ethanporcaro/eric-fulltext-meta huggingface dataset:
Go Out and Play: Youth Sports in America
Author: Sabo, Don
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Athletics,Team Sports,Exercise,Females,Males,Participation,Family Life,Physical Education,Dropouts,Well Being,Sex Fairness,Interests,Mentors,Gender Differences,Youth Opportunities,Quality of Life,Child Development,Rural Areas,Urban Areas,Suburbs,Parents,Racial Differences,Disabilities,Immigrants,National Surveys

This study measures the nationwide participation rates of girls and boys in exercise and organized team sports. The central focus is on how the intersections among families, schools and communities are related to children's involvement and interest in athletics and physical activity. Some of the personal and social benefits associated with children's athletic participation are also identified and discussed. The athletic interests and involvements of girls and boys are examined from childhood through late adolescence, including entry into sport as well as drop-out patterns. Appended are: (1) National Policy Advisory Board; and (2) Research Design and Methods. (Contains 173 tables, 6 figures and 50 endnotes.)
Who's Playing College Sports? Trends in Participation. Research Series
Author: Cheslock, John
Date: 2007-06-05
Type: Reports - Research
Subjects: College Athletics,Student Participation,Males,Females,Athletes,Womens Athletics,Compliance (Legal),Federal Legislation,Educational Legislation,Trend Analysis,Disproportionate Representation,Gender Differences,Aquatic Sports,Racquet Sports,Team Sports,Athletics,Track and Field,Institutional Characteristics,Comparative Analysis

This study provides the most accurate and comprehensive examination of participation trends to date. We analyze data from almost every higher education institution in the country and utilize data and methods that are free of the shortcomings present in previous research on this subject. A 10-year NCAA sample containing 738 NCAA colleges and universities is examined over the 1995-96 to 2004-05 period. In addition, a complete four-year sample containing 1,895 higher education institutions is examined over the 2001-02 to 2004-05 period. Appended are: (1) Comparison with Alternative Reports; (2) Sample Overview and Data Corrections; (3) Cross Country and Track and Field; and (4) Title IX and Athletics. (Contains 15 tables and 5 figures.)
Redesigning Schools to Reach Every Student with Excellent Teachers: Change Management--Key Theories to Consider when Extending Reach
Author: Barrett, Sharon Kebschull
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Elementary Secondary Education,Total Quality Management,Job Development,Organizational Change,Educational Change,Change Strategies,Management by Objectives,School Turnaround,School Culture

As schools, their teachers, and outside facilitators redesign jobs and incorporate technology to extend the reach of excellent teachers to more students and develop an Opportunity Culture for all, choosing the right school models is just one part of the task. The human experience--and experience in education--says that even perfect design will not work if teachers do not grasp it, embrace it, and contribute to its success. Understanding the key theories of organization change management can help schools working in different contexts make changes successfully, for students and teachers. Change management is just what it sounds like: the process of planning and executing major change steps in an organization to achieve the organization's goals, maximize the positive impact on employees who do the work after a change, and help leaders and staff make the new ways become a habit. Theories of change management abound. This brief summarizes the key elements of eight major strands: (1) Job Redesign; (2) Disruptive Change; (3) Good to Great; (4) Total Quality Management; (5) Learning Organizations; (6) Reengineering/Business Process Redesign; (7) Turnarounds; and (8) General Change Management. A bibliography is included.
Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations. Building an Opportunity Culture for America's Teachers
Author: Kowal, Julie
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Teacher Evaluation,Performance Based Assessment,Comparative Analysis,Business,Nonprofit Organizations,Public Agencies,Human Resources,Evaluation Methods,Measurement,Evaluation Criteria,Alignment (Education),Test Construction,Test Reliability,Data,Decision Making

For too long, performance measurement systems in education have failed to document and recognize real differences among educators. But a recent national push to use performance evaluations for critical personnel decisions has highlighted the shortcomings of the current systems and increased the urgency to dramatically improve them. As state and local education leaders reform teacher and principal evaluation systems, they can draw from decades of performance measurement research and experience in other sectors to develop more accurate, reliable, and meaningful information about educators' performance. In this report, the authors summarize six steps that research and experience from across sectors--including government agencies, nonprofit organizations, and for-profit companies--show are critical for designing an outstanding performance measurement system: (1) Determine the purposes of performance measurement; (2) Choose job objectives that align with the organization's mission; (3) Design performance measures; (4) Set performance standards; (5) Design the performance measurement process; and (6) Use measurement results to take action. (Contains 7 figures, 1 table, and 130 endnotes.)
Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning for Time-Technology Swap--Rotation Model
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Elementary Secondary Education,Job Development,Models,Time Management,Scheduling,Teaching Conditions,Efficiency,Technology Uses in Education,Merit Pay,Teacher Effectiveness,School Culture,Teacher Role,Educational Change,Educational Finance

