Portals into the Profession: The Composition, Performance,
and Retention of North Carolina’s Early-Career Teachers from the Education Policy Initiative at Carolina.
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
EVALUATING EDUCATIONAL PRODUCTION FUNCTION OF THE GCE (ORDINARY LEVEL)STUDENT...ectijjournal
Economics of education emphasis the importance of education investment in economical development.
C.W.W.Kannangara, father of the free education system of Sri Lanka introduced the free education system
to Sri Lankan. And also, the government spends more on the task. This study estimated the Education
Production Function (EPF) for G.C.E. Ordinary Level students in Passara education zone, Sri Lanka.
Multivariate analysis technique used to evaluate empirical data of the study. The EPF is based on CobbDouglas type production function by using Canonical Correlation Analysis (CCA. The EPF estimations
show student’s self-learning hours are the most affected factor on student’s cognitive achievements.
Sleeping hours, scarcity of education resources at home are negatively effect on children’s education. It
seems that students who live in Passsara education zone are weak in Time Management ability. So, it is an
important point should be developing.
This study investigated how secondary school principals in Imo State, Nigeria manage school funds for effective job productivity. A questionnaire was administered to 591 teachers, 60 principals, and 59 bursars across 60 randomly selected secondary schools. The findings showed that principals issue receipts for all money collected and render financial reports to the school management board. However, some principals were accused of mismanaging funds, imposing unauthorized levies, and diverting money. The study also found that improper budgeting, inability to account for funds, and inaccurate accounting affected financial management. Strategies used by principals included depositing all money in the school bank account, having bursars keep separate cash registers, and supervising receipts
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
EVALUATING EDUCATIONAL PRODUCTION FUNCTION OF THE GCE (ORDINARY LEVEL)STUDENT...ectijjournal
Economics of education emphasis the importance of education investment in economical development.
C.W.W.Kannangara, father of the free education system of Sri Lanka introduced the free education system
to Sri Lankan. And also, the government spends more on the task. This study estimated the Education
Production Function (EPF) for G.C.E. Ordinary Level students in Passara education zone, Sri Lanka.
Multivariate analysis technique used to evaluate empirical data of the study. The EPF is based on CobbDouglas type production function by using Canonical Correlation Analysis (CCA. The EPF estimations
show student’s self-learning hours are the most affected factor on student’s cognitive achievements.
Sleeping hours, scarcity of education resources at home are negatively effect on children’s education. It
seems that students who live in Passsara education zone are weak in Time Management ability. So, it is an
important point should be developing.
This study investigated how secondary school principals in Imo State, Nigeria manage school funds for effective job productivity. A questionnaire was administered to 591 teachers, 60 principals, and 59 bursars across 60 randomly selected secondary schools. The findings showed that principals issue receipts for all money collected and render financial reports to the school management board. However, some principals were accused of mismanaging funds, imposing unauthorized levies, and diverting money. The study also found that improper budgeting, inability to account for funds, and inaccurate accounting affected financial management. Strategies used by principals included depositing all money in the school bank account, having bursars keep separate cash registers, and supervising receipts
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
This document describes a case study conducted in a Minnesota middle school to improve math proficiency scores. An eighth grade cohort was identified as having low math proficiency rates. A team of two full-time math teachers and one part-time teacher worked together as a professional learning community, receiving support and training from school leadership. Their efforts focused on data analysis, standards-based grading, and technology tools to track student performance. As a result of these interventions, the cohort's math proficiency increased from 38% to 62% over two years, showing the positive impact of transformational leadership and collaborative teacher teams on student achievement.
School choice in Tel Aviv led to long-term gains in academic attainment and earnings. Specifically:
1) Treated students were 5 percentage points more likely to enroll in academic colleges and complete almost an additional quarter year of college schooling, reflecting a 15% increase.
2) Average annual earnings at age 30 increased by 5%.
3) There was no systematic effect on social outcomes like marriage and parenthood.
The study provides the first evidence that free school choice among public schools can have lasting impacts on post-secondary education and earnings well into adulthood.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Better hiring, better outcomes: How to improve operational efficiency to redu...Informed K12
In this E-Book by Informed K12, you'll learn best practices for improving hiring practices in order to overcome teacher shortages in your school or district. Topics covered include:
The effects of late teacher hiring on student outcomes
How to avoid late teacher hiring
Solutions for improving teacher hiring
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This study aimed to evaluate the effectiveness of institutional performance in public secondary schools in Al-Ahsa, Saudi Arabia from the perspective of school administrators. A questionnaire was administered to 90 randomly selected school principals. The findings showed no significant differences in institutional performance based on principal qualifications or experience. However, the study concluded that effective school administration requires strategic planning, organization, evaluation, development, and adaptation. It was also concluded that school effectiveness can be measured by positive culture, cooperation, feedback systems, and alignment with the five responsibilities of effective principals outlined by Orloski: strong leadership, appropriate atmosphere, skills learning, teacher expectations, and performance monitoring.
The document summarizes findings from surveys of 2,347 North Carolina teachers and focus groups with 31 educators on topics related to education policy. Key findings include concerns about the state's educator evaluation system and a lack of awareness of resources. Recommendations focus on providing teachers more training and feedback, ensuring awareness of resources, addressing equity issues, and building teacher leadership and collaboration.
This document analyzes factors that affect state-level average SAT scores. It examines 5 variables: teachers union strength, average class size, enrollment per district, cost-of-living adjusted teacher starting salary, and percentage of people with a bachelor's degree. Regression analysis found enrollment per district and percentage with a bachelor's degree significantly predicted SAT scores, while teacher salary was also significant but unexpectedly negative. The analysis suggests smaller districts and more educated populations may help student achievement.
Effect of Type of School Management and School
Factors on Educational Performance of Primary
School Children in Navi Mumbai: Multiple
Classification Model
Rita Abbi
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
1) The dynamic model of educational effectiveness provides a framework for conducting theory-driven evaluations of educational reforms and policies. It considers factors at the classroom, school, and system levels and how they influence student achievement.
2) Evaluations using this model examine the direct and indirect impact of reforms on student outcomes and the functioning of effectiveness factors. They also take into account the multilevel nature of education.
3) The dynamic model's measurement framework dimensions of frequency, focus, stage, quality, and differentiation can be used to analyze reform characteristics and implementation across different levels. This provides a comprehensive approach for understanding how and why reforms are more or less effective.
penerapan elemen keusahawanan dalam kssrpkSapira Samat
salah satu elemen tambah dalam KSSRPK adalah elemen keusahawanan. Murid-murid perlu diterapkan dengan elemen keusahawanan agar mereka dapat aplikasikan dalam kehidupan seharian dan seterusnya dapat berdikari sendiri.
