ethanporcaro/eric-fulltext-meta huggingface dataset:
Driving Alignment and Implementation: The Role of the Principalship in ESEA Flexibility. Version 1.0
Author: New Leaders
Date: 2011-12-21
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,Alignment (Education),Federal Legislation,Educational Legislation,Academic Standards,College Readiness,Careers,Readiness,Instructional Leadership,Accountability,Outcome Measures,Educational Objectives,Teacher Evaluation,Administrator Evaluation

The U.S. Department of Education (ED) has presented state leaders with an enormous opportunity. ED's offer of flexibility under the Elementary and Secondary Education Act (ESEA) gives leaders the chance to align critical systems--standards, assessments, school accountability, and educator evaluation--with raised expectations for all students. And, by implementing good processes of engagement in the design of new systems, leaders can bring in critical expertise and build confidence in a new way of measuring and supporting student growth. The aim of this paper is to provide concrete recommendations, focused primarily on Principle 3, for leaders to consider in preparing one's application for ESEA flexibility. Given the importance of alignment across the principles, this paper starts with brief comments on Principles 1 and 2. Under each principle, this paper describes the understanding of the intent of ED's language, suggested response, and rationale, grounded in lessons learned from school leaders making breakthrough gains in student achievement and teacher effectiveness. Where relevant, this paper indicates opportunities to cross-reference from one section to another; this is critical, to avoid creating or reinforcing silos. These recommendations are not intended to be comprehensive. Instead, they focus on the principalship as part of a broader coherent and aligned system of accountability and support that improves teacher and principal effectiveness and increases student success. Recommendations always come from a particular set of beliefs. This paper offers the following: (1) Principals matter; (2) Alignment matters; and (3) Implementation matters. (Contains 8 footnotes and 3 additional resources.)
The EPIC Professional Learning Model: A Review of EPIC's Alignment with Leadership Development Research and Professional Learning National Standards. The Effective Practice Incentive Community (EPIC). Research Brief
Author: Sloan, Kay
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Urban Schools,Poverty,Academic Achievement,Achievement Gains,Instructional Leadership,Best Practices,Leadership Effectiveness,Faculty Development,Models,Alignment (Education),Educational Research,National Standards

With the creation of the Effective Practice Incentive Community (EPIC), New Leaders for New Schools hoped to accomplish two broad and ambitious goals. The first was to identify and reward leadership practices driving significant achievement gains in high-poverty, urban schools. The second was to learn from those practices and make them more widely available, to educators in other high-need schools within the EPIC and New Leaders communities, and eventually to the broader community of educators committed to ensuring success for all students. Since 2008, EPIC has awarded $7.4 million dollars to 122 schools where effective practices have led to achievement gains--signifying clear progress toward the first goal. This review studies EPIC's Professional Learning Model, which is designed to help New Leaders take the "Knowledge System" from a build-it-and-they-will-come resource to a guided, field-based professional learning experience through which school leaders use the example of others to examine their own beliefs and practices and lead their own faculty and staff in meaningful change. The review outlines the key elements of EPIC's emerging professional learning model and positions it within the context of the research literature on effective leadership development and the National Staff Development Council's standards for professional learning. The goal is to provide a set of benchmarks that will assist the EPIC team in further refinement and implementation of the model. (Contains 35 notes.)
Adventure Therapy with American Indian Youth. AEE White Papers
Author: Association for Experiential Education (AEE)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Role Models,American Indians,American Indian Education,Youth Leaders,Adventure Education,Youth Programs,Intergenerational Programs,Program Effectiveness,Social Problems,Outdoor Education,Self Esteem,Cultural Awareness,Leadership Training