This brief shows how teachers in a Time-Technology swap school model may earn more, sustainably. In this model, schools use age-appropriate portions of digital learning (as little as about an hour daily per student) to free the time of excellent teachers to teach more students and potentially to collaborate with peers. By teaching more students, teachers may earn more from existing per-pupil funding. Calculations of savings and costs from this model show how schools could increase teacher pay up to 41%, &quot;without increasing class sizes and within existing budgets.&quot; In some variations, schools may pay &quot;all&quot; teachers more, within budget. Combining this model with other models to extend the reach of excellent teachers and promote excellence by all instructional staff may produce even greater savings to fund teacher pay increases and other priorities, while producing excellent student outcomes. This brief summarizes the expected savings and costs associated with a Time-Technology Swap. This is one way that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. (Contains 2 footnotes.)
Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning Summary
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Elementary Secondary Education,Educational Finance,Teacher Effectiveness,Efficiency,Job Development,School Culture,Models,Employment Opportunities,Educational Facilities Planning,Resource Allocation,Budgeting,Distance Education,Accountability

This brief summarizes the ways that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. This is based on Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these models create new roles and collaborative teams, enabling all teachers and staff to develop and contribute to excellence. This brief summarizes: (1) School models for extending the reach of excellent teachers; (2) How reach models can generate savings that schools can use for higher pay and other priorities; (3) How schools can use savings, including paying teachers more; and (4) A comparison of savings and cost factors, and of pay increase potential, when using different reach models. Model overview table is appended. (Contains 3 notes.)
Managing Both Quality and Access at Higher Educational Institutions in Tobago
Author: Julien Sealey, Beverley
Date: 2011-04-21
Type: Reports - Descriptive
Subjects: Quality Control,Educational Quality,Quality Assurance,Access to Education,Educational Administration,Administrative Policy,Administrative Principles,Performance Factors,Higher Education,Educational Practices,Institutional Characteristics,Barriers,Foreign Countries

This paper will focus on the island of Tobago and indicate what practical solutions are best suited for administrators to manage quality and access at higher educational institutions on the island. The key areas to managing quality identified are the inclusiveness of a quality plan, administrators desire to see quality as an institutional culture and consideration of the cost of staff's attitude to the institution whilst not ignoring the impact the physical environment has on the senses and the significant role it plays in quality standards on campus. Tobago also presents its own features in managing access to higher educational institutions on the island. The distance and rural feature of the island is significant in that it places some local communities at a disadvantage. Higher education needs to be more accessible to men and persons with disabilities whilst also focusing on key programmes which will meet the demands of the labour market and foster development of Tobago and its people.
Using a Multimedia-Based Program for Developing Student Teachers' EFL Speaking Fluency Skills
Author: Diyyab, Eman Aly
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Multimedia Instruction,Teaching Methods,Program Evaluation,Program Effectiveness,Language Fluency,Language Skills,Pretests Posttests,Student Teachers,Student Teacher Attitudes

The objective of the present study was to investigate the effectiveness of using a multimedia-based program for developing EFL speaking fluency skills among second year, English section student teachers. The sample of the present study consisted of thirty students at Sadat Faculty of Education, Minufiya University, Egypt. The study sample was taught using the multimedia-based program. The tool of the present study was an EFL speaking fluency test with a rubric for assessing the participants' performance. The test was applied to the study sample before using the multimedia-based program in order to measure the level of the participants in EFL speaking fluency skills. Then, the test was re-applied after using the program. Results of the study revealed that the study sample's EFL speaking fluency skills were developed after using the program. Accordingly, the multimedia-based program was found to be effective in developing EFL speaking fluency skills among second year student teachers. Appended to this document are: (1) EFL Speaking Fluency Test; and (2) The Jury Members. (Contains 2 tables and 1 footnote.)    - Keywords: EFL speaking fluency - multimedia.
Opportunity at the Top: How America's Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great. Summary
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Educational Finance,Teaching Conditions,Strategic Planning,Job Development,Educational Change,Teaching (Occupation),Elementary Secondary Education,Rewards,Compensation (Remuneration),Merit Pay,Teacher Recruitment,Educational Policy,Public Policy