Efficacy of Investment and Motivation in Teachers’ Professional DevelopmentPremier Publishers
This research paper scrutinized the efficacy of investment and motivation for teachers’ professional development at ten randomly selected Secondary Schools of Dang, Nepal. He selected Dang as the field because the achievement level of students was low in the area. This article claimed that investment and self-motivation are key factors for professional development. The yardstick of an educator is to make students attain high grade. He tried to justify the significance of the investment and motivation for quality development, based on the information derived from the schools. He used document study, an interview guideline designed by the researcher, and observation to justify the claim that investment and intrinsic motivation improve students’ achievement levels. The poor quality of the learners is due to the lack of professional development for content delivery and pedagogical strategies. Table three in the discussion showed that out of ten schools, only one crossed 50 percentage mark in investment, which signaled the reluctance of the local government for the investment. The researcher attempted to answer the current practice and its direct impact on the result of the students. This report is a backup to increase the standard level of the schools with professional transformation.
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
Professional Development of Mongolian Teachers A Case Study in Primary Schoolsijtsrd
This research work examines the fluidity of professional development activities on principal factors at the teacher level that are important for primary school teachers of Mongolia. The result of the study shows that there are 4 factors of the level of education that are important for the professional development of teachers. This supplies evidence of support to education professionals for the implementation of effective professional development programs to promote integration in education, especially in the context of the developing country. Erdenetsogt Togosmaa | Enkhbileg Tsendsuren | Tsevegdorj Battsetseg ""Professional Development of Mongolian Teachers: A Case Study in Primary Schools"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23815.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23815/professional-development-of-mongolian-teachers-a-case-study-in-primary-schools/erdenetsogt-togosmaa
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
PVAAS Overview and Teacher Specific Reportingevanguilder
This document provides an overview of PVAAS (Pennsylvania Value-Added Assessment System) teacher specific reporting. It discusses how PVAAS measures academic growth, the timeline for implementing teacher reporting, and how teacher specific scores are determined. A key part of the process is roster verification, where teachers verify the student data used to calculate their scores. The goal is to provide teachers information to guide instructional improvements while protecting individual privacy.
Value-added assessment measures student academic growth and progress over time to evaluate teacher and school performance. It uses students' past test scores to predict expected growth and compares that to actual scores, showing which teachers and schools help students progress more or less than anticipated given their starting points. This helps identify effective teaching practices and allocate resources, while controlling for factors like socioeconomics. The approach was pioneered in Tennessee and research shows students taught by multiple highly effective teachers in a row experience much higher achievement gains.
Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
This document describes a case study conducted in a Minnesota middle school to improve math proficiency scores. An eighth grade cohort was identified as having low math proficiency rates. A team of two full-time math teachers and one part-time teacher worked together as a professional learning community, receiving support and training from school leadership. Their efforts focused on data analysis, standards-based grading, and technology tools to track student performance. As a result of these interventions, the cohort's math proficiency increased from 38% to 62% over two years, showing the positive impact of transformational leadership and collaborative teacher teams on student achievement.
School choice in Tel Aviv led to long-term gains in academic attainment and earnings. Specifically:
1) Treated students were 5 percentage points more likely to enroll in academic colleges and complete almost an additional quarter year of college schooling, reflecting a 15% increase.
2) Average annual earnings at age 30 increased by 5%.
3) There was no systematic effect on social outcomes like marriage and parenthood.
The study provides the first evidence that free school choice among public schools can have lasting impacts on post-secondary education and earnings well into adulthood.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Better hiring, better outcomes: How to improve operational efficiency to redu...Informed K12
In this E-Book by Informed K12, you'll learn best practices for improving hiring practices in order to overcome teacher shortages in your school or district. Topics covered include:
The effects of late teacher hiring on student outcomes
How to avoid late teacher hiring
Solutions for improving teacher hiring
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
This study aimed to evaluate the effectiveness of institutional performance in public secondary schools in Al-Ahsa, Saudi Arabia from the perspective of school administrators. A questionnaire was administered to 90 randomly selected school principals. The findings showed no significant differences in institutional performance based on principal qualifications or experience. However, the study concluded that effective school administration requires strategic planning, organization, evaluation, development, and adaptation. It was also concluded that school effectiveness can be measured by positive culture, cooperation, feedback systems, and alignment with the five responsibilities of effective principals outlined by Orloski: strong leadership, appropriate atmosphere, skills learning, teacher expectations, and performance monitoring.
The document summarizes findings from surveys of 2,347 North Carolina teachers and focus groups with 31 educators on topics related to education policy. Key findings include concerns about the state's educator evaluation system and a lack of awareness of resources. Recommendations focus on providing teachers more training and feedback, ensuring awareness of resources, addressing equity issues, and building teacher leadership and collaboration.
This document analyzes factors that affect state-level average SAT scores. It examines 5 variables: teachers union strength, average class size, enrollment per district, cost-of-living adjusted teacher starting salary, and percentage of people with a bachelor's degree. Regression analysis found enrollment per district and percentage with a bachelor's degree significantly predicted SAT scores, while teacher salary was also significant but unexpectedly negative. The analysis suggests smaller districts and more educated populations may help student achievement.
Effect of Type of School Management and School
Factors on Educational Performance of Primary
School Children in Navi Mumbai: Multiple
Classification Model
Rita Abbi
Primary education in Kenya is divided into two levels: lower and upper primary. Successful transition of pupils to upper primary in an education system is dependent on pupils’ masterly of lower primary curriculum. Lower primary curriculum masterly gaps, therefore implies that pupils may encounter challenges in upper primary which may translate to low quality achievement of pupils in upper primary. This appears to be the case in Kenya in general and Nakuru County in particular if pupils’ performance in the Kenya Certificate of Primary Education (KCPE) exit examination is anything to go by. Although level of pupils’ preparedness is dependent on many factors, the study zeroed in on school social capital for it was construed as a critical correlate for quality learning in lower primary. Using an ex-post facto research design, data were collected from 254 class three teachers in Nakuru County through a personally delivered questionnaire and subsequently analysed using simple regression statistic at 0.05 alpha level. The analysis revealed a linear but insignificant relationship (F= 3.491; df= 253; P>.05) between school social capital and level of pupils’ preparedness for upper primary in the study locale. The study further showed that the beta value (β= -0.019) was negative and statistically insignificant (t= -0.310; P> 0.05). This finding implied that the selected aspects of social capital had a negative effect on pupils’ preparedness for upper primary although the impact was not statistically significant. The adjusted R2 value (R2= 0.0031) further indicated that the focused facets of school social capital only accounted for 0.31% of variation in pupils’ preparedness for upper primary. The study offers useful insights on how schools can build social capital with a view to enhancing their capacity to effectively prepare pupils’ for upper primary and thereby raise their chances of excelling in the KCPE examination.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
1) The dynamic model of educational effectiveness provides a framework for conducting theory-driven evaluations of educational reforms and policies. It considers factors at the classroom, school, and system levels and how they influence student achievement.
