-10-00
Type: Opinion Papers
Subjects: Disadvantaged,Males,African Americans,Welfare Services,Youth Programs,Program Effectiveness,Gender Differences,Racial Differences,Adolescents,Adults,Employment,Immigration,Crime,Correctional Institutions,Institutionalized Persons,African American Education,Charter Schools,Urban Education

This document provides a transcript of one of three panels held at a Manhattan Institute conference in June 2006. In this panel, the issue of reconnecting a certain segment of disadvantaged men into the workforce is discussed. John McWhorter explains that the Manhattan Institute has been instrumental in forging the reform of welfare legislation, beginning with the actual legislation in 1996, and by all measures, this policy has been a success. It certainly has not been a magic bullet, but we are seeing that most of the women who have participated in these programs are working and childhood poverty, especially among African-Americans, is on the decline, and has reduced most quickly since 1996, when these programs were instituted. It can be said, however, that we have only done half the job in initiating these policies because welfare reform has focused in particular on women. Meanwhile, since about 1966, some men have experienced similar problems. We face a problem in that a very large number of disadvantaged men, particularly Black and Brown men, are disconnected from the workforce, regardless of the state of the economy and with only a fitful relationship to the availability of low skill work. The goal of this panel is to discuss what policies should be pursued to remedy this trend. The first panel presents an overview of the issues. Ronald Mincy, Professor of Social Policy and Social Work at Columbia University, is the first panelist. Next, the panel hears from Hillard Pouncy, Visiting Professor at the Woodrow Wilson School of Public Policy at Princeton and a specialist on anti-poverty legislation, whose work also focuses on bringing exoffenders back into the workforce. Next, Lawrence  Mead, a professor in the Political Science Department at New York University and a specialist on anti-poverty legislation and welfare reform, will be heard. The panel also includes the Manhattan Institute's own Abigail Thernstrom, author of &quot;Whose  Votes Count?&quot; and &quot;America in Black and White,&quot; which she coauthored with her husband Stephan Thernstrom. More recently, she has written &quot;No Excuses.&quot; [This bulletin is adapted from the first panel of three at a Manhattan Institute conference, &quot;Moving Men into the Mainstream: The Next Steps in Urban Reform,&quot; held in New York on June 21, 2006. The other panel discussions are available in Civic Bulletins 45 (ED539492) and 46 (ED539491).]
Moving Men into the Mainstream: The Next Steps in Urban Reform--Putting Policy to the Test. Civic Bulletin No. 46
Author: Center for Civic Innovation at the Manhattan Institute
Date: 2006-10-00
Type: Opinion Papers
Subjects: Institutionalized Persons,Correctional Institutions,Public Policy,Urban Programs,Church Programs,Federal Government,Government Role,Employment Programs,Employment Services,Equal Opportunities (Jobs),Transitional Programs,African Americans,Males

This bulletin is adapted from the third panel of three at a Manhattan Institute conference. The focus of this paper is on the re-entering ex-offender population. Howard Husock introduces the people who are on the front lines, working day-to-day with people coming out of prison, thinking about what are the right strategies. These people include Peter Cove and Mindy Tarlow who are operating programs that are taking people off the streets and trying to point them toward the mainstream, Fred Davie from Public/Private Ventures in Philadelphia who is evaluating an ambitious 17-city program that involves government money and faith-based groups to find out whether that approach is working, and Brent Orrell who works for the U.S. Department of Health and Human Services and who has been thinking about what role the federal government ought to play. (Contains 2 footnotes.)