Public Impact asked a simple question: "Will our nation's boldest efforts to recruit more top teachers and remove the least effective teachers put an excellent teacher in every classroom?" They ran the numbers and discovered the disappointing answer: No. But that's not the end of the story. With a change in schools' strategies, they realized, 87 percent of classes could be taught by excellent teachers--those who close achievement gaps and raise the bar to internationally competitive levels--in a mere half-decade. That change requires extending the reach of top teachers to more students--and keeping those teachers on the job through vastly expanded career advancement opportunities. Just as important, all teachers need a wider range of roles providing opportunities for development, team collaboration, and excellence at work. Together, these changes form what is called an "Opportunity Culture" for America's teachers. This paper discusses why students need excellent teachers consistently and describes how school can give every student an excellent teacher. [For related reports, see "Opportunity at the Top: How America's Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great. Executive Summary" (ED539999) and "Opportunity at the Top: How America's Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great" (ED539995).]
Shooting for Stars: Cross-Sector Lessons for Retaining High-Performing Educators. Building an Opportunity Culture for America's Teachers
Author: Ableidinger, Joe
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Teacher Persistence,Labor Turnover,Teacher Effectiveness,Incentives,Merit Pay,Motivation Techniques,Career Development,Opportunities,Flexible Scheduling,Professional Autonomy,Teaching Conditions,Team Training,Institutional Characteristics,Reputation,Fringe Benefits,Mentors,Leadership Responsibility,Communication Skills

As the United States continues to grapple with unacceptable education results, &quot;a great teacher for every student&quot; has risen to a national imperative. In response, many districts have increased retention efforts through teacher induction programs, professional development, mentoring, and other strategies. But education actually has lower turnover rates than most other professions. The real shortcoming has been the failure to retain more high performers--those teachers who continually achieve outstanding results with students. When high-performing teachers across the country leave classrooms each year, 750,000 children find themselves assigned to a less-effective teacher in each subsequent year. To retain high performers, organizations in other sectors use a variety of strategies. In this report, the authors examine the research and case studies outside education to reveal four key strategies to boost high-performer retention: (1) Pay with purpose; (2) Give high performers mountains to climb; (3) Design flexible and challenging work roles; and (4) Build lasting teams. These four strategies are the ones best supported by a robust research base that spans years and diverse organizational settings. Several other options also arose from the research, and these additional strategies show some success and promise for retaining top talent: (1) Enhance organizational prestige; (2) Train and mentor high performers; (3) Provide lifestyle perks; and (4) Open lines of communication between employees and company leaders. (Contains 3 figures and 107 notes.)
Redesigning Schools to Reach Every Student with Excellent Teachers: Teacher, Leader, and Paraprofessional Career Paths
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Elementary Secondary Education,Efficiency,Merit Pay,Compensation (Remuneration),Time Management,Technology Uses in Education,Paraprofessional School Personnel,Job Development,Outcomes of Education

This document provides an overview of multiple career paths that schools can use to expand opportunities for their teachers. These career paths match Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new roles and collaborative teams enabling all teachers and staff to develop and contribute to excellence. This document introduces many new roles: (1) "Reach-extended roles," in which excellent teachers take responsibility for more students, or contribute intellectual and performance abilities to produce digitized instruction or instructional tools that other teachers or students may use; and (2) "Support roles," in which other teachers, working with reach-extending teachers, contribute to excellence and develop their teaching prowess. These new roles enable teachers to pursue a variety of career paths. Teachers may move among paths during their careers, and some roles may be combined. The paths show multiple levels for each role. Pay for a given level will vary across paths. In addition, the leadership path gives teachers experiences that equip them to lead schools, groups of schools, or districts. Finally, this document also provides short written descriptions of all teacher career paths, and notes about the roles and paths. (Contains 8 notes.)
Teacher Pay & Career Advancement: A Leader's Guide to Sustainably Funded Excellence. Part of the Opportunity Culture Series
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Evaluation,Career Development,Rewards,Educational Finance,Merit Pay,Class Size,Teacher Student Relationship,Teaching Conditions,Team Teaching,Specialization,Intellectual Disciplines,Teaching Models,Teacher Leadership