2) Evaluations using this model examine the direct and indirect impact of reforms on student outcomes and the functioning of effectiveness factors. They also take into account the multilevel nature of education.
3) The dynamic model's measurement framework dimensions of frequency, focus, stage, quality, and differentiation can be used to analyze reform characteristics and implementation across different levels. This provides a comprehensive approach for understanding how and why reforms are more or less effective.
penerapan elemen keusahawanan dalam kssrpkSapira Samat
salah satu elemen tambah dalam KSSRPK adalah elemen keusahawanan. Murid-murid perlu diterapkan dengan elemen keusahawanan agar mereka dapat aplikasikan dalam kehidupan seharian dan seterusnya dapat berdikari sendiri.
Efficacy of Investment and Motivation in Teachers’ Professional DevelopmentPremier Publishers
This research paper scrutinized the efficacy of investment and motivation for teachers’ professional development at ten randomly selected Secondary Schools of Dang, Nepal. He selected Dang as the field because the achievement level of students was low in the area. This article claimed that investment and self-motivation are key factors for professional development. The yardstick of an educator is to make students attain high grade. He tried to justify the significance of the investment and motivation for quality development, based on the information derived from the schools. He used document study, an interview guideline designed by the researcher, and observation to justify the claim that investment and intrinsic motivation improve students’ achievement levels. The poor quality of the learners is due to the lack of professional development for content delivery and pedagogical strategies. Table three in the discussion showed that out of ten schools, only one crossed 50 percentage mark in investment, which signaled the reluctance of the local government for the investment. The researcher attempted to answer the current practice and its direct impact on the result of the students. This report is a backup to increase the standard level of the schools with professional transformation.
This document summarizes research on teacher preparation and effectiveness. It finds that high-quality teacher preparation helps develop essential teaching knowledge and skills, increases student achievement, and reduces teacher turnover. Studies show that subject knowledge alone is not enough to be an effective teacher - pedagogical training is also important. The research supports comprehensive teacher preparation programs and professional standards to ensure teacher quality.
Professional Development of Mongolian Teachers A Case Study in Primary Schoolsijtsrd
This research work examines the fluidity of professional development activities on principal factors at the teacher level that are important for primary school teachers of Mongolia. The result of the study shows that there are 4 factors of the level of education that are important for the professional development of teachers. This supplies evidence of support to education professionals for the implementation of effective professional development programs to promote integration in education, especially in the context of the developing country. Erdenetsogt Togosmaa | Enkhbileg Tsendsuren | Tsevegdorj Battsetseg ""Professional Development of Mongolian Teachers: A Case Study in Primary Schools"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23815.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23815/professional-development-of-mongolian-teachers-a-case-study-in-primary-schools/erdenetsogt-togosmaa
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
PVAAS Overview and Teacher Specific Reportingevanguilder
This document provides an overview of PVAAS (Pennsylvania Value-Added Assessment System) teacher specific reporting. It discusses how PVAAS measures academic growth, the timeline for implementing teacher reporting, and how teacher specific scores are determined. A key part of the process is roster verification, where teachers verify the student data used to calculate their scores. The goal is to provide teachers information to guide instructional improvements while protecting individual privacy.
Value-added assessment measures student academic growth and progress over time to evaluate teacher and school performance. It uses students' past test scores to predict expected growth and compares that to actual scores, showing which teachers and schools help students progress more or less than anticipated given their starting points. This helps identify effective teaching practices and allocate resources, while controlling for factors like socioeconomics. The approach was pioneered in Tennessee and research shows students taught by multiple highly effective teachers in a row experience much higher achievement gains.
This presentation summarizes research on teacher quality in North Carolina. It finds that teachers prepared by UNC teacher preparation programs generally perform as well or better than teachers prepared through other pathways. However, some specific alternative programs like Teach For America produce teachers that are more effective, especially at the elementary level. The presentation recommends expanding support for new teachers, strengthening clinical practice in teacher preparation programs, improving recruitment and selection criteria, and using a dashboard to monitor program outcomes. It also reviews recommendations from a UNC Board of Governors subcommittee on increasing collaboration between UNC institutions and improving teacher and leader quality.
This honors thesis examines how teacher characteristics change following school restarts in New Orleans. The document provides background on school accountability policies and the history of school restarts in New Orleans following Hurricane Katrina. It reviews literature on the impact of charter takeovers on student achievement and how teacher characteristics may influence this. The study will use difference-in-differences analysis of Louisiana Department of Education data to determine if teacher characteristics like race, certification, and experience change after a school restart in New Orleans.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
A Statistical Potrait of New York City's Public School TeachersLuis Taveras EMBA, MS
The total number of teachers in the city’s public schools has declined over the period studied, from
77,088 to 73,373. While the number of general education teachers fell by more than 9,100 to 54,778
over the 12-year period, the number of special education teachers grew by more than 5,400 to 18,595.
This document describes the culminating activities required to earn a Preliminary Administrative Services Credential from NCATE-accredited university programs in California. It finds that all programs require fieldwork, portfolios, and exams. Fieldwork requirements vary in length from one semester to multiple years, and involve administrative duties under supervision. All programs require portfolios demonstrating competence on standards, using artifacts from coursework and fieldwork. Exams assess domains like curriculum, finance, and law through essays and scenario questions. The purpose is to ensure candidates are prepared for beginning administrative roles.
This document discusses the culminating activities required to obtain a Preliminary Administrative Services Credential from NCATE-accredited university educational administration programs in California. It describes the variety of fieldwork, portfolios, and other requirements across 21 different university programs. Fieldwork involves administrative experience at different school levels under university and on-site supervision. It varies in length from one semester to multiple years across programs. All programs require portfolios containing artifacts demonstrating candidates' competence in California's standards for educational leaders. The document aims to share information about these culminating activities to stimulate discussion about verifying candidates' professional competence.
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
This document summarizes research from the National Center for Teacher Residencies (NCTR) on the impact of teacher residency programs. It finds that principals report residency program graduates are well prepared for classroom activities and that principals would hire and recommend graduates. Evaluation data also shows graduates are more effective teachers than other novices, with higher ratings. Student achievement data indicates students of graduates outperform peers on standardized tests. The research demonstrates the power of residency programs to improve teacher preparation and effectiveness.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
A guest lecture given by Barnett Berry, April 1st, 2015 in Pasi Sahlberg's course The Teaching Profession Around the World at Harvard University (HGSE AT103).
Curriculum Inception
Taya Hervey-McNutt
Dr. Teresa Lao
EDU 555: K-12 Curriculum Design & Development
July 27, 2021
Introduction
Farrell School District is a rural public school located in Mercer County, Pennsylvania. It has
been ranked as one of the worst-performing schools in the state. This poor performance is linked
to the low level of education among the adults, only 16 % of the adult population have a
bachelor’s degree (Stebbins & Sauter, 1). 43.9% of the school children live below the poverty
line, explaining the poor performance in schools. The most problematic subjects in the schools
are math and reading. The percentage of students who are proficient in math and English are 16
and 31 % respectively (Stebbins & Sauter, 1). I, therefore, believe it would be important to
develop a pivot curriculum that improves the math performance in the school.
