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Relevant bibliographies by topics / School districts Teaching Education

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Academic literature on the topic 'School districts Teaching Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School districts Teaching Education"

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Saclarides, Evthokia Stephanie, and Kristin E. Harbour. "Review of Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office." Journal for Research in Mathematics Education 50, no. 4 (July 2019): 464–67. http://dx.doi.org/10.5951/jresematheduc.50.4.0464.

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In Systems for Instructional Improvement: Creating Coherence from the Classroom to the District Office, Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and their colleagues showcase a long-term professional development project titled Middle School Mathematics and the Institutional Setting of Teaching (MIST). The MIST Project included an extensive team of researchers who engaged in a Research-Practice Partnership with teachers, instructional leaders, and administrators from four urban school districts for multiple years (two districts for 4 years and two districts for 8 years). The overarching purpose of this project, based on mutual goals of the school districts and the research team, was to “take a broad perspective that spans from the classroom to the district central office” (p. 3) to understand how to most effectively “support teachers’ development of ambitious and equitable instructional practices” (p. 2). More specifically, the MIST team had two types of goals: pragmatic and research. Their pragmatic goal was to assist the four partner school districts with their instructional improvement objectives by engaging in annual cycles of data collection, analysis, and feedback to help district leaders understand the extent to which the district's instructional improvement strategies were being implemented as intended and to make recommendations for revising the improvement strategies. Their research goal was to identify effective improvement strategies that districts can implement to improve mathematics teaching and learning on a large scale.

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Hughes, Rodney, Lauren Dahlin, and Tara Tucci. "An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship With Students’ College-Going Outcomes." Educational Policy 35, no. 1 (November 30, 2018): 131–58. http://dx.doi.org/10.1177/0895904818813302.

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In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.

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Leech, Nancy L., Carolyn A. Haug, Natalie Ridgewell, and Wendy Rubin. "Motivation to Teach in the Current Climate: An Examination of Three School Districts in Transition." Journal of Education 200, no. 2 (September 15, 2019): 75–88. http://dx.doi.org/10.1177/0022057419875125.

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This study employed survey research methods to collect data from teachers from a district with long-term, high conflict between teachers and the school board and teachers from two districts with short-term, medium conflict between teachers and the school boards. Teachers in highly politicized school districts had quite different perceptions of teaching than those in more stable contexts. Differences included diminished perception of the value of teaching as a job, questioning the impact they could have on social inequities and disadvantages, and less support received from family and friends about their teaching career, among several others.

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Grossman, Pamela, and Clarissa Thompson. "District Policy and Beginning Teachers: A Lens on Teacher Learning." Educational Evaluation and Policy Analysis 26, no. 4 (December 2004): 281–301. http://dx.doi.org/10.3102/01623737026004281.

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This analysis considers the role district policy environments play in the lives of beginning teachers. As part of a larger longitudinal study of teacher learning in the language arts, the authors analyzed the experiences of three first-year teachers in two contrasting school districts. This article assesses the role of policies concerning curriculum, professional development, and mentoring in teachers’ opportunities in learning to teach language arts. The ways in which districts were organized had consequences for what these beginning teachers learned about teaching; district structures either encouraged or deflected conversations about teaching English. In addition, the authors found that districts served powerful roles as teacher educators. The tasks the districts assigned the teachers, the resources they provided, the learning environments they created, and the conversations they provoked proved to be consequential in shaping both teachers’ concerns and their opportunities for learning about teaching language arts.

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Lincove, Jane Arnold, Nathan Barrett, and Katharine O. Strunk. "Lessons From Hurricane Katrina: The Employment Effects of the Mass Dismissal of New Orleans Teachers." Educational Researcher 47, no. 3 (February 28, 2018): 191–203. http://dx.doi.org/10.3102/0013189x18759542.

