ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Practices in Boosting School Leadership Capacity: Principal Academies. NGA Paper
Author: Billings, Jared
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Principals,Leadership Training,Educational Practices,Public Schools,Management Development,Administrator Education,Capacity Building,Educational Opportunities,Change Strategies,State Programs,Training Methods

The role of the public school principal has expanded dramatically in recent decades. The expanded role means they are now significant multipliers of effective teaching and have a real opportunity to affect student achievement. Most states have spent recent years working to improve teacher effectiveness, recognizing its importance in improving student outcomes. States have focused considerably less on principals as levers for school improvement, however, research on the importance of school principals in advancing student learning is compelling. Governors have authority over principal preparation programs in their state and are uniquely positioned to address gaps in the systems that influence aspiring and current school leaders at the state and local school district levels. &quot;Promising Practices in Boosting School Leadership Capacity: Principal Academies&quot; explores principal academies--a tool that governors can add to their policy toolkit to augment preparation and training for aspiring and sitting public school principals.
A Governor&apos;s Guide to Early Literacy: Getting All Students Reading by Third Grade
Author: Lovejoy, Anna
Date: 2013-10-00
Type: Guides - Non-Classroom
Subjects: Reading Skills,Literacy Education,Elementary School Students,Preschool Education,Knowledge Level,Parent Influence,Teacher Influence,Academic Standards,Early Childhood Education,Kindergarten,Grade 2,Grade 1,Grade 3,Curriculum,Alignment (Education),Access to Education,Child Care,Educational Quality,Parent Participation,Teacher Competencies,Teacher Certification,Principals,Administrator Role,Evidence Based Practice,Accountability,Quality Assurance,State Government,Government Role

Improving early literacy is essential to increasing high school graduation rates allowing students to be successful in postsecondary education and ensuring the prosperity of all Americans, according to a report released by the National Governors Association (NGA). &quot;A Governor's Guide to Early Literacy: Getting all Students Reading by Third Grade&quot; examines the gap between research and policy and describes the five policy actions that governors can take to ensure all children read at grade level by the end of third grade. States can increase the number of children who are proficient in reading by third grade by including three major and widely embraced results of educational research in their efforts: (1) Differences in literacy and language development in early childhood can lead to achievement gaps as early as kindergarten; (2) Reading proficiency requires a focus on interrelated skills and knowledge taught over time; and (3) Parents, primary caregivers, and teachers have the most influence on children's language and literacy development.
The Untapped Potential of an Early Childhood Assessment System: A Strategy for Improving Policies and Instruction from Early Childhood through 3rd Grade. White Paper
Author: Szekely, Amanda
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Assessment,Educational Strategies,Educational Improvement,Educational Policy,Instructional Improvement,Primary Education,Decision Making,Benchmarking,Faculty Development,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

Children's academic and social development before third grade is highly predictive of later success in school and beyond. Research shows that during those early years, the gains children make in language and literacy, mathematics and social skills, and their growth as learners and thinkers are associated with a range of benefits, from academic achievement to economic stability to healthy habits and behaviors. &quot;The Untapped Potential of an Early Childhood Assessment System: A Strategy for Improving Policies and Instruction from Early Childhood through 3rd Grade&quot; outlines how state leaders can reduce or streamline the assessments being used in early learning programs and elementary schools, achieve economies of scale for educator training and leverage existing data systems to yield more powerful data to inform decision-making.
States Continue Advancing Strategies to Scale Work-Based Learning. White Paper
Author: Hauge, Kimberly
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Job Skills,Labor Needs,State Action,State Policy,Knowledge Economy,Education Work Relationship,School Business Relationship,Work Experience Programs,Cooperative Programs,Partnerships in Education,Sustainability,Program Effectiveness,Skill Development,Skilled Occupations,Change Strategies

States increasingly need a more highly skilled workforce to meet the requirements of businesses, keep up with a rapidly changing economy and accelerate growth that leads to economic opportunity for workers and families. As a result, governors recognize that their role is to bring together education, workforce and economic development as talent pipeline partners to better equip workers with skills businesses need. Work-based learning approaches have emerged from these partnerships as a promising strategy to address the mismatch between employer needs and the skill levels of available workers. &quot;States Continue Advancing Strategies to Scale Work-Based Learning&quot; summarizes key actions governors can take to embed work-based learning across education, workforce and economic development systems.
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Massachusetts
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data),Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Massachusetts' accomplishments, lessons learned, challenges, and strategies Massachusetts will implement to address those challenges. Massachusetts continues to make progress implementing its 2012-2015 Early Learning Plan, developed to carry out projects funded by the Race to the Top - Early Learning Challenge (RTT-ELC) grant. This plan articulates strategies to build strong partnerships among state agencies and communities to ensure every child in Massachusetts has an opportunity to succeed in school and beyond. The Early Learning Plan consists of the following components: (1) Developing and using statewide, high-quality early learning and development standards; (2) Supporting effective uses of comprehensive assessment systems including the assessment of children's learning and development at kindergarten entry; (3) Promoting and supporting program quality; (4) Engaging and supporting families; (5) Supporting early childhood educators to improve their knowledge, skills, and abilities; and and (6) Building an early learning data system to improve instruction, practices, services, and policies. This report summarizes key accomplishments achieved in 2014 to implement the Massachusetts Early Learning Plan, lessons learned, challenges, and strategies to address those challenges. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. California
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data),Early Childhood Education,Accountability,Educational Legislation,Federal Aid,Federal Legislation,Federal Programs