● Geographical Location
Farrell School District is located in Mercer County, Pennsylvania. It serves a population of 6,798
in Farell, Wheatlands, and Sharon, Pennsylvania.
● Demographic of the Student population
The school has currently enrolled 700 students in pk-12 with only 60 teachers. It operates an
elementary school and a high school. According to Niche, the ratio of students to teachers is 12:1
which is below the statutory requirement of 15:1. The average spending per student in the district
is $26,975 (Farell, 2).
● Cultural Influences
Mercer county has different racial and ethnic compositions. 90.2% of the population is
non-Hispanic white,5.6 % non-Hispanic African Americans,1.04 % Hispanic whites, and 0.677
% non-Hispanic Asians. 90% of the students speak the English language at home while the rest
speak other languages such as Spanish, Asian, Indio-European, ect (Farell, 2).
● Regional accrediting body standards for curriculum development
The accredited body standards for curriculum development in Pennsylvania include academic
standards on different subjects which must be covered in the curriculum. The body responsible
for this is the Pennsylvania Board State of Education. The other standards include assessment
anchors for the different disciplines and eligible content that is regulated by the Pennsylvania
System of School Assessment (PSSA). The state education department has also issued early
learning standards that must be incorporated into the curriculum for elementary students
(Pennsylvania, 3).
● State and Local policies on curriculum development
The policies on curriculum development are contained in Title 22, Chapter 4 of Pennsylvania’s
code (Pennsylvania, 3). The code requires that the basis for curriculum development of all
students be based on the accredited academic standards. The curriculum should instill critical
thinking skills in the students, communication, developmental writing, and literacy skills.
The discipline and grade for which the curriculum will be developed
The pilot curriculum will address the poor performance of ...
The document discusses value-added analysis, which measures student growth and teacher/school contributions to learning. It describes value-added in terms of tracking student academic improvement over time. Several examples are provided of how value-added models have been implemented, including in Tennessee and Dallas school systems, to more accurately evaluate teacher and school performance compared to standardized tests. The Tennessee value-added assessment system is highlighted for longitudinally measuring student growth and identifying effective teaching practices.
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Accessibility Information and ToolsAccessibility Information and Tips Revised Date: 07/2015Request Document Optimized for ScreenreaderHiring and Retaining Great Independent School Teachers
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Title: Hiring and Retaining Great Independent School Teachers By: Balossi, Matt, Hernández, Natalie R., Independent School, 01459635, 20161201, Vol. 75, Issue 2Database: ERIC
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spotlight on research
The positive impact of great teachers on student learning is undeniable. Independent schools pride themselves on providing a unique educational experience for students -- one that is robust and mission-driven, tailored to low student-to-teacher ratios and more personalized learning with high-quality teachers.
While numerous studies measure teacher effectiveness in public schools, there is little research on teacher quality among independent schools. In fact, the topic of teacher quality in public schools receives widespread media coverage, funding, and special interest. In order to better understand how independent schools describe high-quality teachers and align practices to that description, we partnered with the National Association of Independent Schoo ...
Identifying District Policy Aimed At Upgrading Math And Science Curriculumnoblex1
The following discussion is based on a study of curriculum upgrading by states, districts, and schools in response to these calls for reform. We have studied a relatively specific school output: the nature and quality of the mathematics and science curriculum as offered by teachers and experienced by students.
We recognize that much education policymaking occurs piecemeal over time, with each piece motivated by a different purpose. From the perspective of the classroom, the pieces often appear disjointed and fragmented, with no coherent message. Thus, despite our somewhat rational and linear approach to describing and analyzing policy initiatives and their effects, we recognize that, at least to date, education policymaking has been far from rational and linear (though the calls for systemic reform may change this in the future).
The policy instruments of curriculum control are, at this point, fairly well known. They include state and district requirements concerning curriculum, instructional materials, and student testing. The requirements are intended to prescribe desired practice, using a variety of policy instruments that are consistent among themselves in the practices they prescribe. Policy instruments influence practice through rewarding and sanctioning compliance and through the authority to persuade based on legal status, consistency with norms, a basis in expertise, and charismatic advocacy. Clearly, state high school graduation requirements fit the curriculum-control strategy.
In contrast, the policy instruments of empowerment are much less well defined. Generally, however, the intention is to move control out of the hands of the education hierarchy and into the hands of teachers. The policy instruments for this approach are site-based management and deregulation. From an accountability perspective, new reforms replace school process requirements with school output requirements, especially the output of student achievement.
Our approach to policy analysis is somewhat atypical. Most policy analyses focus on activity at one level or another of the education hierarchy, taking a broad view of initiatives at that level. Some policy analyses focus on a particular policy instrument, such as curriculum frameworks. These analyses have been enormously useful in clarifying such matters as policy formulation and policy implementation. In contrast, by focusing on a particular school output, the nature and quality of the enacted mathematics and science curriculums in high school, our analyses slice the policy layers vertically. We look through the layers of the education hierarchy and into the classroom to determine coherence across levels as seen from the perspective of teachers, and to identify the relative influence of various policy instruments.
Source: https://ebookschoice.com/identifying-district-policy-aimed-at-upgrading-math-and-science-curriculum/
The document outlines a strategic leadership portfolio for Ann Lopez focusing on increasing academic growth at LEARN 10 Charter School. It provides an overview of the school and analyzes student performance data, identifying academic growth as a priority area. A plan is proposed to address this priority through weekly lesson internalization meetings where teachers prepare lessons in advance using a planning document to increase instructional rigor and student outcomes.
Teacher:
How effective are you at...
How effective is the principal at...
How effective is the principal at...
(5-point scale)
(5-point scale)
(5-point scale)
For each of the 47 tasks
For each of the 47 tasks
For each of the 47 tasks
Also collected:
Also collected:
Demographics
Experience
Training
Demographics
Experience
Training
Demographics
Experience
What are the Relationships Between Time Use, Perceptions of Effectiveness, and Outcomes?
Outcomes:
Teacher retention
Teacher working conditions
Student achievement
Analyzed relationships between
Similar to Portals into the Profession: The Composition, Performance, and Retention of North Carolina’s Early-Career Teachers (20)
This document discusses food insecurity among postsecondary students in North Carolina. It finds that 39% of students experienced food insecurity in the previous 30 days based on a national survey. Food insecurity negatively impacts students' academic performance and mental health. Although community college students experience higher rates of food insecurity, they have less access to campus food pantries compared to 4-year universities. The document outlines best practices in North Carolina to address student food insecurity and recommends expanding SNAP eligibility and reforming state appropriations to support community colleges.