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In the aftermath of Hurricane Katrina, the Orleans Parish school district fired over 4,000 public school teachers as the city underwent a transition to a market-based system of charter schools. Using administrative data, we examine whether and how these teachers returned to public school employment and teaching. We estimate that school reform and dismissal substantially increased teacher exit from the district and the state relative to similar teachers in other parishes that suffered hurricane damage. Dismissed teachers who returned were more likely to be Black and locally trained, but new hiring through alternative certification programs led to a substantial demographic shift. A teacher population that had been highly experienced and more than 70% Black shifted through new hiring at charter schools. Implications for other districts considering teacher employment reforms are discussed.

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Starr, Joshua P. "On Leadership: Who are the real experts in your school system?" Phi Delta Kappan 102, no. 2 (September 22, 2020): 60–61. http://dx.doi.org/10.1177/0031721720963236.

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Experts have long sought systems to spur improvements in teaching and learning. PDK’s Joshua P. Starr reflects on how, in the 1990s, his Plainfield, New Jersey, district implemented walk-throughs to determine how well teachers and schools were implementing the district’s literacy program. Classroom visitors had a list of items to look for, and they made recommendations to school leaders based on what they saw. Although such a system has merit, Starr now questions whether it placed the expertise in the wrong place. Central offices have evolved to focus more on compliance and operations than on instructional leadership. As districts make decisions about how to get students back on track after the COVID-19 pandemic, they might be best served to look to teachers for understanding about how best to serve students.

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O'Dwyer, Laura M., Michael Russell, and Damian Bebell. "Identifying Teacher, School, and District Characteristics Associated with Middle and High School Teachers' Use of Technology: A Multilevel Perspective." Journal of Educational Computing Research 33, no. 4 (December 2005): 369–93. http://dx.doi.org/10.2190/4bvw-5ndj-l2g3-eand.

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Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey data collected from 1,404 middle and high school teachers in 52 schools across 22 Massachusetts school districts to examine how technology is being used by upper grade teachers, and examines the school and district organizational characteristics that are associated with increased use of technology as a teaching and learning tool. Specifically, this research used hierarchical linear regression (HLM) techniques to model the teacher, school and district characteristics associated with five specific teacher uses of educational technology. This research found that both teacher and organizational characteristics were each found to be associated with the five technology uses, and characteristics varied in their ability to predict the five different uses.

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Ryan, Richard M., and Netta Weinstein. "Undermining quality teaching and learning." Theory and Research in Education 7, no. 2 (June 25, 2009): 224–33. http://dx.doi.org/10.1177/1477878509104327.

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Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, high-stakes testing (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a plethora of unintended negative consequences, leading some to suggest that HST corrupts educational practices in schools. Although there are many accounts of these negative results, SDT supplies the only systematic theory of motivation that explains these effects. In what follows we describe the motivational principles underlying the undermining effects of HST on teachers and learners alike.

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Johnson, Gary, G. Franklin Elrod, Debbie C. Davis, and Jean C. Smith. "Services in a Rural High Wealth and Low Wealth School District." Rural Special Education Quarterly 19, no. 1 (March 2000): 9–16. http://dx.doi.org/10.1177/875687050001900103.

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Using a comparative analysis of two rural school districts with similar demographic profiles in Mississippi, the impact on special education programming of disparate school district wealth was studied. The study revealed that the wealthy school district had far greater local revenues supporting special education that was not offset by either state or federal dollars. This revenue difference was most obvious in differences in the quality of special education personnel, with the wealthier district employing teachers with higher academic degrees and with more teaching experience. Implications for resource equalization are also discussed.

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Hinze-Pifer, Rebecca, and Daniel S. Ramsey. "Evaluating Education Information Systems: Implementation of Longitudinal Student Data Systems in Six School Districts." Policy Perspectives 18, no. 1 (October 18, 2011): 71. http://dx.doi.org/10.4079/pp.v18i0.9357.