The American Indian population is a young one; the median age is 28.0, with 34% under 18 years old. In contrast, the median age for the overall U.S. population is 35.3, with 26% younger than 18 (Hawkins, Cummins, & Marlatt, 2004). It is difficult to avoid resorting to statistical hyperbole when describing the problems facing American Indian and Alaska Native (AIAN) youth across the nation. Within the AIAN population, youth tend to initiate substance use at a younger age, to continue use after initial experimentation, and to have higher rates of poly-substance use (Beauvais, 1992; U.S. Congress, Office of Technology Assessment, 1990). Project Venture (PV), a Native-developed program for adolescents that is guided by advice from Native elders, is gaining popularity among AIAN communities as one approach to addressing these problems (Carter, Straits, & Hall, 2007; Raudenbush & Hall, 2005). Developed by the National Indian Youth Leadership Project, Project Venture is a yearlong program incorporating therapeutic adventure strategies in school, community, and wilderness settings. PV assists youth in identifying positive role models, building confidence through overcoming progressive challenges, fostering knowledge of traditional values and self-knowledge, and developing leadership skills (Hall, 2007).
Adventure Therapy and Adjudicated Youth. AEE White Papers
Author: Association for Experiential Education, Boulder, CO.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Delinquency,Juvenile Justice,Therapy,Adventure Education,Outdoor Education,Adolescents,Children,Residential Programs,Institutionalized Persons,Correctional Institutions,Program Effectiveness,Behavior Change,Experience,Novelty (Stimulus Dimension),Change Strategies,Student Evaluation,Small Group Instruction,Problem Solving,Counselor Role

The most recent figures place the number of juvenile arrests in the United States at 2.11 million. (OJJDP, 2009). In some states, children as young as 10 years old are incarcerated for violent offenses. Crowded juvenile facilities are often unable to meet the needs of these large numbers of youth. The cost to treat offenders within long-term residential facilities is expensive. States spend anywhere from $4 million (in smaller states like Hawaii) to $450 million in larger states such as California on their annual juvenile corrections budget (freelibrary.com, 2010). Locked confinement in a state juvenile correction institution can run in excess of $60,000 annually (Tyler, Ziedenberg, and Lotke, 2006). As an alternative to incarceration for adjudicated youth, several forms of adventure therapy programming have been used. Most of these programs were developed around the premise that the structure of the adventure experience and associated facilitation could produce beneficial changes more effectively than time spent within a locked treatment facility. Just as the type of adventure therapy programs are mixed, so are the outcome research findings associated with juvenile delinquency. Several studies criticize adventure therapy with adjudicated youth for having insignificant or no lasting evidence of effectiveness, including Aos, Miller, and Drake (2006), Brown, Borduin, and Henggeler, (2001), Moote and Wodarski (1997), and Wilson and Lipsey (2000). As recognized in these studies, the key to unlocking the understanding of what is an effective adventure therapy program for juvenile delinquents is the inclusion of certain critical elements. Gass (1993), and more recently in Gillis and Gass (2010), identified seven key factors that seem to predominate the treatment elements of successful programs. These seven elements include treatment: (1) enhanced through action-oriented experiences, (2) centered on the use of unfamiliar client environments, (3) producing a climate of functional change through the positive use of stress, (4) highly informed with client assessment, (5) conducted in a small group, supportive atmosphere, (6) focused on solution oriented principles and techniques, and (7) that changed the role of therapist to remain more &quot;mobile&quot; to actively design and frame interventions.
Wilderness Orientation Programs. AEE White Papers
Author: Association for Experiential Education (AEE)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Outdoor Education,Adventure Education,College Freshmen,Student Adjustment,Program Effectiveness,School Orientation

Wilderness orientation programs (sometimes referred to as outdoor orientation programs) use adventure programming for incoming college/university students to aid students' adjustment to college. These experiences usually occur in the days or weeks immediately prior to the first semester of the students' college coursework. They are typically conducted in a multi-day format in outdoor wilderness settings, although some recent versions of these programs have begun to incorporate the use of artificial adventure formats, such as challenge courses, climbing walls, and urban adventure experiences. The wilderness orientation program is probably one of the more researched areas in the field of adventure programming. But the research on these programs still remains scant and problematic with regard to addressing internal and external validity issues. To date, only 12 research studies have been conducted regarding some form of demonstrated outcomes as a result of wilderness orientation program participation. (Contains 1 figure.)
Teaching Prelinguistic Communication. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 5
Author: Malloy, Peggy
Date: 2009-09-00
Type: Reports - Research
Subjects: Nonverbal Communication,Deafness,Language Acquisition,Blindness,Teaching Methods,Children,Communication (Thought Transfer),Multiple Disabilities