Since the start of the COVID-19 pandemic, North Carolina schools have implemented remote, hybrid, and in-person learning models. However, the state's standardized testing and school accountability systems still rely heavily on in-person standardized tests. This can disadvantage students who have experienced disruptions in instruction due to the pandemic. The document discusses proposals to address this issue, including applying for federal testing waivers, expanding testing windows, suspending A-F school grades, and removing standardized test results from teacher evaluations and principal compensation for the 2020-2021 school year.
The document provides responses from the NC Department of Public Instruction and State Board of Education to questions from the Joint Legislative Education Oversight Committee regarding remote teaching and learning during the COVID-19 pandemic. It summarizes data from a sampling of NC school districts on the percentage of students learning virtually or in-person, the amount of synchronous learning time offered, student attendance rates, COVID outbreaks in schools, access to meals and internet connectivity challenges faced by districts. It also outlines professional development and support provided by NCDPI to help districts adapt to remote learning.
The document provides guidance for safely celebrating the holidays during the COVID-19 pandemic. It recommends reducing guest lists for gatherings, spacing out seating, getting tested before events, or connecting virtually. It emphasizes that sacrifices now can help end the pandemic sooner. The guidance includes tips for lower risk activities like virtual celebrations and higher risk activities to avoid, as well as recommendations for safer in-person gatherings like hosting outdoors, wearing masks, and distancing between households. The goal is to spread joy not COVID-19 this holiday season.
The document provides an overview of the basic facts around school choice in North Carolina, including that 80.9% of students attend traditional public schools, while the remaining students utilize various choice options like charter schools, private schools, homeschooling. It also notes the geographic distribution of school types is uneven, with certain regions like Charlotte and Raleigh having more charter and private school availability than rural areas. The group discussed these facts to establish a shared understanding before debating the complex issues around what role choice should play in the state's K-12 education system.
COVID-19's Impact on Public School Budgets: Unstable Funding Requires Quick A...Analisa Sorrells
North Carolina public schools are facing potentially significant budget reductions for the 2020-2021 school year due to expected declines in student enrollment resulting from COVID-19. The majority of funding for North Carolina's public schools comes from the state. A drop in enrollment means a corresponding drop in school funding, which could result in teacher and staff layoffs at a challenging time. Federal relief funds have helped but may not be enough to offset substantial budget losses from enrollment declines.
Teacher Compensation and Advanced Teaching Roles RFP Grantees and FundingAnalisa Sorrells
The document outlines North Carolina's Request for Proposal for a pilot program to develop advanced teaching roles with increased compensation. It provides information on the timeline for submitting proposals, purpose of the pilot program, available funding of $1 million, proposal reviewers, and evaluation rubric. The goal is to allow highly effective teachers to take on additional roles and students to improve performance and provide salary supplements, while enabling innovative compensation models.
This document provides guidance from the NC State Board of Education on minimizing COVID-19 transmission in schools. It recommends physical distancing of at least 6 feet, universal face coverings for students and staff, and frequent handwashing. Schools must follow Plan B requirements, which include daily symptom screening, limited building occupancy, and remote learning options. Additional updates provide guidance on interactions between staff and recommendations for activities like PE and music. The state has provided all public schools with reusable face coverings for students and staff and starter packs of PPE for nurses.
This document lists approved vendors for formative/diagnostic assessments in K-3 reading and lists their qualifications. It notes DHHS requirements for social distancing and masks in classrooms during the 2020-21 school year. Vendors must provide assessments that are linked to Lexile levels, were previously approved by the state, satisfy EVAAS compatibility, and are appropriate across K-3 while meeting COVID-19 guidelines. Nine vendors met qualifications and are approved to provide diagnostic assessments to monitor students' reading development and identify support needs as required by state statutes.
The audit reviewed North Carolina Virtual Public School's (NCVPS) compliance with content and design standards for online courses. The audit found that 8 of 12 courses did not meet required curriculum content standards, increasing the risk students would not learn all required material. Additionally, there was no assurance that 11 of 12 courses met adopted standards for rigor, increasing the risk students may not master course material. The audit also found issues with NCVPS teacher evaluations not being performed consistently and course content not being properly cited to avoid copyright infringement. Key recommendations included revising courses to meet standards, developing procedures to ensure standards are met, and improving teacher evaluations and copyright practices.
North Carolina's Guidebook for Reopening Public SchoolsAnalisa Sorrells
This document provides guidance for North Carolina public schools on reopening plans for the 2020-2021 school year during the COVID-19 pandemic. It outlines three required reopening plans: Plan A with minimal social distancing and all students in school; Plan B with moderate social distancing and a maximum 50% occupancy; and Plan C with full remote learning. It discusses critical factors to consider in developing reopening plans, including student and employee health and needs as well as instructional planning. It also provides examples of scheduling options for Plan B, such as alternating days or weeks that students attend in-person versus remotely. The goal is to safely reopen schools through flexible plans that can adapt based on changing public health conditions.
The document provides historical context on racial segregation and inequities in North Carolina's public education system. It discusses how the state constitution from 1868 until 1971 required separate schools for Black and white children, despite opportunities to establish a unified system. Significant funding disparities between Black and white schools were also maintained. The document argues that the court's definition of a "sound basic education" as the minimum constitutional standard was too low and not intended for all children. It suggests the state should have aimed higher in fulfilling its constitutional duty to provide public education.
2020 Facts & Figures: Education in North CarolinaAnalisa Sorrells
BEST NC is a nonprofit organization created by business leaders who believe that North Carolina's economic future is tied to the quality of its education system. It supports improving education from early learning through post-graduate programs by investing in students, teachers, innovation, and high standards. RTI International is a nonprofit research organization that conducts studies to assess and improve early education, K-12, and job training programs in North Carolina and around the world. This guide provides data on demographics, educators, schools, funding, and achievement in North Carolina's education system from pre-K through postsecondary levels.
The document discusses strategies for states to improve FAFSA completion rates. It recommends that states set ambitious yet achievable FAFSA completion goals, build shared ownership of completion efforts across K-12 and higher education, spur local action through incentives and partnerships, use data to target support and measure progress, and spread awareness of the importance of completing the FAFSA form. FAFSA completion is positioned as a promising strategy for states to improve postsecondary access and attainment.
This document provides tips and recommendations for implementing a successful 1:1 initiative based on the experiences of Rowan-Salisbury School System. Key recommendations include: securing buy-in from leadership; focusing on learning over devices; researching best practices; networking with other districts; addressing infrastructure, funding, deployment logistics; developing comprehensive professional development and support for educators; and celebrating milestones. Common pitfalls to avoid include underestimating preparation needs, forgetting to update policies, and not establishing ongoing support.