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Education reformers are currently spending significant resources and effort advocating for school districts to adopt integrated, longitudinal computer systems. They hope the systems will help teachers understand their students as well as adapt their teaching methods. Additionally, they argue higher-quality data will help administrators and policymakers determine if schools are successful. This paper describes the experiences of six districts as they adopted education information systems, discusses emergent themes based on their cases, and explores implications for policymakers and school leaders.

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Dissertations / Theses on the topic "School districts Teaching Education"

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Hicks, Ann Marie. "Factors Influencing the Teaching of Instrumental Music in Rural Ohio School Districts." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275443334.

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Mavuso, Mzuyanda Percival. "Education District Office support for teaching and learning in schools: the case of two districts in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006259.

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The idea of district support for schools is based on the view that local education offices are best placed to play a critical role in the promotion of quality teaching and learning. In performing this mandate whose characterisation has, over time, moved away from ‘inspection’ and ‘supervision’ both of which are seen as old fashioned and undemocratic, to support, which is seen as developmental. The aim of this study was to understand how three categories of district based officers, Subject Advisors, Integrated Quality Management System Coordinators and Education Development Officers support teaching and learning in schools. This was a case study of two districts in the Eastern Cape Province of South Africa. A total of six district officials and four school based officials participated in this study. In-depth interviews and document analysis were carried out. There were four main findings. First, support for schools by three district based officials was understood and practiced as administrative tasks, mainly consisting of monitoring policy implementation and monitoring resource provision to schools. School Management Teams saw district officers’ visits as focussing on compliance rather than support. Second, some pedagogical support was given by Subject Advisors through training teachers in subject content and methods of teaching that subject. This was done through workshops and demonstration lessons. However Subject Advisors did not at any time observe actual classroom teaching to see if teachers were implementing what they had learnt at workshops. Third, none of the officers mentioned direct support for teaching and learning at classroom level. Visits by officials were not directly linked to influencing teaching and learning classroom level. Fourth, schools saw district officials as working in separate pockets and sometimes sending different signals to them, despite claims by district officials that inter-disciplinary meetings were held among district officials, however, the nature of the coordination and the use to which it is put remains unclear. There were three main conclusions, first that although the district officials’ visits to schools were described as support, they exhibited the trappings of technicism of inspection; supervision and control; and appeared to neglect the developmental aspects implied in the notion of support. Second, the conception and practice of support visits by district officials were characterised by tension between support and control. Third, at district level support to schools lacked coordination among the three categories of officers who visit schools. This has implications for quality management in schools. Given the findings and conclusions of this study; it is recommended that the issue of support for schools be the focus of a survey research for which a probability sample must be drawn in order to generate findings that are generalisable across the participating target population. Other research could focus on investigating mechanisms by which the tension between support and control can be resolved. To improve practice of a framework for the development of a coordinated district support focusing on the core business of teaching and learning is suggested.

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Marks, Lori J., K. Puckett, and M. L. McMurray. "Establishing Assistive Technology Service Centers for Small Rural School Districts." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3555.

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Brown-Cox, Wanda. "Motivating factors that influence African American teaching candidates to seek positions with particular school districts /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842579.

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Hudson, Tina M., and Cathy Galyon-Keramidas. "Leaping over Firewalls! Identifying and Overcoming Barriers with School Districts to Promote Collaboration with Technology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4000.

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Institutes of higher education with teacher education programs are increasingly utilizing video technology for field supervision. Many rural school districts, however, are still reluctant to allow the use of video, even when it is required of edTPA. The presenters will discuss recent experiences and propose possible solutions based on research.

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Dufrene, Gini E. "Moving On: A Phenomenological Study on the Experiences of Migrating Teachers in Disadvantaged School Districts." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2456.

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Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision.

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Smith, Mary Eileen. "Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/382.

