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

Education Commons

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

University of Pennsylvania

2003

Discipline
Keyword
Publication
Publication Type

Articles 1 - 30 of 33

Full-Text Articles in Education

An Exploration Of The Pay Levels Needed To Attract Students With Mathematics, Science And Technology Skills To A Career In K-12 Teaching, Anthony Milanowski Dec 2003

An Exploration Of The Pay Levels Needed To Attract Students With Mathematics, Science And Technology Skills To A Career In K-12 Teaching, Anthony Milanowski

CPRE Journal Articles

In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors ...


Getting It Right: The Mise Approach To Professional Development, Thomas B. Corcoran, Siobhan Mcvay, Kate Riordan Dec 2003

Getting It Right: The Mise Approach To Professional Development, Thomas B. Corcoran, Siobhan Mcvay, Kate Riordan

CPRE Research Reports

With an initial 10-year commitment from Merck & Co., Inc. the Merck Institute for Science Education (MISE) was founded in 1993 to demonstrate that virtually all students could reach high levels of scientific literacy. Shortly thereafter, MISE formed partnerships with four public school districts -- Linden, Rahway, and Readington Township in New Jersey, and North Penn in Pennsylvania -- where Merck has major facilities and a history of providing employee volunteers and supporting local science education initiatives. These district partnerships quickly merged into one multi-district Partnership.

MISE's approach to improving science teaching has been systemic, addressing both policy and practice in the ...


Changing District Culture And Capacity: The Impact Of The Merck Institute For Science Education Partnership, Thomas B. Corcoran, Nancy Lawrence Nov 2003

Changing District Culture And Capacity: The Impact Of The Merck Institute For Science Education Partnership, Thomas B. Corcoran, Nancy Lawrence

CPRE Research Reports

In 1993, Merck & Co., Inc. began an endeavor to make a significant and visible commitment to improving science education by creating the Merck Institute for Science Education (MISE) and supported the new venture with a 10-year, $20-million financial commitment. From its inception, MISE had two goals: to raise the interest, participation, and performance of public school students in science, and to demonstrate to other businesses that direct, focused involvement would hasten the improvement of science teaching and learning in the public schools. MISE initiated its work by forming partnerships with four public school districts — Linden, Rahway, and Readington Township in New Jersey, and North Penn in Pennsylvania — where Merck has major facilities.

CPRE was contracted by MISE in 1993 to document the implementation of the initiative and assess its impact on districts, schools, classrooms, and students. Throughout the evaluation, CPRE conducted interviews with teachers, instructional leaders, and district personnel; surveyed teachers; developed case studies of schools; and examined student achievement data in order to provide feedback on the progress of the MISE Partnership


The Use Of Research Evidence In Instructional Improvement, Thomas B. Corcoran Nov 2003

The Use Of Research Evidence In Instructional Improvement, Thomas B. Corcoran

CPRE Policy Briefs

Those who seek to reform our public schools often argue that school performance would improve if only policy and practice were based on evidence. If decision-makers and practitioners paid more attention to research findings, the argument goes, they would make better decisions about improvement strategies and resource allocation, and we would see better results. The belief in this axiom is demonstrated by the increasing frequency with which reformers, educators, and policymakers find it necessary to legitimate their actions with claims that they are "research-based." However, moving beyond rhetoric to actually put this principle into operation turns out to be difficult ...


Developing Communities Of Instructional Practice: Lessons From Cincinnati And Philadelphia, Jonathan A. Supovitz, Jolley Bruce Christman Nov 2003

Developing Communities Of Instructional Practice: Lessons From Cincinnati And Philadelphia, Jonathan A. Supovitz, Jolley Bruce Christman

CPRE Policy Briefs

Over the past several years, education reformers have increasingly invested in the development of communities within schools as a central strategy to improve teaching and student learning. These communities come in various guises, including small schools, small learning communities, and teacher teams. Two assumptions about how these communities will enhance the quality of instruction underlie the push for these more intimate learning environments. First, supporters believe that teachers will get to know their students better and therefore be more able to respond to students’ learning needs. Second, advocates contend that small communities will encourage teachers to collaborate more in order ...