NC Interim COVID-19 Guidance for School Nutrition and Transportation PersonnelAnalisa Sorrells
This document provides guidance for school nutrition and transportation personnel on minimizing the risk of COVID-19 exposure. It recommends precautions like frequent handwashing, social distancing of at least 6 feet, and staying home when sick. Delivery drivers should limit contact and clean surfaces. Employers should provide supplies for handwashing, use telework when possible, hold virtual meetings, and space out employees. Anyone with a fever over 100.4°F or respiratory symptoms should stay home until symptoms resolve.
During the COVID-19 outbreak, innovative methods are being used to provide food to school children, such as meal delivery. However, to ensure the safe transport and delivery of food, delivery drivers must follow employee health guidance for food workers by not working if sick, and food temperatures must be logged before leaving and food can only be delivered if below 41F. Delivery drivers should also limit contact with students and use hand sanitizer between stops to practice safe social distancing.
Safety of employees while at work: Mitchell County SchoolsAnalisa Sorrells
Employees should obtain permission before entering buildings, stay home if sick, practice social distancing by staying 6 feet apart, avoid crowds, wash hands frequently, clean and disinfect surfaces, assume mail and packages are contaminated, minimize exchanging papers, make meetings virtual, and avoid physical contact.
Safety of our employees while at work: Mitchell County SchoolsAnalisa Sorrells
Employees should obtain permission before entering buildings, stay home if sick, and practice social distancing by staying at least 6 feet apart from others. Proper hygiene such as frequent hand washing with soap and water for 20 seconds and avoiding touching the face is important. High-touch surfaces like door handles and phones should be cleaned and disinfected regularly, and mail, packages, papers, and other shared items should be assumed contaminated and handled carefully. Physical contact with others should also be avoided.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
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Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Portals into the Profession: The Composition, Performance, and Retention of North Carolina’s Early-Career Teachers
1. EDUCATION POLICY INITIATIVE at CAROLINA 1
Portals into the Profession: The Composition, Performance,
and Retention of North Carolina’s Early-Career Teachers
In this research brief, the Education Policy Initiative at Carolina (EPIC) presents updated results from our Teacher
Portals analyses, a longstanding study in the UNC System Educator Quality Research Initiative. Descriptively, we find
that North Carolina’s teacher workforce is predominantly composed of traditionally prepared teachers. However,
recent trends show declines in the percentage of new entrants from in-state institutions and commensurate
increases in the percentage of newly-hired alternative entry teachers. These alternative entry teachers are more
diverse, more likely to hold a high-need license, and more likely to work in high-need schools. Performance analyses
indicate that early-career teachers from the UNC System are more effective than out-of-state prepared and
alternative entry teachers. These results are modest in size but take on practical significance given the number of
teachers from these preparation portals. Finally, in-state prepared teachers (from public and private institutions) are
more likely to continue teaching in North Carolina than out-of-state prepared and alternative entry teachers.
Introduction
Each year, the UNC System commissions a body of
research—the Educator Quality Research Initiative
(EQRI)—on educator preparation and effectiveness. This
work connects administrative data from the UNC System
and the North Carolina Department of Public Instruction
(NCDPI) to answer questions about teacher preparation
quality, teacher performance, and teacher retention.
Findings from the EQRI inform state and local education
officials and help UNC System institutions meet program
accreditation and improvement standards.
In this research brief, the Education Policy Initiative at
Carolina (EPIC) presents updated results from our teacher
portals analyses, a longstanding study in the EQRI. Teacher
portals are categories for the preparation an individual
held prior to first entering teaching. We classify teachers
into one of the following teacher portals: UNC System,
NC Private College/University, Out-of-State, Teach
For America (TFA), Alternative Entry, and Visiting
International Faculty (VIF).1
With these classifications we
assess (1) the distribution of teachers to preparation portals;
(2) the characteristics of teachers and the schools in which
they work; (3) the performance of teachers, as measured by
value-added estimates and evaluation ratings; and (4) the
persistence of teachers in North Carolina public schools
(NCPS). These analyses help us understand the composition
of the state’s teacher workforce and the contributions of
UNC System graduates to students and schools. Such
findings are particularly salient as North Carolina considers
ways to strengthen its teacher pipeline.
1
There is an additional category for teachers that cannot be classified based on administrative data. We include these teachers in
analyses but do not report their results in this brief.
2. EDUCATION POLICY INITIATIVE at CAROLINA 2
Background
This latest iteration of our Teacher Portals analyses examines
outcomes for teachers with less than five years of experience
(early-career teachers) in the 2012-13 through 2016-17
school years. We focus on early-career teachers since this is
the time period in which teacher preparation most strongly
influences teacher performance and retention. In analyses,
we compare outcomes for those initially-prepared at a
UNC System institution with those entering teaching
through another portal—NC Private College/University,
Out-of-State, TFA, Alternative Entry, and VIF.2
We assess the performance of early-career teachers with two
outcome measures: value-added to student achievement
and evaluation ratings. For teacher value-added, we make
students’ standardized test scores on End-of-Grade (EOG)
and End-of-Course (EOC) exams the outcome. In models,
we control for a rich set of student, classroom, teacher, and
school characteristics to assess whether adjusted-average
student achievement is higher for students taught by a UNC
System prepared teacher versus students taught by a teacher
from another portal. We performed these value-added
analyses in elementary grades mathematics, reading, and
science (5th
grade); middle grades mathematics, reading,
and science (8th
grade); and high school algebra I, biology,
and English II. Our preferred analyses use a multi-level
model to make statewide teacher value-added comparisons.
We also estimate models comparing the effectiveness of
teachers working in the same schools.
Our second measure of teacher performance is evaluation
ratings from the North Carolina Educator Evaluation
System (NCEES). Principals rate early-career teachers
as either not demonstrated, developing, proficient,
accomplished, or distinguished on the state’s five
professional teaching standards—Leadership, Classroom
Environment, Content Knowledge, Facilitating Student
Learning, and Reflecting on Practice. We estimate
ordered logit models controlling for teacher and school
characteristics. These results indicate whether the odds
of earning higher evaluation ratings are greater for UNC
System graduates versus teachers from another entry portal.
We also estimate models comparing the evaluation ratings
of teachers working in the same schools.
Finally, to examine teacher retention, we identify three
cohorts of first-year teachers in the 2012-13, 2013-14,
and 2014-15 school years. Using certified salary files from
NCDPI, we follow these teachers over time to determine
the percentage that return for a second, third, fourth, and
fifth year of teaching in NCPS. This allows us to compare
the retention rates for early-career teachers from the UNC
System versus their peers from other preparation portals.
How are teachers distributed to
preparation portals?
Figure 1 displays the distribution of teachers to portals in
the 2016-17 school year. Of NCPS’ 96,000 teachers in 2017,
almost 37 percent were traditionally prepared at a UNC
System institution. Another 12 percent of North Carolina’s
teachers were prepared at an in-state private college/
university. Together, in-state institutions traditionally
prepare nearly 50 percent of the state’s teacher workforce.
