Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

PDF

Educational Methods

University of Pennsylvania

Keyword
Publication Year
Publication
Publication Type

Articles 31 - 60 of 168

Full-Text Articles in Education

Slowing Entropy: Instructional Policy Design In New York City, 2011-12, Jonathan A. Supovitz Oct 2014

Slowing Entropy: Instructional Policy Design In New York City, 2011-12, Jonathan A. Supovitz

CPRE Policy Briefs

How do policymakers craft policies, particularly centered on the Common Core State Standards, to be more resilient and less likely to disintegrate during enactment? Researcher Jonathan Supovitz in Slowing Entropy: Instructional Policy Design in New York City, 2011-12 examines the design of a New York City Department of Education policy intended to engage teachers and principals across NYC with the instructional challenges of Common Core State Standards (CCSS). This summary provides an instructive backstory to some of the thought processes of the policy architects and provides insight into the way that careful policymaking can be more resilient to decay as ...


Review Of Michel Anteby, Manufacturing Morals: The Values Of Silence In Business School Education, Nicolas Cornell Sep 2014

Review Of Michel Anteby, Manufacturing Morals: The Values Of Silence In Business School Education, Nicolas Cornell

Legal Studies and Business Ethics Papers

How can we teach people to be moral? It is a difficult, deep, and terribly important question. Michel Anteby's Manufacturing Morals aims to make a contribution to answering that question by studying the inner workings of Harvard Business School (HBS).


Mobiles For Reading: A Landscape Research Review, Daniel A. Wagner Jun 2014

Mobiles For Reading: A Landscape Research Review, Daniel A. Wagner

Working Papers (Literacy.org)

This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and ...


Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer Apr 2014

Conflicting Ideologies Of Mexican Immigrant English Across Levels Of Schooling, Sarah Gallo, Holly Link, Elaine Allard, Stanton Wortham, Katherin Mortimer

GSE Publications

This article explores how language ideologies—beliefs about immigrant students’ language use—carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students’ language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, “bilinguals-in-the-making” ideology about Spanish-speaking students, while secondary educators ...


What Might We Learn From Research About Traditional Colleges And Universities, Laura W. Perna Mar 2014

What Might We Learn From Research About Traditional Colleges And Universities, Laura W. Perna

GSE Publications

This conference seeks to establish the foundations of a research agenda for determining the performance of tax-paying colleges and universities and the contributions of these institutions to societal goals. This paper advances this agenda by considering lessons learned from research on “traditional” (that is, public and private not-for-profit) colleges and universities. The paper first identifies the societal purposes of higher education and then considers what we know from research about how well traditional higher education institutions achieve these societal purposes. The paper concludes with recommendations drawn from research on traditional colleges and universities that may help guide the establishment of ...


Mobiles For Literacy In Developing Countries: An Effectiveness Framework, Daniel A. Wagner, Nathan M. Castillo, Katie M. Murphy, Molly Crofton, Fatima T. Zahra Mar 2014

Mobiles For Literacy In Developing Countries: An Effectiveness Framework, Daniel A. Wagner, Nathan M. Castillo, Katie M. Murphy, Molly Crofton, Fatima T. Zahra

Journal Articles (Literacy.org)

In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with ...


From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan A. Supovitz, Ryan Fink, Bobbi Newman Mar 2014

From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan A. Supovitz, Ryan Fink, Bobbi Newman

CPRE Working Papers

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools.

Sponsored ...


Quality, Learning, And Cultural Comparisons: Trade-Offs In Educational Policy Development, Daniel A. Wagner Jan 2014

Quality, Learning, And Cultural Comparisons: Trade-Offs In Educational Policy Development, Daniel A. Wagner

Working Papers (Literacy.org)

With the advent of the United Nations Education First initiative, and considering the continued efforts to focus on the quality of education in low-income countries, there has been a renewed interest in the improvement of learning (as distinct from school attendance) in poor and marginalized populations (Wagner, Murphy, and de Korne, 2012).1 There is a large and diverse empirical research base in the area of human learning. Yet much of the available research is substantially limited by boundary constraints of various kinds. Most prominent among them is the limited ability to generalize from findings in one population context to ...


Promoting Workforce Readiness For Urban Growth, Laura W. Perna Jan 2014

Promoting Workforce Readiness For Urban Growth, Laura W. Perna

GSE Publications

Between 2003 and 2009, the gap between the educational attainment of the population and the educational demands of available jobs (that is, "structural unemployment") increased in all but four of the nation's hundred largest metropolitan areas (Rothwell and Berube 2011). Given that a larger education gap between the demand and supply of educated workers is associated with a higher unemployment rate in the metropolitan area (2011), these data demonstrate the need to imporve educational attainment in all metropolitan areas.


