ethanporcaro/eric-fulltext-meta huggingface dataset:
State Teacher Policy Yearbook, 2009. Utah
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Utah edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Utah has an overall &quot;Yearbook&quot; grade of D for 2009. Utah's major policy strengths include: (1) Places no restrictions on alternate route usage or providers; (2) Supports a performance pay initiative; and (3) Requires induction for all new teachers. Utah's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach reading or mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Washington
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Washington edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Washington has an overall &quot;Yearbook&quot; grade of D+ for 2009. Washington's major policy strengths include: (1) Articulates consequences for teachers with unsatisfactory evaluations; (2) Requires annual evaluations for all teachers; and (3) Maintains full authority to approve teacher preparation programs. Washington's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Allows middle school teachers to teach on a K-8 generalist license; and (5) Does not ensure that middle school teachers are prepared to teach grade-level content. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Texas
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Texas edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Texas has an overall &quot;Yearbook&quot; grade of C- for 2009. Texas' major policy strengths include: (1) Makes evidence of student learning the preponderant criterion in teacher evaluations; (2) Offers licensure reciprocity to out of state teachers; and (3) Supports differential and performance pay initiatives. Texas' major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Lacks an efficient termination process for ineffective teachers; and (3) Does not ensure that special education teachers have subject-matter knowledge. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Wisconsin
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Wisconsin edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Wisconsin has an overall &quot;Yearbook&quot; grade of D for 2009. Wisconsin's major policy strengths include: (1) Provides a financially sustainable pension system without committing excessive resources, earning the state a &quot;best practice&quot; designation; (2) Places no restrictions on alternate route usage or providers; and (3) Maintains full authority to approve teacher preparation programs. Wisconsin's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Offers a disingenuous alternate route; (5) Allows middle school teachers to teach on a K-8 generalist license. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. West Virginia
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This West Virginia edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. West Virginia has an overall &quot;Yearbook&quot; grade of D+ for 2009. West Virginia's major policy strengths include: (1) Requires induction for all new teachers; (2) Requires that all new teachers pass a pedagogy test; and (3) Requires basic skills testing for admission into undergraduate teacher preparation programs. West Virginia's major policy weaknesses include: (1) Awards tenure virtually automatically;(2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not ensure that elementary teachers are well prepared to teach mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Virginia
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Virginia edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Virginia has an overall &quot;Yearbook&quot; grade of D+ for 2009. Virginia's major policy strengths include: (1) Ensures that teachers are prepared in the science of reading instruction, earning the state a &quot;best practice&quot; designation; (2) Places no restrictions on alternate route usage or providers; (3) Maintains full authority to approve teacher preparation programs; and (4) Supports differential pay in high-needs schools and shortage subjects. Virginia's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; and (4) Does not articulate consequences for teachers with unsatisfactory evaluations. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
State Teacher Policy Yearbook, 2009. Wyoming
Author: National Council on Teacher Quality
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Education,Elementary School Teachers,Middle School Teachers,Teacher Supply and Demand,Teacher Recruitment,Beginning Teacher Induction,Teacher Effectiveness,Labor Turnover,Salary Wage Differentials,Teacher Dismissal,State Government,State Standards,Government School Relationship,Educational Policy,Teacher Certification,Compensation (Remuneration),Elementary Secondary Education,Teacher Evaluation,Accountability,Educational Improvement,Academic Achievement,Accreditation (Institutions),Tenure,Guidelines,Yearbooks,Retirement Benefits,Best Practices,Teacher Competencies,Special Education Teachers,Special Education,Science Instruction,Mathematics Instruction,Reading Instruction

This Wyoming edition of the National Council on Teacher Quality's (NCTQ's) 2009 &quot;State Teacher Policy Yearbook&quot; is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 &quot;Yearbook&quot; presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. Wyoming has an overall &quot;Yearbook&quot; grade of D- for 2009. Wyoming's major policy strengths include: (1) Requires annual evaluations for all teachers; and (2) Supports differential pay in high-needs schools and shortage subjects. Wyoming's major policy weaknesses include: (1) Awards tenure virtually automatically; (2) Fails to make evidence of student learning the preponderant criterion in teacher evaluations; (3) Lacks an efficient termination process for ineffective teachers; (4) Offers a disingenuous alternate route; and (5) Does not ensure that elementary teachers are prepared in the science of reading instruction or are well prepared to teach mathematics. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.]
Higher Education's New Global Order: How and Why Governments Are Creating Structured Opportunity Markets. Research &amp; Occasional Paper Series: CSHE.10.09
Author: Douglass, John Aubrey
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Higher Education,Human Capital,Educational Change,Foreign Countries,Developing Nations,Global Approach,Developed Nations,Comparative Education,International Education,Educational Policy,Politics of Education,Economic Factors,Access to Education,Models,Educational Trends,Competition,Free Enterprise System,Educational Development,Government Role,Role of Education,Educational Finance,Governance,Aspiration,Educational History