Teacher And Coach Implementation Of Writers Workshop In America's Choice Schools, 2001 And 2002, Amy Jane Bach, Jonathan A. Supovitz Nov 2003

Teacher And Coach Implementation Of Writers Workshop In America's Choice Schools, 2001 And 2002, Amy Jane Bach, Jonathan A. Supovitz

CPRE Research Reports

In this report, we follow a line of inquiry that we began in a 2002 Consortium for Policy Research in Education (CPRE) report titled Implementation of the America’s Choice Literacy Workshops. Herein, we examine the implementation of the writers workshop component of America’s Choice, which we consider the core instructional reform of the first year of implementation of the America’s Choice comprehensive school reform design. By conducting structured observations in a random sample of elementary and middle school classrooms in America’s Choice schools across the United States, and applying a rubric that assesses the fidelity of ...


Mapping A Course For Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data To Guide Improvement, Jonathan A. Supovitz, Valerie Klein Nov 2003

Mapping A Course For Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data To Guide Improvement, Jonathan A. Supovitz, Valerie Klein

CPRE Research Reports

To be useful to teachers and school leaders, test data must provide more than just a destination. Student performance results must also provide guidance that informs educators that they are moving in the right direction, while providing interactive and recursive feedback for mid-course adjustments. In order for student performance data to be useful to teachers and school leaders, and to make it worthwhile for them to make the extensive efforts necessary to learn to interpret and act upon what they learn, data feedback systems must rely on multiple sources of data collected and analyzed at regular intervals.

This report is ...


Perception Versus Reality: How Important Is It That Korean Elementary School Teachers Speak "Good" English?, Yuko G. Butler Oct 2003

Perception Versus Reality: How Important Is It That Korean Elementary School Teachers Speak "Good" English?, Yuko G. Butler

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


The Use Of Complimentary Closing In E-Mail, Elizabeth Scheyder Oct 2003

The Use Of Complimentary Closing In E-Mail, Elizabeth Scheyder

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


English On The Streets Of Sweden: An Ecolinguistic View Of Two Cities And A Language Policy, Francis M. Hult Oct 2003

English On The Streets Of Sweden: An Ecolinguistic View Of Two Cities And A Language Policy, Francis M. Hult

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


Beyond The Dictogloss: Learner-Generated Attention To Form In A Collaborative, Communicative Classroom Activity, Jack Sullivan, Nigel A. Caplan Oct 2003

Beyond The Dictogloss: Learner-Generated Attention To Form In A Collaborative, Communicative Classroom Activity, Jack Sullivan, Nigel A. Caplan

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


What Explains Differences In International Performance? Timss Researchers Continue To Look For Answers, Deborah Nelson Sep 2003

What Explains Differences In International Performance? Timss Researchers Continue To Look For Answers, Deborah Nelson

CPRE Policy Briefs

The Third International Mathematics and Science Study (TIMSS)-1995 and its successor, TIMSS-1999, provide researchers, policymakers, and educators with an unprecedented opportunity to explore the possible relationships between educational policies and student achievement in an international context. Due to the amount and complexity of the TIMSS data, analyses have proceeded in phases, each providing a more detailed and sophisticated understanding of these relationships. This Brief is the third in the Consortium for Policy Research in Education’s (CPRE) series reporting on the policy implications of TIMSS data. It summarizes results of recently completed TIMSS research that explores in greater detail ...


Out-Of-Field Teaching And The Limits Of Teacher Policy, Richard Ingersoll Sep 2003

Out-Of-Field Teaching And The Limits Of Teacher Policy, Richard Ingersoll

CPRE Research Reports

The failure to ensure that the nation’s classrooms are all staffed with qualified teachers is one of the most important problems in contemporary American education. Over the past decade, many panels, commissions, and studies have focused attention on this problem and, in turn, numerous reforms have been initiated to upgrade the quality and quantity of the teaching force. This report focuses on the problem of underqualified teachers in the core academic fields at the 7-12 th grade level. Using data from the nationally representative Schools and Staffing Survey, conducted by the National Center for Education Statistics, this analysis examined ...