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes California's accomplishments, lessons learned, challenges, and strategies California will implement to address those challenges. California's RTT-ELC implements a unique approach that builds upon its local and statewide successes to create sustainable capacity at the local level and addresses the geographic and cultural diversity of California. To achieve its ambitious goal, California is using the majority of the funding to support the development and expansion of successful local quality improvement efforts that are focused on improved outcomes for children with high needs by implementing local Quality Rating and Improvement Systems (QRIS). Approximately 77 percent of the grant funding is being spent at the local level to support a voluntary network of 17 Regional Leadership Consortia (Consortia) in 16 counties. Each consortium is led by an established organization that is already operating or was developing a QRIS or quality improvement system and allocating local resources to the efforts. In 2014, consortia expanded services by bringing on 14 mentee counties to build a QRIS; mentoring activities included funding, training assessors, developing coaches, assisting with data practices, and supporting a continuous quality improvement approach. More than 2 million (95 percent) children under five in California are represented by the 30 consortia and mentee counties. In addition, California is using a portion of the RTT-ELC grant funds to make several one-time investments in state capacity via 11 projects. These investments range from supporting California Departments of Developmental Services and Public Health's work on developmental screening to developing online training modules of core content and resources. During the third year of the grant, California moved forward in multiple areas while also encountering some challenges and several lessons learned across the following five federal RTT-ELC reform areas: (1) Successful State Systems; (2) High-Quality, Accountable Programs (QRIS); (3) Promoting Early Learning and Development Outcomes for Children; (4) A Great Early Childhood Education Workforce; and (5) Measuring Outcomes and Progress. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Pennsylvania
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Pennsylvania's accomplishments, lessons learned, challenges, and strategies Pennsylvania will implement to address those challenges. Following accomplishments, this report presents: (1) Successful State Systems; (2) High-Quality, Accountable Programs; (3) Focused Investment Areas; (4) Promoting Early Learning Outcomes; (5) Early Childhood Education Workforce; (6) Measuring Outcomes and Progress; (7) Data Tables; and (8) Budget and Expenditure Tables. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
The Parent Advantage in Fostering Children&apos;s E-Book Comprehension
Author: Dore, Rebecca A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Participation,Reading Aloud to Others,Parent Child Relationship,Electronic Publishing,Books,Reading Comprehension,Preschool Children,Audio Equipment,Narration,Independent Reading,Electronic Learning,Recall (Psychology),Questionnaires,Coding,Likert Scales

One potential advantage of e-books is that unlike traditional books, preschoolers can read independent of an adult by using the audio narration feature. However, little research has investigated whether children comprehend a story's content after using an e-book with audio narration. The current study compares preschoolers' comprehension of an e-book in three conditions: (1) parent reading, in which parents read the e-book to their children, (2) independent with audio, in which children see the e-book independently with audio narration, and (3) independent without audio, in which children see the e-book independently but do not have audio narration available. Our results suggest that children comprehend some content from e-books using audio narration, indicating that using e-books independently may be a worthwhile activity for preliterate children while caregivers are otherwise occupied. However, results also show that children recall the most information about the e-book after reading with a parent.
An Innovative Method of Teaching-Learning Strategy to Enhance the Learner&apos;s Educational Process: Paradigm Shift from Conventional Approach to Modern Approach by Neurocognitive Based Concept Mapping
Author: Ramachandran, Sridhar
Date: 2014-12-00
Type: Journal Articles
Subjects: Concept Mapping,Neurological Organization,Cognitive Processes,Science Instruction,High School Students,Pretests Posttests,Experimental Groups,Control Groups,Comparative Analysis,Teaching Methods,Scientific Concepts,Knowledge Level,Conventional Instruction,Statistical Analysis,Foreign Countries,Hypothesis Testing,Scores

