ethanporcaro/eric-fulltext-meta huggingface dataset:
Putting the Pieces in Place: Charlotte-Mecklenburg Public Schools' Teacher Evaluation System
Author: Curtis, Rachel
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,Evaluation Methods,Public Schools,School Districts,Teacher Effectiveness,Teacher Salaries,Merit Pay,Observation,Teacher Collaboration,Communities of Practice,Principals,Administrator Attitudes,Teachers,Teacher Attitudes,Organizational Communication,Academic Achievement

The first two goals of &quot;Teaching Our Way to the Top, the Charlotte-Mecklenburg Public Schools&quot; (CMS) Strategic Plan 2014,--Effective Teaching and Leadership and Performance Management--make clear that the district's top two priorities are ensuring excellent instruction districtwide and creating a performance culture organized on the principles of continuous improvement and accountability for results. Critical to reaching these goals is the commitment to evaluate and compensate all teachers in the system based on their performance as measured by classroom observations, student test scores, and additional metrics. This work is part of a larger effort to ensure equity and excellence for all students by shifting the district's focus from managing inputs--the amount of money and services provided to schools--to focusing on equity of outcomes: student achievement and graduation rates. Appended are: (1) Cycle of Continuous Improvement; (2) List of NC Standards and Sub-Standards; (3) Rubric Excerpt; and (4) Teacher Working Team Template. (Contains 5 footnotes.)
Building It Together: The Design and Implementation of Hillsborough County Public Schools' Teacher Evaluation System
Author: Curtis, Rachel
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Public Schools,Test Results,Teacher Evaluation,Administrative Organization,Accountability,Goal Orientation,Teacher Effectiveness,Program Implementation,Job Performance,Teacher Improvement,Academic Achievement,Faculty Development,Instructional Improvement,Performance Based Assessment,Elementary Secondary Education,Feedback (Response),Compensation (Remuneration),Educational Policy,Public School Teachers,School Administration,Systems Approach

Hillsborough County Public Schools has launched a teacher evaluation system that has attracted attention from educators and policy makers across the country. Centralized, collaborative, communications-driven and adaptable are key characteristics of Hillsborough's approach. The system consists of two main components: observation of instruction and teachers' value-added scores, based on student test results. Appended are: (1) Danielson Domains; (2) Grants Management Team Organization Chart; (3) Summaries of Observations; (4) Five-Star Report; (5) Teacher Evaluation Score Report; and (6) Distribution of Scores.
The Completion Agenda: A Call to Action. Summary Report from the November 10-11, 2010, Meeting of the American Association of Community Colleges Commissions and Board of Directors
Author: McPhail, Christine Johnson
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Professional Associations,Conferences (Gatherings),Agenda Setting,Educational Attainment,Focus Groups,Strategic Planning,Institutional Mission,Academic Persistence,Student Motivation

At its annual joint board and commission meeting (Washington, DC, November 10-11, 2010), American Association of Community Colleges (AACC) focused attention on college completion by presenting two panel discussions on the completion agenda, followed by breakout sessions in which participants were assigned to focus groups tasked with providing qualitative information about how to enhance and sustain college completion. It was felt that this approach would be an effective way to examine the problems community colleges were facing, in particular by identifying barriers to completion. Following the focus-group sessions, the proceedings were summarized by the recorders, and the key points from each session were later reported during the general session on November 11, 2010. Following the meeting, the recorders' notes were submitted to the meeting facilitator and author of this report for review and consolidation. This report summarizes the ideas that emerged from discussion of the four assigned topics.
A Solid Foundation: Key Capacities of Construction Pre-Apprenticeship Programs
Author: Helmer, Matt
Date: 2012-00-00
Type: Reports - Research
Subjects: Construction Industry,Apprenticeships,Building Trades,Adult Education,Outcomes of Education,Labor Force Development,Urban Programs,Employer Attitudes,Program Effectiveness,Education Work Relationship,Employment Opportunities,Career Counseling

This publication shares research from site visits conducted to construction pre-apprenticeship programs in Baltimore, Hartford, Milwaukee and Portland (OR). Findings from the site visits, which included interviews and focus groups with pre-apprenticeship program staff, public officials, philanthropic leaders, construction industry leaders and employers, and pre-apprenticeship participants, showed programs in these cities to be of high value to workers, employers and other stakeholders in the their regional construction labor market. The publication reviews how programs target a variety of education and employment outcomes for workers and use industry networks and staff expertise in order to meet a wide range of worker and employer needs in the construction industry. WSI also makes several recommendations about how pre-apprenticeship programs could be better supported to help their participants achieve outcomes that are aligned with participants' interests and needs as well as the realities of the labor market. (Contains 5 figures and 23 footnotes.)
Growing with Driving Leadership Style in School: A Case Study on Leadership of Finnish Elementary Schools in Tampere
Author: Rajbhandari, Mani Man Singh
Date: 2012-04-13
Type: Reports - Research
Subjects: Foreign Countries,Elementary Schools,Leadership Styles,Instructional Leadership,Case Studies,Semi Structured Interviews