Is There Really A Teacher Shortage?, Richard Ingersoll Sep 2003

Is There Really A Teacher Shortage?, Richard Ingersoll

CPRE Research Reports

Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. It is widely believed that schools are plagued by shortages of teachers, primarily due to recent increases in teacher retirements and student enrollments. This report summarizes a series of analyses that have investigated the possibility that there are other factors—tied to the organizational characteristics and conditions of schools—that are behind school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup ...


External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day Jul 2003

External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day

CPRE Research Reports

In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being "on probation" if fewer than 15% (later raised to 20%) of their students score at grade-level norms on the Iowa Test of Basic Skills in reading. When placed on probation, schools face the consequences of decreased autonomy and the threat of more severe sanctions. At the same time, probation schools receive direct assistance from ...


The Heart Of The Matter: The Coaching Model In America's Choice Schools, Susan M. Poglinco, Amy J. Bach, Kate Hovde, Sheila Rosenblum, Marisa Saunders, Jonathan A. Supovitz May 2003

The Heart Of The Matter: The Coaching Model In America's Choice Schools, Susan M. Poglinco, Amy J. Bach, Kate Hovde, Sheila Rosenblum, Marisa Saunders, Jonathan A. Supovitz

CPRE Research Reports

The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America’s Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America’s Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America’s Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone ...


Second Language Acquisition Research And Applied Linguistics, Teresa Pica Apr 2003

Second Language Acquisition Research And Applied Linguistics, Teresa Pica

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


"Communicative Lingerings": An Exploratory Study Of The Emergence Of 'Foreign' Communicative Features In The Interactions Of American Expatriates After Reentry, Laura Sicola Apr 2003

"Communicative Lingerings": An Exploratory Study Of The Emergence Of 'Foreign' Communicative Features In The Interactions Of American Expatriates After Reentry, Laura Sicola

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


Acquiring Business English In A Quasi-Natural Business Environment: A Method Of Teaching Business English To Students Of Business And Economics, Oleg Tarnopolsky, Svitlana Kozhushko Apr 2003

Acquiring Business English In A Quasi-Natural Business Environment: A Method Of Teaching Business English To Students Of Business And Economics, Oleg Tarnopolsky, Svitlana Kozhushko

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


Closing The Advising Session, Mihyon Jeon Apr 2003

Closing The Advising Session, Mihyon Jeon

Working Papers in Educational Linguistics (WPEL)

No abstract provided.


Systemic Reform In Practice: Merck Institute For Science Education, Consortium For Policy Research In Education Mar 2003

Systemic Reform In Practice: Merck Institute For Science Education, Consortium For Policy Research In Education

CPRE Research Reports

MISE began partnering with four school districts — three in New Jersey and one in Pennsylvania — in 1993. The success that the partners have had in improving instructional practice in science is anchored in the belief that to make lasting improvement in teaching and, consequently in learning, one must work systemically on multiple domains of the district and school culture at the same time. MISE invited four school districts to come together to build a professional community in science, a community which valued teacher expertise and invested in the continued professional learning for teachers, a community that worked together to improve ...


The Merck Institute For Science Education: A Successful Intermediary For Education Reform, Thomas B. Corcoran Mar 2003

The Merck Institute For Science Education: A Successful Intermediary For Education Reform, Thomas B. Corcoran

CPRE Research Reports

A variety of technical assistance organizations have been created in the last 20 years to help public schools implement reforms to improve their perfor- mance. These organizations vary in size, sponsorship, and focus, but their creation rests on the common premise that the reforms needed in the schools to educate all children to high standards require strong external stimuli and resources and knowledge beyond what are ordinarily available in public school systems (McDonald, McLaughlin, & Corcoran, 2000). Accordingly, these technical assistance organizations forge partnerships with school systems under pressure to improve their performance. Working across the boundaries of the educational system ...