Lessons Learned About Student Learning: Eight Test Cases, Peter D. Eckel Jan 2014

Lessons Learned About Student Learning: Eight Test Cases, Peter D. Eckel

GSE Publications

Takeaways

The progress—and setbacks—of eight institutions that served as test cases have yielded a set of lessons about board oversight of educational quality from which others can benefit:

1 Ensure a sufficient institutional-assessment capacity.

2 Start with what you already have.

3 Make academic quality a priority of the boad and institutional leaders.

4 Attach the effort to other activities.

5 Educate the board on education.

6 Find the right focus.

7 Allow for targeted deeper dives.

8 Develop new board processes and use time differently.

9 Deepen the engagement of the board with faculty.


Building District Capacity For System-Wide Instructional Improvement In Stamford Public Schools, Matthew Riggan, Ryan Fink Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Stamford Public Schools, Matthew Riggan, Ryan Fink

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Stamford Public Schools (SPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how SPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has SPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?


Building District Capacity For System-Wide Instructional Improvement In Cincinnati Public Schools, Cecile Sam, Matthew Riggan Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Cincinnati Public Schools, Cecile Sam, Matthew Riggan

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Cincinnati Public Schools (CPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how CPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study during Phase Two focused on a single, overarching question: to what extent has CPS central office adopted and institutionalized the seven core principles of Developing Futures ...


Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman Dec 2013

Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman

CPRE Working Papers

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions:

  1. How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation?
  2. Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS?

This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than ...


Building District Capacity For System-Wide Instructional Improvement In Erie Public Schools, Matthew Riggan, Ryan Fink, Cecile Sam, Anne Darfler Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Erie Public Schools, Matthew Riggan, Ryan Fink, Cecile Sam, Anne Darfler

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Erie Public Schools (EPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how EPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study during Phase Two focused on a single, overarching question: to what extent has EPS central office adopted and institutionalized the seven core principles of Developing Futures ...


Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler Nov 2013

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

CPRE Working Papers

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in ...


Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz Nov 2013

Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz

CPRE Working Papers

The question of how to measure effective teachers and teaching has long been of interest to policymakers and school leaders. While recent policy initiatives have focused on the use of value-added measures (VAM) to assess teacher quality, there is a much longer tradition of using observations of practice to make such determinations. However, empirical evidence suggests these two indicators often identify different sets of teachers as effective. For example, the Measures of Effective Teaching project finds low correlations between teachers’ VAM scores and their quality of instruction as measured by observational metrics. Studies with the explicit intent of identifying differences ...


Building District Capacity For System-Wide Instructional Improvement In Jefferson County Public Schools, Anne Darfler, Matthew Riggan Sep 2013

Building District Capacity For System-Wide Instructional Improvement In Jefferson County Public Schools, Anne Darfler, Matthew Riggan

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Jefferson County Public Schools (JCPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how JCPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has JCPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?


Neuroscience For Educators: What Are They Seeking, And What Are They Finding?, Cayce J. Hook, Martha J. Farah Aug 2013

Neuroscience For Educators: What Are They Seeking, And What Are They Finding?, Cayce J. Hook, Martha J. Farah

Neuroethics Publications

What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning & the Brain conferences. Responses suggest that ‘brain based’ pedagogical strategies are not all that is sought; indeed, respondents were more often drawn to the conference out of curiosity about the brain than a desire to ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta Aug 2013

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta

CPRE Research Reports

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education’s Investing in Innovation (i3) Fund to expand the ...


How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell Aug 2013

How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell

CPRE Policy Briefs

Over the last two decades, state and federal laws and grant programs, such as state accountability polices, the No Child Left Behind Act (NCLB), Race to the Top, Title I School Improvement Grants, and State Longitudinal Data System Grants, have given state education agencies (SEAs) considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, they have pressed SEAs and school districts to incorporate research-based school improvement policies and practices in their statewide systems of support for low-performing schools, technical assistance for districts, professional development for teachers, and school improvement programs. Policymakers have urged ...


The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan Jul 2013

The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

The College and Career Readiness Standards, referred to as the Common Core Learning Standards (CCLS) in New York City, are increasingly the focus of educational reform efforts across the United States. Each year for the past several years, the New York City Department of Education (NYCDOE) has created a set of focusing expectations for schools in order to guide their engagement with the CCLS. In the 2011-12 school year, which is the focus of this report, the New York Citywide Instructional Expectations (CIEs) asked schools to engage in two central activities. First, teachers in grade levels or subject areas were ...


Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides Jun 2013

Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides

CPRE Research Reports

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS).

Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for ...


The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May Apr 2013

The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May

CPRE Research Reports

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. With strong emphasis on stakeholder engagement, the GE Foundation’s Developing FuturesTM in Education program pursued a strategy of: (1) facilitating school board, union, and district leaders to work together to articulate system goals and priorities; (2) helping district leaders to build systemic change processes and develop internal-management capacity; and (3) supporting district science and mathematics initiatives through materials alignment, coaching, professional development, and other capacity-building measures ...