&quot;Driving leadership style&quot; of the school leadership proclaims to be important in bringing about changes in behavioural aspect of the followers. The hallmark of driving leadership style illustrated the characteristic of teaming, toning, tasking, timing and transforming with realistic view to subjective approach. This allowed the leadership to understand the human relationship approach while instigating as a lead follower in the group. The purpose of the study was to explore, the pertinence of leadership and how they grow with the followers. Semi structured interview were implemented with different actors with two sets of interview schedules separately designed for the school leaders and the other actors. Driving leadership style moreover, reflects to demonstrate the ability of working from middle as a lead follower allowing the opportunity to understand and knowing of followers. This somehow built the confident to the school leaders to overcome with the difficulties related with organizational climate. Driving leadership style illustrated to bring about social harmony and cohesive within the organizational behavioural settings furthering leaders to grow with the followers. (Contains 2 tables and 4 figures.)
Improving Mathematical Problem Solving in Grades 4 through 8. IES Practice Guide. NCEE 2012-4055
Author: Woodward, John
Date: 2012-05-00
Type: Guides - Classroom - Teacher
Subjects: Mathematics Instruction,Problem Solving,Educational Research,Evidence,Teaching Methods,Mathematical Applications,Group Instruction,Self Management,Reflection,Visual Aids,Protocol Analysis,Discussion (Teaching Technique),Mathematical Concepts,Algebra,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on current challenges in education. Authors of practice guides combine their expertise with the findings of rigorous research, when available, to develop specific recommendations for addressing these challenges. The authors rate the strength of the research evidence supporting each of their recommendations. The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of improving mathematical problem solving in grades 4 through 8. The guide provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 9 tables, 21 examples and 303 endnotes.)
Problems Related to Alcohol, Other Drugs, and Violence among Military Students. Prevention Update
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Narcotics,Posttraumatic Stress Disorder,Military Personnel,Injuries,Health Behavior,Drug Abuse,Alcohol Abuse,Drinking,Foreign Countries,At Risk Persons,Smoking,War,Veterans,Military Schools

According to a Research Update from the National Institute on Drug Abuse, ongoing operations in Iraq and Afghanistan "continue to strain military personnel, returning veterans, and their families. Some have experienced long and multiple deployments, combat exposure, and physical injuries, as well as post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI)... Although less common, substance abuse is also a key concern. While the 2008 Department of Defense Health Behavior Survey reveals general reductions over time in tobacco use and illicit drug use, it reported increases in other areas, such as prescription drug abuse and heavy alcohol use. In fact, prescription drug abuse doubled among U.S. military personnel from 2002 to 2005 and almost tripled between 2005 and 2008. This paper presents data on problems related to alcohol, other drugs, and violence among military students.
Bullying and Cyberbullying at Colleges and Universities. Prevention Update
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Bullying,Computer Mediated Communication,Interpersonal Relationship,College Students,School Policy,Educational Environment

According to StopBullying.gov, an official U.S. government Web site managed by the Department of Health and Human Services in partnership with the Department of Education and Department of Justice, definitions of bullying vary, but "most agree that bullying involves: (1) Imbalance of Power: people who bully use their power to control or harm and the people being bullied may have a hard time defending themselves; (2) Intent to Cause Harm: actions done by accident are not bullying; the person bullying has a goal to cause harm; and (3) Repetition: incidents of bullying happen to the same person over and over by the same person or group." Bullying can be verbal (name-calling, teasing), social (spreading rumors, leaving people out on purpose, breaking up friendships), physical (hitting, punching, shoving), and cyberbullying (using the Internet, mobile telephones, or other digital technologies to harm others). This paper presents data on bullying and cyberbullying at colleges and universities.
Gender-Based Violence Prevention. Issues in Prevention
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2012-04-00
Type: Collected Works - Serial
Subjects: Prevention,Gender Differences,Violence,Crime,Victims of Crime,Grants,At Risk Persons,Colleges,Program Effectiveness,African Americans,Females,Black Colleges,Program Evaluation