North Carolina imports more than 25 percent of its
teacher workforce from out-of-state institutions and nearly
17 percent of the state’s teachers entered the profession
alternatively.3
Here, it is important to note that many of
2
Visiting International Faculty is now known as Participate. For consistency with prior work, we continue to use their original
name in this research brief. Because VIF teachers must have at least three years of in-country teaching experience before coming
to the United States, there are very few early-career VIF teachers in our analysis sample. As such, we include them in our broader
descriptive reporting but do not present their performance or retention outcomes.
3
This means that they entered teaching without having completed all the requirements for an initial licensure.
Note: This figure displays the percentage of teachers in NCPS, by preparation
portal, in the 2016-17 school year.
Figure 1: The Distribution of Teachers to Portals
(2016-17 School Year)
UNC
System
NC
Private
Out-of
-State
Alternative
Entry
TFA VIF
36.59
11.88
27.45
16.91
0.65 1.25
40
35
30
25
20
15
10
5
0
3. EDUCATION POLICY INITIATIVE at CAROLINA 3
these alternative entry teachers may fulfill their coursework
requirements at an in-state institution(s). Finally, TFA corps
members and VIF teachers comprise very small percentages
(1.5 percent) of the teacher workforce.
Note: For each preparation portal, this figure displays the percentage of new
teacher entrants to NCPS in the 2013 through 2017 school years.
Figure 2: The Percentage of New Entrants by Portal
(2012-13 to 2016-17)
For the 2012-13 through 2016-17 school years, Figure
2 displays the percentage of new entrants4
to the NCPS
workforce from each preparation portal. Since substantive
changes in the composition of the full teacher workforce
take time to develop, this figure allows us to see how recent
events in North Carolina (e.g. declines in teacher education
enrollment) influence the makeup of newly-hired teachers.
Two trends in these new entrant data stand out. First, the
percentage of new entrants from in-state public and private
institutions has dropped in recent years—from 43.46
percent of new entrants in 2013 to 34.65 percent of new
entrants in 2016-17.5
Second, the percentage of new entrants
from alternative routes has increased in a commensurate
fashion—from 14.25 percent of new entrants in 2013 to
24.98 percent of new entrants in 2016-17. North Carolina is
now more reliant on alternative entry teachers.
What are the characteristics of
teachers and the schools in which
they work?
Table 1 displays individual and school-level characteristics
for teachers with less than five years of experience in
the 2016-17 school year. Overall, these data show that
alternative entry and TFA teachers fill several gaps in
the teaching workforce. Demographically, traditionally
4
New entrants are defined as individuals who have never taught in NCPS. New entrants can have 0 years of experience or have
previously taught elsewhere before coming to North Carolina.
5
The percentage of new entrants from out-of-state has also dipped slightly during our study period.
UNC System NC Private Out-of-State Alternative Entry TFA
Teacher Demographics
Female 80.53 85.43 80.15 70.23 78.75
Minority 17.53 13.05 14.22 44.81 38.77
Select Licensure Groups
Elementary 47.51 59.64 54.62 9.71 24.50
Reading/English 15.55 10.16 15.38 10.75 22.82
Social Studies 12.76 10.87 12.89 10.59 16.46
Mathematics 10.26 9.27 10.50 10.15 19.84
Science 7.99 5.36 7.87 17.04 18.25
Exceptional Children 11.37 13.51 17.97 16.86 7.73
School Characteristics
Minority 54.26 52.90 59.80 64.31 85.69
Economically-Disadvantaged 49.94 50.56 49.08 54.01 62.53
Performance Composite 56.32 57.04 56.72 49.12 41.42
Table 1: Individual and School Level Characteristics for Teachers with Less than Five Years of Experience (2016-17)
Note: For each preparation portal, this table displays individual and school-level characteristics for teachers with less than five years of experience in 2016-17.
UNC
System
NC
Private
Out-of
-State
Alternative
Entry
TFA VIF
2013 2014 2015 2016 2017
40
35
30
25
20
15
10
5
0
4. EDUCATION POLICY INITIATIVE at CAROLINA 4
prepared teachers (UNC System, NC Private, out-of-
state) are overwhelmingly female and white. Conversely,
alternative entry and TFA teachers are much more likely
to be a racial/ethnic minority. This matters, since minority
teachers are linked to positive outcomes for same-race
students. Licensure data show that alternative entry
and TFA teachers are more likely to hold a high-need
license—e.g. math, science, and/or special education—and
less likely to hold an elementary license. Finally, school-
level data indicate that alternative entry and TFA teachers
work in schools with more minority and economically-
disadvantaged students and in schools with lower
performance composites.
How effective are teachers from
different preparation portals?
Figure 3 presents the number of statistically significant
value-added results for UNC System graduates versus
teachers from other preparation portals. These counts
come from our multi-level model that nests students
within classrooms and schools and makes statewide teacher
effectiveness comparisons.6
Early-career teachers from the
UNC System are more effective than teachers from in-state
private colleges/universities in two comparisons, out-of-
state prepared teachers in five comparisons, and alternative
entry teachers in three comparisons. Most of the positive
results for UNC System graduates are in mathematics
and science. Only TFA corps members outperform
UNC System teachers—in the STEM subjects of 5th
grade
science, middle grades math, 8th
grade science, and high
school biology.
In addition to our main value-added analyses, which
consider the test scores of all students, we estimated a
series of models focused on three student subgroups—
economically-disadvantaged, racial/ethnic minority,
and low-performing students. Generally, these subgroup
analyses return similar results to those from our full models.
However, there are several instances in which UNC System
graduates have insignificant results in the main model but
significant subgroup results. For example, UNC System
graduates are more effective than (1) NC private college/
university teachers with low-performing students in
elementary grades math; (2) out-of-state prepared teachers
with minority students in 5th
grade science and low-
performing students in 8th
grade science; and (3) alternative
entry teachers with economically-disadvantaged students
in middle grades reading. UNC System graduates are less
effective than NC private college/university teachers with
economically-disadvantaged and minority students in high
school algebra.
6
Models comparing teacher value-added within the same schools return similar results—nine positive and three negative estimates for
UNC System prepared teachers.
Note: This figure displays the number of statistically significant value-added results for UNC System graduates versus teachers from other preparation portals. If a blue bar
is not displayed that means there were no positive results for UNC System graduates; if a red bar is not displayed that means there were no negative results for UNC
System graduates.