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Currently there is a national policy debate on the issue of appropriate educational programs for language minority students. This study addresses the issue at the state level, asking: Are ESL/bilingual education policies in Oregon school districts providing equal educational opportunity for language minority students? The purpose of the study is to document ESL/bilingual policies in Oregon school districts, and to analyze them in terms of their contribution to equality of educational opportunity. Policy analysis serves as the theoretical framework for the study because of its potential as a synthesizing paradigm for studies in educational administration. The Policy Process Model (Heflin, 1981), incorporates three stages: (a) policy formulation, (b) policy implementation, and (c) policy impact. The research questions correspond to these three stages, and seek to analyze policy in eight areas pertinent to ESL/bilingual education. (1) Identification and assessment; (2) Instructional programs; (3) Primary language usage; (4) Exiting and mainstreaming; (5) Recognition of minority group cultures; (6) Parental involvement; (7) Personnel requirements; (8) Program evaluation. Survey research was chosen as an efficient method of gathering data from a large number of subjects throughout a widespread geographical area. The design of the survey instrument included an analysis of legal and theoretical bases for educating language minority students, expert input, and field testing. The entire population of 305 Oregon school districts was surveyed. A 93.8 percent response rate was obtained. The analysis of data produced the following conclusions: (1) There is a large and growing population of limited-English proficient (LEP) students in Oregon schools. Although most districts provide some type of programs for LEPs, district policy is rarely mentioned as the reason for doing so. (2) Implementation varies widely from district to district, in the absence of clear statewide standards for effective education for language minority students. (3) Only nine percent of districts reporting LEP students implement ESL/bilingual policies that apparently are in complete compliance with federal and state laws. (4) Only two percent implement policies that concur with basic principles for educating language minority students. (5) A district's level of compliance with the laws and concurrence with basic principles do not correlate with district size; rather with numbers or percentages of LEP students in the district.

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Harris, Pakethia. "Money Matters: An Examination of Special Education Characteristics in Efficient and Inefficient Texas School Districts." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7515.

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This study veers from the traditional perspective of examining school efficiency or productivity as a cost minimizing process, in which educational inputs are minimized to achieve maximum outputs (student performance). Instead, it provides a critical examination of the dominant, cost minimizing assumption associated with efficiency models and suggest schools instead behave similarly to budget maximizers as presented in Niskanen’s (1971) seminal budget maximizing framework. The study examines the relationship between total student expenditures and subsequent student outcomes, establishing the relative efficiency of Texas school districts using stochastic frontier analysis within a budget-maximizing framework. Additionally, the study investigates how special education populations are structured within those districts deemed efficient or inefficient. The results of the study concluded that district efficient type did not result in different educational outcomes for students with disabilities. While analysis revealed that inefficient districts spend almost twice as much as efficient districts, no other significant differences were identified among districts type based on the percentage of students receiving special education or student performance. This study contributes to the growing need to identify more appropriate estimation techniques for measuring school productivity and how students with special needs should be included in the education productivity conversation.

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Deering, Tanya Marie. "A Co-Teaching Program Evaluation in a School District in Missouri." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682282.

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This study was a program evaluation on the co-teaching model within the Smallville School District (a pseudonym) measuring its effectiveness defined by the perceptions of leaders in the field of special education. This study filled the gap of previous co-teaching studies by investigating a rural school district, across all buildings. The researcher selected the tools of classroom observations; convenience sample interviews; administrator, teacher, student, and parent surveys; and secondary data from High Quality Professional Development (HQPD) and the school budget.

The researcher collected data with surveys, observations, and interviews to determine the perceptions of all stakeholders involved in the co-teaching experiences in the Smallville School District. Results included four essential emerging themes compiled from all interviews and surveys noted by the researcher. These themes were a lack of professional development, lack of common plan time, lack of consistent collaboration, and lack of emphasis on co-teaching due to extensive curriculum writing, during the 2013-2014 school year. When taking the MAP data and applying it to a t-test by two unequal samples at each level, the researcher found significant differences in the general education and special education scores at the elementary Communication Arts 2013 data, secondary Mathematics 2013 data, and the secondary Communication Arts 2013 data. Special education students in the co-teaching setting showed an overall increase in tests scores than their counterparts in the special education setting. The general education students in a co-teaching classroom, maintained or their scores decreased on the MAP and EOC.