Long before children learn language, they communicate with gestures, vocalizations, facial expressions, and body language. This is known as prelinguistic (prior to language) communication. Most children learn this type of communication without formal teaching, but children who are deaf-blind may need guidance to learn it. This publication describes the findings of a study on the use of adapted prelinguistic milieu teaching (PMT) for children who are deaf-blind. In adapted PMT, an instructor, working one-on-one with a child, uses a variety of strategies to teach and encourage children to use gestures and vocalizations to communicate intentionally.
Universal Design for Learning. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 8
Author: Hartmann, Elizabeth
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Learning Theories,Blindness,Individualized Education Programs,Deaf Blind,Deafness,Quality of Life,Access to Education,Individualized Instruction,Educational Practices,Accessibility (for Disabled),Educational Principles,Program Descriptions

It is essential that children who are deaf-blind have learning experiences that improve their quality of life. Unfortunately, even when educational teams work together to create individualized education programs, these students do not always have full and equal opportunities to learn. This issue of "Practice Perspectives" describes the basics of Universal Design for Learning (UDL) and how it applies to students who are deaf-blind. The information is intended to help teachers, parents, interveners, and individuals with deaf-blindness better understand UDL so that they can actively participate in the development of UDL practices to improve education for all students.
College Students Who Are Deaf-Blind. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 7
Author: Arndt, Katrina
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: College Students,Role Models,Blindness,Deaf Blind,Deafness,Late Adolescents,Higher Education,Interviews,Student Experience,College Environment,Visual Impairments,Social Life,Friendship,Interpersonal Relationship,Social Development

Imagine being in college and being deaf-blind. What opportunities might you have? What types of challenges would you face? This publication describes a study that begins to answer these questions. During the study, 11 college students with deaf-blindness were interviewed about their college experiences. They were like most college students in many ways, but in addition to managing their classes and social lives, they had to educate others about deaf-blindness, adjust to changes in their vision, coordinate interpreting services, and get orientation and mobility instruction. These students are truly role models. As more young adults with deaf-blindness begin to attend college, it is essential to understand what college is like for them and make sure they have the support and assistance they need to be fully included in college life.
Harmonious Interactions. Practice Perspectives--Highlighting Information in Deaf-Blindness. Number 1
Author: Malloy, Peggy
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Nonverbal Communication,Deafness,Quality of Life,Caregivers,Foreign Countries,Deaf Blind,Well Being,Interpersonal Relationship,Teacher Student Relationship,Listening Skills,Disabilities

Everyone needs close connections with other people--the good feeling of being with someone who understands you and with whom you can share experiences and emotions. When people interact harmoniously, their attitudes and actions toward one another are comfortable and reassuring. Harmonious interactions are essential for all human beings, including people who are deaf-blind. They form the foundation of our well-being and quality of life. During childhood, particularly during infancy, harmonious interactions with primary caregivers are the basis for healthy social, emotional, and communication development. Children need these experiences to feel safe and gain confidence to try new things and explore the world. Making eye contact, reading facial expressions, and listening and responding to voices are important ways that children with normal hearing and vision interact with caregivers. For children who are deaf-blind, these senses are greatly decreased or absent. As a result, naturally occurring opportunities to interact with others are limited. Many children also have additional disabilities or health problems that create further barriers to interactions. This paper describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Dr. Marleen Janssen and her colleagues, researchers in the Netherlands, have studied the specific qualities of interactions that are important for children who are deaf-blind and have developed techniques to teach families and educators how to improve their interactions. They found that when family members and teachers make positive changes in their own attitudes and behaviors, children respond by interacting more positively.
Children Who Are Deaf-Blind. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 2
Author: Malloy, Peggy
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Deaf Blind,Children,Etiology,Classification,Hearing Impairments,Visual Impairments,Multiple Disabilities,Special Education,Special Schools,Profiles,Technical Assistance