The Ecological Fallacy In Comparative And International Education Research: Discovering More From Timss Through Multilevel Modeling, Henry May, Erling E. Boe, Robert Boruch Mar 2003

The Ecological Fallacy In Comparative And International Education Research: Discovering More From Timss Through Multilevel Modeling, Henry May, Erling E. Boe, Robert Boruch

GSE Publications

The ecological fallacy is the assumption that empirical relationships observed at the group level generalize to individuals within the groups, and vice versa, without empirical evidence supporting this assumption. When international data are analyzed, relationships can be uncovered not only at the student or school-levels, but also at the national-level. And the factors that explain differences between nations do not necessarily provide any information about the relationships between schools or students within those nations, or vice versa. Using data from TIMSS, several examples illustrating this point are presented, and the implications for comparative education research are discussed.


The Relationship Between Teacher Implementation Of America's Choice And Student Learning In Plainfield, New Jersey, Jonathan A. Supovitz, Henry May Jan 2003

The Relationship Between Teacher Implementation Of America's Choice And Student Learning In Plainfield, New Jersey, Jonathan A. Supovitz, Henry May

CPRE Research Reports

Rarely in educational research do we have access to data that allow us to empirically explore the relationships between the practices of individual teachers and the learning of their students. This report is one of those exceptional cases. In this report, we use data from Plainfield, New Jersey in which individual teachers' survey responses about America's Choice were linked to the test gains of the students who were taught by those teachers. By working closely with district administrators, we were able to link individual survey responses to the district's student achievement databases while retaining the confidentiality of both ...


Curriculum As A Resource For The Development Of Social Identity, Stanton Wortham Jan 2003

Curriculum As A Resource For The Development Of Social Identity, Stanton Wortham

GSE Publications

This article describes how categories from the curriculum can play a central role in the interactional construction of students’ identities. Drawing on data from one ninth-grade English and history class across an academic year, the article describes an adolescent who was assigned and came to enact the identity of a disruptive outcast from the classroom community. It then describes how this student’s identity development was facilitated by discussions of a curricular theme. The article traces the student’s trajectory across the year and then analyzes one classroom discussion in detail, showing the interactional construction of her alienation from school ...


Learning In Education, Stanton Wortham Jan 2003

Learning In Education, Stanton Wortham

GSE Publications

Learning takes place in many settings, but educational institutions foster both breadth and depth of learning. Different types of teaching make very different assumptions about what learning is.


“There Is No Way Without A Because”: Revitalization Of Purpose At Three Liberal Arts Colleges, Matthew Hartley Jan 2003

“There Is No Way Without A Because”: Revitalization Of Purpose At Three Liberal Arts Colleges, Matthew Hartley

GSE Publications

This paper describes the renewal of mission at three liberal arts colleges. Based on interviews with 77 participants and the review of more than 2,000 pages of institutional documents, the study explores how groups of individuals responded to an institutional crisis by seeking a more satisfying institutional life. The paper draws parallels between these efforts at mission-centered change and socio-cultural movement theory.


Saving For College And The Tax Code: A New Spin On The “Who Pays For Higher Education?”, Laura W. Perna Jan 2003

Saving For College And The Tax Code: A New Spin On The “Who Pays For Higher Education?”, Laura W. Perna

GSE Publications

No abstract provided.


Afterword: Ecology And Ideology In Multilingual Classrooms, Nancy H. Hornberger Jan 2003

Afterword: Ecology And Ideology In Multilingual Classrooms, Nancy H. Hornberger

GSE Publications

No abstract provided.


La EducacióN BilingüE Intercultural, La Escrituralidad, Y Los, Derechos Humanos LingüÍSticos, Nancy H. Hornberger Jan 2003

La EducacióN BilingüE Intercultural, La Escrituralidad, Y Los, Derechos Humanos LingüÍSticos, Nancy H. Hornberger

GSE Publications

Em muitos casos dispersos pelo mundo – incluindo grupos étnicos da Amazônia Brasileira, os guaranis bolivianos, grupos indígenas andinos e amazônicos dentre outros – a educação intercultural bilíngüe torna-se o veículo não somente para o desenvolvimento da escrita nas línguas indígenas e para o desenvolvimento acadêmico dos seus falantes, mas também para a mobilização dos povos indígenas e a manutenção, revitalização e incremento de suas línguas, se assim o desejarem. A questão não é tanto se ou como o letramento na língua indígena e a educação intercultural bilíngüe promovem os direitos lingüísticos, antes sim que tipos de letramento e direitos lingüísticos serão ...