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Speelman, Sophia Antoniou. "A Mixed-Methods Study of Academic Achievement and Academic Progress in 9-12 Ohio Public Charter Schools Versus Their Counterparts in Traditional Public School Districts: Identifying Successful Charter School Teaching Practices." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532468906285253.

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Books on the topic "School districts Teaching Education"

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Carey, Kelley D. School district master planning: The teaching supplement. Lanham, Md: Rowman & Littlefield Education, 2012.

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National Research Council (U.S.). Committee on Title I Testing and Assessment. Testing, teaching, and learning: A guide for states and school districts. Edited by Rothman Robert 1959- and Elmore Richard F. Washington, D.C: National Academy Press, 1999.

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1934-, Aitken Robert, and Jantzi Doris, eds. Making schools smarter: A system for monitoring school and district progress. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2001.

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1934-, Aitken Robert, ed. Making schools smarter: A system for monitoring school and district progress. Thousand Oaks, Calif: Corwin Press, 1995.

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Sommer, Andy. Rural school district cooperatives. Portland, Or: Northwest Regional Educational Laboratory, 1990.

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Partnerships for new teacher learning: A guide for universities and school districts. New York: Teachers College, Columbia University, 2011.

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Brouillet, Frank B. Report to the Legislature on the implementation of teacher evaluation standards, model evaluation programs, and technical assistance to local school districts on evaluator training. Olympia, Wash: Superintendent of Public Instruction, 1986.

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Jennings, Matthew. Leading Effective Meetings, Teams, and Work Groups in Districts and Schools. Alexandria: ASCD, 2009.

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1934-, Aitken Robert, and Jantzi Doris, eds. Making schools smarter: Leading With evidence. 3rd ed. Thousand Oaks: Corwin Press, 2006.

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Tom, Oxholm, ed. A school district's journey to excellence: Lessons from business and education. Thousand Oaks, Calif: Corwin Press, 2008.

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Book chapters on the topic "School districts Teaching Education"

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Knight, David S., and Jesus E. Mendoza. "Compounded Inequities: Tracking School Finance Equity for Districts Serving Low-Income Emergent Bilingual Students." In Dual Language Education: Teaching and Leading in Two Languages, 35–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10831-1_3.

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Murray, W. Bosseau, and Arthur J. L. Schneider. "Teaching High School Students." In Simulators in Anesthesiology Education, 9–14. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_2.

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Goldfield, Raymond. "Physical Education, Teaching." In Encyclopedia of Cross-Cultural School Psychology, 729–31. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_314.

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Nieto, Sonia. "Multicultural Education and School Reform." In Language, Culture, and Teaching, 29–52. Third edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315465692-4.

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McBride, Jennifer M., and Richard L. Drake. "Anatomy Education in an Innovative Medical School Curriculum." In Teaching Anatomy, 453–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43283-6_44.

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McBride, Jennifer M., and Richard L. Drake. "Anatomy Education in an Innovative Medical School Curriculum." In Teaching Anatomy, 313–17. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08930-0_34.

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Ledford, Jennifer, Justin D. Lane, and Erin E. Barton. "Teaching throughout the School Day." In Methods for Teaching in Early Education, 211–31. First edition. | New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315109800-14.

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Nevalainen, Raimo, Eija Kimonen, and Thomas L. Alsbury. "Educational Change and School Culture." In Reforming Teaching and Teacher Education, 195–224. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-917-1_8.

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Wong, Ngai-Ying, Qiaoping Zhang, and Xiaoqing Li. "(Mathematics) Curriculum, Teaching and Learning." In Mathematics Curriculum in School Education, 607–20. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_28.