This issue of "Issues in Prevention" focuses on gender-based violence prevention. This issue contains the following articles: (1) Preventing Gender-Based Violence: An Overview (Linda Langford); (2) Q&A With Amelia Cobb; (3) Denim Day at HBCUs; (4) Dear Colleague Letter; (5) ED Grants for Violence Prevention; and (6) Higher Education Center Resources.
Drug Abuse on College Campuses: Emerging Issues. Issues in Prevention
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2012-05-00
Type: Collected Works - Serial
Subjects: Campuses,Prevention,Drug Abuse,Trend Analysis,Federal Aid,Higher Education,College Students,Alcohol Abuse,Marijuana,School Policy

This "Issues in Prevention" focuses on emerging issues concerning drug abuse on college campuses. This issue contains the following articles: (1) Drug Abuse Trends; (2) Q&A With Jim Lange; (3) Bath Salts; (4) Refuse to Abuse; (5) Related Federal Resource; and (6) Higher Education Center Resources.
Intimate Partner Violence. Prevention Update
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: College Students,Campuses,Family Violence,Sexual Harassment,Prevention,Dating (Social),Intimacy,At Risk Persons

The Centers for Disease Control and Prevention (CDC) defines intimate partner violence (IPV) as violence between two people in a close relationship, including current and former spouses and dating partners. IPV occurs on a continuum from a single episode to ongoing battering and can include physical violence, sexual violence, threats, emotional abuse, stalking, and controlling reproductive health. IPV is a significant issue for college campuses. According to the 2010 National Intimate Partner and Sexual Violence Survey, most male and female victims of IPV "experienced some form of IPV for the first time before age 25." A review of college-specific studies yielded estimates of IPV among college students ranging from 13 to 74 percent, although the most consistent findings range from 20 to 33 percent. A 2011 review summarized the literature about specific types of IPV, estimating that approximately 20-30 percent of college students have experienced physical violence, 70-90 percent have experienced psychological violence, and 3-20 percent have experienced sexual violence in a dating relationship. This paper presents data on intimate partner violence. A list of resources is included.
Statewide Coalitions and State Systems. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-05-00
Type: Collected Works - Serial
Subjects: Prevention,Alcohol Abuse,Drug Abuse,Smoking,Drinking,Cooperative Programs,State Programs,Colleges,Grants,Consortia,Agency Cooperation,Intercollegiate Cooperation

This &quot;Issues in Prevention&quot; focuses on statewide coalitions and state systems. This issue contains the following articles: (1) Statewide Coalitions for Prevention; (2) Louisiana Higher Education Coalition; (3) Statewide Initiative Grantees; (4) The Ohio College Initiative; and (5) Higher Education Center Resources.
Screening and Brief Interventions: Research Update. Prevention Update
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Feedback (Response),College Students,Intervention,Drinking,Screening Tests,Alcohol Abuse,Health Promotion,At Risk Persons,Interviews,Motivation,Skill Development,Knowledge Level,Program Effectiveness

Developed in 1993 at the University of Washington, Brief Alcohol Screening and Intervention for College Students (BASICS) is a preventive intervention program to reduce drinking and enhance awareness about alcohol-related issues. BASICS targets college students who are considered at risk because of heavy drinking behaviors. The brief intervention relies primarily on a motivational interview to provide students with the skills, knowledge, and insight into the consequences of drinking. As originally designed, the student meets with a counselor for two 45-minute sessions, usually a week apart. The first session is feedback and the interview style is acceptance-based and nonjudgmental. The goal is to help students examine their drinking objectively and provide them with feedback and healthy recommendations. This paper presents evidence on the effects of BASICS and similar theory-based interventions for college students. A list of resources is included.
The Role of Media in Prevention. Prevention Update
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Prevention,Mass Media Role,Drug Use,News Reporting,Public Opinion,News Media,Mass Media Effects,Smoking,Health Promotion,Intervention,Advocacy,Public Policy,Colleges,Violence,School Policy