As new evaluation systems begin to enable school and district leaders to identify their excellent teachers, states and school systems are looking ahead to the next step. Leaders ask: Now that we know who our great teachers are, how can we give them the opportunity to take on new roles and advance in their careers? How can we pay them more--ideally a lot more? How can we do this sustainably, so these rewards do not end when a special grant runs out? And how can we design new roles so that students benefit, by gaining access to top teachers? This brief provides answers to these questions. It explains the ways that schools can offer sustainably funded career advancement and higher pay to teachers, while reaching more students with excellent teaching. Research indicates that teachers in approximately the top 25 percent produce well over a year of learning growth. Students who start behind must have that growth to catch up, and it helps all students leap ahead of their beginnings. Schools must expand the impact of these top teachers, and pay them more. How could it be possible to pay great teachers more, but within available budgets? At first glance, the math might not seem to add up. But it can--with new school models that redesign jobs and use technology to extend the reach of excellent teachers to more students. Using these models, schools can increase pay up to 40% for their top teachers and up to 130% for those excellent teachers who work as teacher-leaders, "within available budgets." Schools do not need to increase class sizes, and in some variations, schools may pay "all" teachers more, sustainably. Most of these models also create new roles and collaborative teams that enable all teachers to develop and contribute to excellence. And many models free time during the school day for team planning and development. This brief summarizes: (1) School models for extending the reach of excellent teachers; (2) Career paths that expand the impact and pay of teachers who demonstrate excellence and leadership; (3) The pay increase potential for excellent teachers, and for all teachers pursuing excellence in teams; and (4) The promise of an Opportunity Culture in which excellence leads to more impact, pay, and job options. (Contains 6 notes.)
Redesigning Schools to Reach Every Student with Excellent Teachers: Summary of Teacher Career Paths
Author: Public Impact
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teaching (Occupation),Elementary Secondary Education,Career Development,Job Development,Teacher Effectiveness,Teacher Role,Distance Education,Video Technology,Models

These career paths match Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most models create new roles and teams enabling all teachers and staff to develop and contribute to excellence. In &quot;reach-extended roles,&quot; excellent teachers take responsibility for more students or contribute intellectual and performance abilities to produce digitized instruction or instructional tools that other teachers or students may use.  In &quot;support roles,&quot; other teachers work with reach-extending teachers, contribute to excellence, and develop their teaching prowess. Teachers most often will work in person in schools, but they also may teach from remote locations using interactive audio and video technology. Teachers may move among paths during their careers, and some roles may be combined. Pay for a given level will vary across paths. Schools using these models also may continue to offer &quot;traditional teaching roles,&quot; for example to new teachers and to those not working in reach-extended classrooms. (Contains 9 notes.)
Teacher Tenure Reform: Applying Lessons from the Civil Service and Higher Education. Building an Opportunity Culture for America's Teachers
Author: Hassel, Emily Ayscue
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Teaching (Occupation),Elementary Secondary Education,Tenure,Educational Change,Higher Education,College Faculty,Government Employees,Comparative Analysis,Role,Teacher Effectiveness

Teacher tenure was designed in the early 1900s as a set of procedural protections against unfair and arbitrary dismissals. But today, concerns about the effect on student outcomes--along with budgetary constraints--dominate education reform discussions. As a result, leaders in a handful of states and districts have begun making changes to align their tenure systems with their goal of increasing student learning. Common changes include streamlining tenure protections and increasing the rigor of the tenure-granting process. Parallel efforts to improve the quality, accuracy, and rigor of educator evaluations have strengthened the basis for personnel decisions based on performance, and have fueled increased interest in tenure reform. As education leaders move from questions of "whether" to reform tenure to "how," they will need better information about how tenure design can best help students succeed. This paper examines two other sectors that have a long history with tenure--the civil service and higher education. In the civil service, tenure-like job protections apply to nonpolitical positions in both state and federal governments. At colleges and universities, people in many faculty positions can receive tenure. Here, the authors examine the purposes of tenure and the tenure design elements in both of these settings and explore how they help or hinder an organization's goals. Based on these lessons, and in light of today's imperative for better student learning, the authors then offer a set of reform options for K-12 education leaders who are committed to changing tenure systems to improve student results. The two major paths are reforming tenure and eliminating tenure while adding enticements attractive to effective teachers. The authors discuss the elements of tenure design: the time before tenure is considered; the criteria for obtaining tenure; the tenure process; the protections that tenure provides; and the strength of other career advancement and reward opportunities for better teachers. (Contains 1 figure, 3 tables, 1 footnote, and 94 endnotes.)