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Guthrie, Gerard. "Classroom Teaching And School Effectiveness." In The Progressive Education Fallacy in Developing Countries, 77–101. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1851-7_5.

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Conference papers on the topic "School districts Teaching Education"

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Ahmad Khan, Waqas. "Comparative Analysis of the Assessment Practices in Public and Private school (A cause study of Lahore and Kasur districts in Punjab, Pakistan)." In 2nd International Academic Conference on Education, Teaching and Learning. GLOBALK, 2020. http://dx.doi.org/10.33422/2nd.iacetl.2020.12.16.

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Buczynski, Sandy, and Mathews Kai. "An urban school district's 21st century teaching vision: Integration and readiness to incorporate technology." In Annual International Conference on Education & e-Learning (EeL 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-1814_eel16.12.

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Karbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.

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The objective of the NSF RET (Research Experiences for Teachers) site program hosted by the University of Central Florida is to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things, from the manufacturing of a sensor, to the hardware and software that allows it to connect to the Internet. This program gives teachers learning opportunities to explore the practical use of science for engineering applications, and provide a context in which students in their classroom can test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of this site program lies in the engagement of teachers in various facets of scientific, engineering, and educational methods based on Train-the-Trainer model with rotation in multiple research labs. In order to support the STEM educational services for teachers and students in middle and high schools, our site program aims at creating competent teacher trainers who ensure quality pre-service and in-service teacher education, by providing multidisciplinary experiences that are relevant to the current technical development. Teachers in the adjacent public school districts are primary participants in this site program. Significant efforts have been made to recruit teachers serving underrepresented student populations, and female and minority teachers who can reach out to them. In our RET site program, the participants rotated to four different laboratories with a 1.5–3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories on the university campus under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes in the final week and were invited back to share their educational implementation experiences in their classes. This site program provided teachers with interdisciplinary engineering design experiences relevant to innovative technical development, and helped them develop teacher-driven teaching modules that can be deployed in the classroom.

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Megasari, Eliza, Yasir Arafat, and Alhadi Yan. "The Influence of Teaching Style and Teacher Work Motivation on the Learning Outcomes of Junior High School Students in Beringin Island Sub-District." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.191.

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Nurhaedah, Nurhaedah, Rosidah Salam, and Supriadi Supriadi. "The Effect Of Contextual Teaching And Learning (Ctl) Approach Toward The Reading Achievement Of Class V Students At Sapiria Elementary School, Barombong District, Gowa Regency." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290054.

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Andrews Ghanney, Robert. "Academic Performance in Mining Areas: The Case of Selected Junior High Schools in the Atwima Kwanwoma District, Ghana." In International Virtual Conference on Education, Teaching and Learning. GLOBALKS, 2020. http://dx.doi.org/10.33422/ivcetl.2020.05.165.

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7

Santo, Rafi. "5 Lessons on Supporting CSforAll in K12 School Districts." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293767.

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8

Novikov, A. N., and M. S. Novikova. "МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ." In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.35735/tig.2019.20.67.004.

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География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

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9

Novikov, A. N., and M. S. Novikova. "МИРОВОЗЗРЕНЧЕСКИЕ ФОРМУЛЫ В ГЕОГРАФИИ:ОСОБЕННОСТИ РЕАЛИЗАЦИИ В НАУКЕ И ОБРАЗОВАНИИ." In Geosistemy vostochnyh raionov Rossii: osobennosti ih struktur i prostranstvennogo razvitiia. ИП Мироманова Ирина Витальевна, 2019. http://dx.doi.org/10.33833/tig.2019.20.67.004.