In the United States, developing &quot;human capital&quot; for both economic and social benefit is an idea as old as the nation itself and led to the emergence of world's first mass higher education system. Now most other nations are racing to expand access to universities and colleges and to expand their role in society. Higher education is growing markedly in its importance for building a culture of aspiration and, in turn, the formation of human capital, the promotion of socioeconomic mobility, and the determination of national economic competitiveness. This paper outlines a convergence of approaches toward building what I call &quot;Structured Opportunity Markets&quot; (SOM) in higher education--including diversified providers and expanding enrollment and program capacity. Increasingly, higher education systems in developed and developing nations, and in some cases, supranational entities such as the European Union and emerging cooperation among nations in South East Asia, will move to most if not all of the components of SOM, in part influenced by a global process of policy transfer. Those nations and regions that do not pursue major components of SOM will be compelled to present rational arguments in both domestic and international forums as to why they are not adopting some aspects of the model. The paper concludes by arguing that while the US offers structural and operational models for many evolving national higher education systems, the EU offers important insights on how to pursue higher education reform in the modern and increasingly competitive global context. (Contains 6 footnotes.)
Factor Structure and Reliability of the 2008 and 2009 SERU/UCUES Questionnaire Core. SERU Project Technical Report
Author: Chatman, Steve
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Factor Structure,Reliability,Questionnaires,Majors (Students),Undergraduate Students,Scores,Computation,Student Experience,Research Universities

This technical report summarizes the third independent factor analysis of the SERU/UCUES questionnaire responses of students with majors. The 2009 solution employed the same quantitative analysis used in the prior solutions--varimax orthogonal rotation to determine principal components followed by promax oblique rotation to identify subfactors--supplemented by the collaborative judgment of a research team of faculty, institutional researchers, and a graduate student. Overall the three solutions have been remarkably similar. The most significant and substantive difference in factor structure was between 2006 and 2008 and was the result of several academic experience items being moved from a 2006 module to the core segment of the questionnaire. The most substantive differences from 2008 to 2009 were methodological: respondents from several AAU institutions were included, factor analysis was performed on a weighted random sample of University of California and participating AAU students, factor scores were computed using item loadings, and a reduced set of factor scores was computed for all students, whether they had declared majors or not. The 2009 structure is comprised of eight principal factors, each with two or more subfactors. The principal component factors are: Factor 1: Satisfaction with Educational Experience; Factor 2: Current Skills Self-Assessment (Nonquantitative); Factor 3: Engagement with Studies; Factor 4: Gains in Self-Assessment of Skills (Nonquantitative); Factor 5: Development of Scholarship; Factor 6: Campus Climate for Diversity; Factor 7: Academic Disengagement (Inverted Scale); Factor 8: Quantitative Professions. (Contains 1 footnote.)
What Future for UK Higher Education? Research &amp; Occasional Paper Series. CSHE.5.10
Author: Brown, Roger
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Tuition,Foreign Countries,Colleges,Access to Education,Educational Quality,Competition,Cooperation,Expenditures,Educational Finance,Financial Support,Organizational Change,Government Role,Federal Regulation

Historically, the UK system has been one of the most successful in combining excellence with access. However the favorable conditions that British universities and colleges have enjoyed in recent years, associated in large part with the introduction of higher tuition fees in 2006, are coming to an end. British universities and colleges face a future of static or even falling local demand, increasing local and international competition, severe public and private expenditure constraints, increased regulation, and greater difficulties in aligning costs with income. In the first instance, these pressures are likely to lead to increased collaboration, often in the form of mergers, where a stronger institution absorbs a weaker partner. In the medium to longer term, the creation of much sharper differences between institutions, and an even more pronounced hierarchy, seem probable. As well as setting back access, these developments (if they occur) will have very adverse consequences for the cohesion, health and standing of UK higher education. (Contains 8 notes.)
The Academic Devolution? Movements to Reform Teaching and Learning in US Colleges and Universities, 1985-2010. Research &amp; Occasional Paper Series: CSHE.12.09
Author: Brint, Steven
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Colleges,Institutional Evaluation,Educational Change,Accountability,Progressive Education,Educational History,Change Strategies,Educational Improvement,Educational Research,Teaching Methods,Ideology,Outcomes of Education,Educational Finance,Educational Policy,Accreditation (Institutions)

This paper traces the history of two reform movements organized more than two decades ago to improve teaching and learning in U.S. colleges and universities: the teaching reform movement, led by the liberal philanthropies, and the accountability movement, led by the states and, later, the regional accreditors. The paper concludes that the teaching reform movement helped to dislodge research as the accepted center of academic life and helped to spread progressive education methods throughout academe. Both of these changes are consistent with continuing low levels of student effort and limited student learning in college. The accountability movement, by contrast, has had little impact thus far due to frequent changes in accountability and institutional assessment mechanisms, and the tendency of universities to comply only minimally with the demands of accreditors for increased accountability and institutional assessment. (Contains 18 notes.)