Tobacco control efforts in the early 1990s, such as the ASSIST program, recognized the importance of mass media intervention in the environmental model, along with community organization and mobilization through coalition building and policy advocacy. Since 1998, the Higher Education Center has recommended that colleges and universities embrace an environmental prevention model, which provides a framework for campuses and surrounding communities to create effective and sustainable change regarding problems related  to alcohol and other drug use and violence. Media-focused interventions can be regarded as structural-level approaches insofar as media affect the environment in which people live. Media activities to support policy initiatives use well-designed media campaigns, especially campaigns that generate news coverage (sometimes termed earned media coverage), although the paid media approach is sometimes preferred to ensure prime-time and adequate coverage. Engaging the media strategically to bring attention to an issue or to promote a policy is known as media advocacy. Evidence from a community trial on alcohol problem prevention suggests that training in media advocacy can increase electronic and print media coverage of news events generated by local individuals, resulting in greater public and leader attention paid to specific issues as well as to local policies aimed at reducing alcohol-involved injury. Results indicated that (1) framing in media advocacy can increase coverage of news events generated by local community members, including volunteers; (2) increased news coverage can be generated for both electronic (television) and print media; (3) increased news coverage did focus public attention on specific issues in support of prevention components; (4) while there are different audiences/readers for the print (newspaper) and electronic (TV) media, both audiences are affected; and (5) media advocacy can be more effective than a paid public information campaign in increasing public awareness of alcohol issues. This paper presents what research says about media-focused interventions.
Vocational Education and Training in Denmark. Short Description
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Labor Market,Lifelong Learning,Foreign Countries,Educational Policy,Vocational Education,Educational Quality,Teaching Methods,Career Development,Efficiency,Apprenticeships,Educational Trends,Secondary Education,Educational Finance,Guidelines,Educational History,Informal Education,Instructional Innovation

Vocational education and training in Denmark has embarked on a process of modernisation aiming at, primarily, increasing flexibility, and individualisation, quality and efficiency. Assessment and recognition of informal and non-formal learning, competence-based curricula, innovative approaches to teaching, and increased possibilities for partial qualifications are factors that bring Danish education and training closer to learners. Recent introduction of new apprenticeship and EUX programmes increase flexibility of various pathways in vocational upper secondary education and training--IVET--and reflect an overall educational policy trend towards more differentiated and individualised working methods. The latter programme is particularly relevant in improving progression of IVET students to higher education, which is still rather limited and is currently a political priority in Denmark. Public financing of VET is a central feature of the system. The government attaches great importance to improving quality and efficiency of the Danish education and training system to equip all individuals with the skills required for a modern workforce in a knowledge-based society, permit career development, and reduce skills mismatches. Annexed are: (1) Role of social partners in matching provision with labour market needs in mainstream education; (2) Historical background; (3) Danish qualifications framework for lifelong learning; (4) Legislative framework; and (5) Glossary. (Contains 14 tables, 4 figures, 3 boxes, 9 resources and 47 footnotes.) [For related report, &quot;Spotlight on VET Denmark,&quot; see ED532256.]
Spotlight on VET Denmark
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Adult Education,Lifelong Learning,Adult Learning,Adult Students,Doctoral Degrees,Foreign Countries,Vocational Education,Role,Global Approach,Employment Qualifications,Part Time Students,Student Participation,Teacher Participation,Participative Decision Making,Graduation Rate,Secondary Education,Educational Objectives,Student Needs

This paper presents data on the vocational education and training (VET) in Denmark. VET plays a key role in the Danish strategy for lifelong learning and meeting the challenges of globalisation and technological change. The Danish education and training system comprises a mainstream system providing qualifications at all levels, from compulsory schooling to doctoral degrees, and a parallel adult education and continuing training system. The adult education and continuing training system is designed to meet the needs of adult learners, for example by offering part-time courses. The two systems offer equivalent qualifications at the various levels, enabling horizontal permeability. The Danish VET system is characterised by a high level of stakeholder involvement with the social partners, vocational colleges, teachers and students all involved in developing VET based on the principles of consensus and shared responsibility. The main challenge for IVET is improving completion rates. The government has a stated objective that, by 2015, 95 % of a youth cohort should complete an upper secondary education programme. [For related report, &quot;Vocational Education and Training in Denmark. Short Description,&quot; see ED532255.]
Necessary Conditions for ECVET Implementation
Author: Le Mouillour, Isabelle
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Foreign Countries,Vocational Education,Program Implementation,Performance Factors,Change Strategies,Predictor Variables,Educational Development,Qualifications,Regional Programs,Best Practices,Professional Training

The European credit system for vocational education and training (ECVET) has benefited from the development of national qualifications frameworks and the learning outcomes approach to qualifications. It has also profited from the mutual trust and transparency created by successful learning mobility and lifelong learning experiences. The year 2012 is the first European milestone in the development of ECVET. It is an occasion to take stock--to invite the Member States to consider and discuss the conditions and measures needed for implementation of ECVET, the success of which depends on institutional, political, as well as cultural aspects of education and training systems in Europe. In this booklet, Cedefop, in consultation with other education and training stakeholders in Europe, presents 15 conditions and measures designed to promote a structured approach to implementation of ECVET, including a bigger role for peer learning. (Contains 3 figures.)