Getting The Best People Into The Toughest Jobs, Allan Odden Apr 2013

Getting The Best People Into The Toughest Jobs, Allan Odden

CPRE Research Reports

It is indisputable that teachers and principals have the greatest impact on student learning. Unfortunately, the education system has hired and tenured thousands of ineffective teachers and principals, particularly in high-poverty urban and rural schools. As a consequence, these schools have low levels of student learning.

To remedy this problem, the nation is engaged in multiple activities to get effective teachers into all classrooms and effective principals into all schools through more “strategic management” of education talent. Strategic talent management is an approach that manages all human resource programs—recruitment, selection, placement, development, evaluation, tenure, promotion, dismissal, and compensation—around ...


Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner Jan 2013

Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner

Book Chapters (Literacy.org)

It is early morning in Kahalé village, about 45 kilometers from the capital city. It has been raining again, and the water has been flowing off the tin corrugated roof of the one-room schoolhouse at the center of the village. The rain makes it difficult for Monsieur Mamadou, a teacher, to get to his school on this Monday morning, as the rural taxi keeps getting stuck in the mud, forcing the six other passengers to help the driver get back on the road to the village. Once at school, Monsieur Mamadou waits for his school children to arrive. At 9 ...


Introduction To Preparing Today's Students For Tomorrow's Jobs In Metropolitan America, Laura W. Perna Jan 2013

Introduction To Preparing Today's Students For Tomorrow's Jobs In Metropolitan America, Laura W. Perna

GSE Publications

Although disagreeing about how much of an increase is requred, most scholars agree that the United States must raise the educational attainment of its population in order to meet the knowledge requirements of future jobs (see Zumeta 2010 for a discussion of this debate). In Help Wanted: Projections of Jobs and Education Requirements through 2018, Anthony Carnevale, Nicole Smith, and Jeff Strohl (2010) attempt to quantify this need. They project that, by 2018, about two-thirds (63 percent) of all jobs (including both new and replacement jobs) will require at least some postsecondary education or training, up from 59 percent in ...


Learning First: A Research Agenda For Improving Learning In Low-Income Countries, Daniel A. Wagner, Katie M. Murphy, Haley De Korne Dec 2012

Learning First: A Research Agenda For Improving Learning In Low-Income Countries, Daniel A. Wagner, Katie M. Murphy, Haley De Korne

Working Papers (Literacy.org)

In 2011, the Center for Universal Education (CUE) at the Brookings Institution spearheaded the development of a common policy agenda on global education entitled A Global Compact on Learning: Taking Action on Education in Developing Countries. The report recommended a call to action for a diverse group of international stakeholders to come together to work toward achieving quality education for all. As a part of this larger policy agenda, CUE works with various scholars and organizations to address the many issues within the scope of the Global Compact on Learning.


Éire Higher Education: What American Can Learn From Ireland, Joni E. Finney, Laura W. Perna Dec 2012

Éire Higher Education: What American Can Learn From Ireland, Joni E. Finney, Laura W. Perna

GSE Publications

In July 2012, the executive doctoral class of 2013 from the University of Pennsylvania’s Higher Education Management Program in the Graduate School of Education conducted an in-depth comparative study of higher education in Ireland. The international study, an important component of the executive doctoral program, was structured to model research that we completed on the relationship between public policy and performance in five U.S. states: Georgia, Illinois, Maryland, Texas and Washington (http://www.gse.upenn.edu/irhe/srp). This research provided the foundation for the students’ research. Students examined four performance areas related to Irish higher education: 1 ...


Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver Sep 2012

Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver

CPRE Policy Briefs

Much has been written in the last decade about the spotlight that the No Child Left Behind Act (NCLB) shines on schoolperformance. Proponents and opponents alike are quick to discuss the law’s rigid definitions of school performance— exemplified by the classification of schools as making Adequate Yearly Progress (AYP) or not making AYP based largely on annual tests in reading and mathematics, disaggregating school performance by student subgroups, and requiring that all schools reach 100% proficiency. Yet for all its rigidity, the law has offered schools little guidance on how to make use of the performance data that the ...


In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook Jul 2012

In Search Of Leading Indicators In Education, Jonathan A. Supovitz, Ellen Foley, Jacob Mishook

CPRE Journal Articles

Data have long been considered a key factor in organizational decision-making (Simon, 1955; Lindblom & Cohen, 1979). Data offer perspective, guidance, and insights that inform policy and practice (Newell & Simon, 1972; Kennedy, 1984). Recently, education policymakers have invested in the use of data for organizational improvement in states and districts with such initiatives as Race to The Top (United States Department of Education, 2010) and the development of statewide longitudinal data systems (Institute for Education Sciences, 2010). These and other initiatives focus attention on how data can be used to foster learning and improvement. In other fields, including economics and business, much work has been done to identify leading indicators that predict organizational outcomes. In this paper ...