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Abstract:

География это мировоззренческая наука. Сложившаяся за десятилетия структура курса обучения географии в российской средней школе знакома каждому из нас и состоит из четырёх этапов. В университете система обучения будущих учителей географии состоит из тех же самых этапов, однако, это не просто углублённое повторение школьной программы, это совершенно новый, более высокий уровень географического образования. Как на школьном, так и на университетском уровнях изменения происходят в масштабе тем и разделов отдельных этапов, но этапы остаются неизменными. Межэтапный уровень является предельным, его осознание не попадает в область рефлексии педагогов и методистов. Отсутствуют и научные труды по его анализу. В качестве метода исследования выступает диалектика, законы которой срабатывают в виде мировоззренческих формул. В школьном географическом образовании проблема формирования восприятия не проявляется чётко и поэтому не осознаётся. Проблемы начинают проявляться на межэтапном уровне. Мировоззренческая формула дихотомии перестала работать в виде противопоставления отраслевая география районная география, взаимодействие в этой бинарной оппозиции строилось по принципу отраслевой анализ региональный синтез. В разделах районной географии исчезли механизмы (энергопроизводственные циклы) и формы синтеза (природнотерриториальные и территориальнопроизводственные комплексы). Произошла утрата целесообразности изучения районной географии. Новых форм синтеза в постсоветское время на вооружение российской школьной и университетской географией принято не было. В университетском курсе, который был направлен на осознание диалектических знаний школьного курса и развитие их, невозможно провести рефлексию, так как основы географических знаний у абитуриентов бесформенные. Владение мировоззренческими формулами это вопрос отражения географической реальности. В переходе с уровня на уровень возрастает самостоятельность географического мышления и удаление от стереотипов, возрастает эвристический потенциал за счёт сочетания формул, которое даёт вариативность отражения географической реальности. Geography is a worldview science. The structure of the geography course in the Russian secondary school, which has developed over the decades, is familiar to each of us and consists of four stages. At the University, the system of teaching future teachers of geography consists of the same stages, however, it is not just an indepth repetition of the school curriculum, it is a completely new, higher level of geographical education. At both the school and University levels, changes occur in the scale of topics and sections of individual stages, but the stages remain the same. The interstage level is the limit, its awareness does not fall into the field of reflection of teachers and methodologists. There are no scientific papers on its analysis. The method of research is dialectics, the laws of which work in the form of worldview formulas. In school geographic education, the problem of perception formation is not clearly manifested and therefore is not realized. Problems begin to emerge at the interstage level. The worldview formula of dichotomy ceased to work in the form of the opposition sectoral geography regional geography, the interaction in this binary opposition was based on the principle of sectoral analysis regional synthesis. Mechanisms (energy production cycles) and forms of synthesis (naturalterritorial and territorialproduction complexes) have disappeared in the sections of the district geography. There was a loss of expediency of studying of regional geography. New forms of synthesis in the postSoviet period were not adopted by the Russian school and University geography. In the University course, which was aimed at understanding the dialectical knowledge of the school course and their development, it is impossible to reflect, as the basis of geographical knowledge of students formless. The possession of ideological formulas is the question of geographic reality. In the transition from level to level increases the independence of geographical thinking and the distance from stereotypes, heuristic potential increases due to the combination of formulas, which gives variability of reflection of geographical reality.

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Windari, Dr, Dr Darwin, and Sukarman Purba. "Implementation Of School Accreditation Policy at State Elementary School In Medan Area Districts." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.187.

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Reports on the topic "School districts Teaching Education"

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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, February 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.

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Dodson III, Marvin E., and Thomas A. Garrett. Inefficient Education Spending in Public School Districts: A Case for Consolidation. Federal Reserve Bank of St. Louis, 2002. http://dx.doi.org/10.20955/wp.2002.010.

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3

Measure, Edward M., and Edward Creegan. Gains in the Education of Mathematics and Science GEMS: Teaching Robotics to High School Students. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada577062.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.

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Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.382.

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Berry, Barnett, and P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, June 2019. http://dx.doi.org/10.51388/20.500.12265/104.

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This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.

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