Figure 3: A Summary of Teacher Value-Added Results
UNC System vs. Out-of-State
ES Math, ES Read, MS Math,
MS Read, HS Biology
MS Math, MS Science, HS Biology
ES Science, MS Math, MS Science, HS Biology
UNC System vs. Alternative Entry
UNC System vs. TFA
UNC System More Effective UNC System Less Effective
0 1 2
5
3
4
3 4 5 6 7
UNC System vs. NC Private MS Math, MS Science2
5. EDUCATION POLICY INITIATIVE at CAROLINA 5
Figure 4 displays the number of statistically significant
evaluation rating results for UNC System graduates
versus teachers from other preparation portals. These
counts come from our ordered logit model controlling
for teacher and school characteristics.7
Early-career
teachers from the UNC System earn higher ratings than
NC private college/university teachers on two standards,
out-of-state prepared teachers on all five standards, and
alternative entry teachers on all five standards. Only
TFA corps members earn higher evaluation ratings than
UNC System graduates.
To better convey the magnitude of evaluation rating
differences, Figure 5 presents predicted probabilities
of rating at developing, proficient, accomplished, and
distinguished on the Facilitating Student Learning
standard. These data show that many of the statistically
significant differences between preparation portals
are rather modest in size. For example, the predicted
probabilities for teachers from UNC System, NC Private,
and out-of-state institutions are similar. Conversely,
the evaluation rating differences between UNC System
graduates and alternative entry teachers are more
practically significant.
7
Models comparing teacher evaluation ratings within the same schools return similar results—eleven positive and five negative estimates
for UNC System prepared teachers.
Note: This figure displays the number of statistically significant evaluation rating results for UNC System graduates versus teachers from other preparation portals. If a blue
bar is not displayed that means there were no positive results for UNC System graduates; if a red bar is not displayed that means there were no negative results for
UNC System graduates.
Figure 4: A Summary of Teacher Evaluation Rating Results
Note: For each preparation portal, this figure displays predicted
probabilities (adjusting for model covariates) for rating at developing,
proficient, accomplished, and distinguished on the Facilitating
Student Learning standard.
Figure 5: Predicted Probabilities for Evaluation Ratings
on the Facilitating Learning Standard
UNC System vs. Out-of-State
Standards 1-5
Standards 1-5
UNC System vs. Alternative Entry
UNC System vs. TFA
Higher Ratings for UNC System Lower Ratings for UNC System
0 1 2
5
5
Standards 1-55
3 4 5
UNC System vs. NC Private Standards 3 and 42
100
90
80
70
60
50
40
30
20
10
0
Developing Proficient Accomplished Distinguished
UNC
System
NC
Private
Out-of
-State
Alternative
Entry
TFA
6. EDUCATION POLICY INITIATIVE at CAROLINA 6
How long do teachers from
these preparation portals persist
in NCPS?
For each preparation portal, Figure 6 displays the
percentage of beginning teachers in the 2012-13, 2013-
14, and 2014-15 school years who returned for a 2nd
, 3rd
,
4th
, and 5th
year of teaching in NCPS. In-state prepared
teachers (from public and private institutions) are the most
likely to return. Ninety percent return for a 2nd
year of
teaching, 83 percent return for a 3rd
year of teaching, and
70 percent return for a 5th
year of teaching in NCPS. The
retention patterns of out-of-state and alternative entry
teachers are similar to each other—approximately 80
percent return for a 2nd
year of teaching, 66 percent return
for a 3rd
year of teaching, and 45 percent return for a 5th
year of teaching in NCPS. As expected, given their two-
year teaching commitments, TFA corps members have the
lowest retention rates beyond a second year of teaching.
Discussion
Improvements to the state’s teacher workforce require
data and evidence that informs decision making. With
this motivation, we assessed whether preparation portals
are related to the performance and persistence of early-
career teachers in NCPS. These analyses generated four
main takeaways.
First, North Carolina’s teacher workforce is predominantly
composed of traditionally prepared teachers from UNC
System, in-state private, and out-of-state institutions.
However, recent trends show declines in the percentage
of new entrants from in-state institutions. These declines
track with enrollment drops at in-state colleges of
education. Likewise, there are commensurate increases in
the percentage of newly-hired alternative entry teachers.
These shifts in the teacher workforce matter given the
performance and retention differences between UNC
System and alternative entry teachers. Second, alternative
entry teachers help fill gaps in the teacher workforce.
Relative to their traditionally trained peers, alternative
entry teachers are more diverse, more likely to hold a high-
need license, and work in schools with more economically-
disadvantaged and minority students. These data accord
with national trends for alternative entry teachers.
Third, although the performance differences are relatively
modest, on average, early-career teachers from the UNC
System are more effective than out-of-state prepared and
alternative entry teachers. These results take on greater
practical significance given the number of teachers
from each of these preparation portals. However, it is
important to note that there is much more variation in
effectiveness within preparation portals than between
them. This suggests that research should focus on better
understanding the sources of this variation in order to
inform policy and practice. Finally, differences in teacher
retention are meaningful in size and indicate that in-state
prepared teachers (from public and private institutions) are
more committed to teaching in NCPS than those from
other states or those who entered teaching alternatively.
Collectively, this evidence can guide state and local
education officials as they enact preparation and licensure
policies and target teacher recruitment and hiring efforts.
Note: This figure displays the percentage of first-year teachers in the 2012-13,
2013-14, and 2014-15 school years that return for a 2nd
, 3rd
, 4th
, and 5th
year of teaching in NCPS.
Figure 6: Teacher Retention in NCPS
100
90
80
70
60
50
40
30
20
10
0
NC
Private
Out-of
-State
UNC
System
Alternative
Entry
TFA
Year 1 Stay 2 Stay 3 Stay 4 Stay 5
7. Study Author: Kevin C. Bastian (April 2019)
EPIC is an interdisciplinary team that conducts rigorous research and evaluation to inform education
policy and practice. We produce evidence to guide data-driven decision-making using qualitative
and quantitative methodologies tailored to the target audience. By serving multiple stakeholders,
including policy-makers, administrators in districts and institutions of higher education, and program
implementers we strengthen the growing body of research on what works and in which context.
Our work is ultimately driven by a vision of high quality and equitable education experiences for all
students, and particularly students in North Carolina.
http://publicpolicy.unc.edu/epic-home/
For more research on this topic
Bastian, K.C. Henry, G.T. (2015). Teachers without borders: Consequences of teacher labor force mobility. Educational
Evaluation and Policy Analysis, 37(2), 163-183.
Henry, G.T., Purtell, K.M., Bastian, K.C., Fortner, C.K., Thompson, C.L., Campbell, S.L., Patterson, K.M. (2014).
The effects of teacher entry portals on student achievement. Journal of Teacher Education, 65(1), 7-23.
Lincove, J.A., Osborne, C., Mills, N., Bellows, L. (2015). Teacher preparation for profit or prestige: Analysis of a diverse
market for teacher preparation. Journal of Teacher Education, 65(5), 415-434.
Public Schools of North Carolina. (2019). Report to the North Carolina General Assembly: 2017-18 State of
the Teaching Profession in North Carolina. Available from: http://www.ncpublicschools.org/docs/district-
humanresources/surveys/leaving/2017-18-state-teaching-profession.pdf