This study examines the effectiveness of Neurocognitive Based Concept Mapping (NBCM) on students' learning in a science course. A total of 32 grade IX of high school Central Board of Secondary Education (CBSE) students were involved in this study by pre-test and post-test measurements. They were divided into two groups: NBCM group as an experimental group and non- NBCM group as a control group. Both the groups were pre-tested with the basic knowledge on the topics &quot;The fundamental unit of life &amp; Is matter around us pure&quot; before instruction. The control group was treated with routine traditional method of teaching whereas the experimental group was instructed with NCBC for three weeks. The researchers were developed a new strategy of teaching science through advanced concept mapping called Neurocognitive Based Concept Mapping for the first time and this strategy was adopted to the experimental group in the post test. The results were analysed using Sciences statistical techniques by Statistical Package for Social Science (SPSS) software. The experimental study revealed that extremely statistically significant between pre-test and post test at 0.01 level of significance. Hence neurocognitive based concept mapping strategy enhances the students to secure good scores and this strategy can be implemented to various level of subjects as well as students.
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Delaware
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Delaware's accomplishments, lessons learned, challenges, and strategies Delaware will implement to address those challenges. At the end of Year Three of the Early Learning Challenge Grant, Delaware continues to make significant progress in grant implementation across all four of its Early Learning Challenge Goals. Early learning system growth and ongoing development is a state priority guided by the Delaware Early Childhood Strategic Plan. Early Learning Challenge goals are integrated into the broader scope of the strategic plan which guides and aligns the work of state agencies, the Quality Rating and Improvement System (QRIS)/Delaware Stars, early learning programs across the state, community partners, advocates and business leaders--all focused on building a system that ensures great starts for all of Delaware's young children. The number of early learning programs participating in the state's quality rating and improvement system has grown from 134 to 478, an increase of 250%, with 59% of participating programs rated in the top quality tiers, exceeding the target for performance. In addition, Delaware has exceeded its performance target for moving children with high needs into Delaware Stars programs, with 79% of children with high needs (11,984) served in Stars programs in 2014. Delaware also exceeded its performance measure for serving children with high needs in Stars top tier programs, with 58% of children with high needs (8,747) served by Star 3, 4, and 5 programs. Success in these and other key grant performance measures clearly indicate that the grant has positive system change, directly benefiting Delaware's earliest learners and their families. Delaware's ongoing, comprehensive commitment to building an early learning system of the highest quality for its most at-risk young children and their families is reflected in the accomplishments of the Early Learning Challenge Grant's goals. Strong partner organizations who are key stakeholders have taken a very active role in implementation of the Challenge grant initiatives, competing successfully to become the lead partners implementing initiatives and supports. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]
Call of Duty: A Case Study of ICT Integration in Philippine Provincial Public Schools in San Isidro Davao Oriental Post K-12 Implementation
Author: Castillo, Lian Sabella V.
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Integration,Public Schools,Educational Change,Elementary Secondary Education,Case Studies,Mixed Methods Research,Leadership,Teacher Motivation,Developing Nations,Self Evaluation (Groups),Questionnaires,Observation,Interviews,Participant Observation

The study delves on the factors and barriers that contribute to the success and failure of ICT integration in Philippine public basic schools. The country is currently undergoing a major reform in its education system, from a K-10 system to a K-12 one encompassing an ICT module. Our case study, San Isidro, Davao Oriental is a partially rural region in the southern island of Mindanao that could be representative of a larger demographic. Exploratory mixed methods design was utilized to answer these questions. An ICT integration self-assessment matrix was constructed on the basis of previous research from UNESCO, The World Bank, OECD, among others. These standards for success were translated into a survey questionnaire distributed among the 21 schools in the municipality. Purposive sampling of schools was pooled for interview and detailed questioning, along with additional field observations. Findings show that human factors such as leadership and teacher motivation are key in realization of these goals. Faculty activity for any such venture, such as ICT integration and innovative pedagogy, is likely limited by the basic infrastructure available within campus grounds. However, as people have the capacity to go above and beyond limitations, it is possible to transcend these limitations and progress towards innovative pedagogy and consequently the next stage in integration.
Race to the Top - Early Learning Challenge: 2014 Annual Performance Report. Colorado
Author: Department of Education (ED)
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Accountability,Program Evaluation,Program Effectiveness,Child Development,Academic Standards,Health Promotion,Labor Force Development,Outcome Measures,Progress Monitoring,Preschool Teachers,Teacher Competencies,Student Characteristics,Preschool Children,Budgets,Expenditures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes Colorado's accomplishments, lessons learned, challenges, and strategies Colorado will implement to address those challenges. As outlined in the grant statement of work, Colorado is implementing the following projects and has identified if there are other state departments involved in managing or receiving grant funds, including the grant monitor role for each project area: (1) Overall Grant Management; (2) Early Learning and Development Guidelines; (3) Next Generation Tiered Quality Rating Improvement System; (4) Building a Great Early Childhood Workforce; (5) Results Matter Expansion; and (6) Kindergarten Readiness/School Readiness. Lessons learned include: (1) The aggressive time line of the Race to the Top - Early Learning Challenge Grant requires government systems to move quickly; (2) Communication is critical; (3) Engaging early childhood professionals and local implementation partners while designing and developing new systems is critical; and (4) Successful implementation of an authentic, observation-based school readiness assessment is dependent, in part, on support from principals and school district administration. [For &quot;At a Glance: The Race to the Top - Early Learning Challenge Year 2014 Progress Report,&quot; see ED583096.]