Although the term deaf-blind implies a complete absence of hearing and sight, in reality, it refers to children with varying degrees of vision and hearing losses. The type and severity differ from child to child. The key feature of deaf-blindness is that the combination of losses limits access to auditory and visual information. Children with deaf-blindness require teaching methods that are different from those for children who have only hearing or vision loss. When both vision and hearing are affected, especially from birth or early in life, natural opportunities to learn and communicate can be severely limited. More than 90% of children who are deaf-blind have one or more additional disabilities or health problems and some may be identified as having multiple disabilities rather than deaf-blindness. In these cases, the impact of combined hearing and vision loss may not be recognized or addressed. This paper provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deaf-blindness.
The Path to Symbolism. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 3
Author: Malloy, Peggy
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Nonverbal Communication,Deafness,Language Acquisition,Deaf Blind,Symbolic Language,Symbolic Learning,Blindness,Communication Skills,Communication Strategies,Influences,Sign Language,Case Studies,Accessibility (for Disabled),Educational Practices

Language involves the use of symbols in the form of words or signs that allow people to communicate their thoughts, ideas, and needs. Even without formal language, many children who are deaf-blind learn to communicate with gestures and object or picture symbols. Symbolic expression makes it possible to express thoughts and feelings about the future and about experiences that have already happened. It frees children from having to communicate only about things that are happening in the here and now. Although children communicate a great deal through actions and gestures even before they know the meaning of symbols, understanding that symbols have meaning and can be used to represent other things is essential for language development. Because children who are deaf-blind from birth typically lack sufficient vision and hearing to watch and listen to others' communications, their opportunities to learn through observation, imitation, and interaction are often limited. As a result, they often struggle with the transition from presymbolic communication (not involving the use of symbols) to symbolic communication. This publication describes the importance of early communication experiences for the development of symbolic communication in children who are deaf-blind. The publication is based on research and review articles by Susan Bruce (Boston College) and colleagues.
Transition. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 4
Author: Malloy, Peggy
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Deafness,Disabilities,Young Adults,Transitional Programs,Blindness,Normalization (Disabilities),Deaf Blind,Phenomenology,Individualized Education Programs,Developmental Studies Programs,Related Services (Special Education),Accessibility (for Disabled),Community Based Instruction (Disabilities),Educational Practices

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional disabilities make the transition from school to adult life very challenging. Extensive, thoughtful transition planning is essential. In this publication, the authors introduce three young adults--Noah, Laura, and Patrick. Their stories illustrate important components of transition goals and services and show how creative, individually tailored assessment and planning can be used to promote employment, further education, and independence. [This publication was prepared with contributions from Jackie Kenley, Patrick Vellia, and Shelly Voelker.]
Authentic Assessment. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 6
Author: Malloy, Peggy
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Performance Based Assessment,Deafness,Deaf Blind,Multiple Disabilities,Children,Visual Impairments,Hearing Impairments,Family Involvement

This publication describes a comprehensive approach to assessment known as authentic assessment, which can be used with children who are deaf-blind or have multiple disabilities. Authentic assessment involves obtaining information about children in their everyday environments during normal activities. It provides a way to learn what children know and can do, as well as the types of situations and settings that encourage them to learn. It emphasizes identifying a child's strengths, which serve as building blocks for further development and skill acquisition.
Teacher and Principal Value-Added: Research Findings and Implementation Practices. Final Report
Author: Lipscomb, Stephen
Date: 2010-09-14
Type: Numerical/Quantitative Data
Subjects: Pilot Projects,Outcomes of Education,Principals,Models,Evaluation Methods,School Districts,Measurement Techniques,Computation,Error of Measurement,Research Methodology,Academic Achievement,Prediction,Mathematics Achievement,Reading Achievement,Teachers,Validity,Reliability,Teacher Competencies,Teacher Effectiveness,Administrator Effectiveness

This report summarizes research findings and implementation practices for teacher and principal value-added models (VAMs), as a first step in the Team Pennsylvania Foundation's (Team PA) pilot project to inform the development of a full, statewide model evaluation system. We have selected 21 studies that represent key issues and findings in the literature and examined varying degrees of value-added implementation in seven school districts or states. The authors present information aimed at VAM development: typical data elements, important modeling considerations, features specific to teachers or principals, and broad implementation features. Three appendixes are included: (1) Article Summaries; (2) VAM Implementation in School Districts and States; and (3) Technical Description of Value-Added Models. (Contains 28 tables and 17 footnotes.)