Education Commons^™

Factors Affecting The Impact Of Professional Development Programs On Teachers' Knowledge, Practice, Student Outcomes & Efficacy, Lawrence Ingvarson, Marion Meiers, Adrian Beavis

Professional learning for teachers and school leaders

This report examines effects of structural and process features of professional development programs on teachers’ knowledge, practice and efficacy. It is based on four recent (2002-2003) studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional developmental activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed …

Student Use Of Email, Ernest Sams

Office of Institutional Effectiveness

We’re all aware that most of our students are heavy and proficient uses of e-mail. Despite that fact (or maybe because of it), we sometimes have a hard time figuring out which e-mail address to use to communicate with a class full of students. Should we always use the students’ official campus e-mail? The Hotmail, Yahoo, or AOL accounts that many students list for us? Are there tools available that facilitate e-mail communication with students?

Finance 2005-06, Uno Office Of Institutional Effectiveness

IPEDS Finance

IPEDS Finance annual report contains the following information: • Revenues by source (e.g., tuition and fees, government, private gifts) • Expenses by function (e.g., instruction, research, plant maintenance and operation) • Scholarships, physical plant assets and indebtedness • Assets, liabilities and net assets • Different formats are used based on the institution’s accounting standards

Student Financial Aid 2005-06, Uno Office Of Instituional Effectiveness

IPEDS Financial Aid

IPEDS Student Financial Aid annual report contains the following information:

• Number and percent of undergraduate and of full-time, first-time, degree/certificate-seeking undergraduate students receiving student financial aid, by type of aid and average amount of aid received

Fall Enrollment 2005-06, Uno Office Of Institutional Effectiveness

IPEDS Fall Enrollment

IPEDS Fall Enrollment annual report contains the following information: • Full- and part-time fall enrollments by level, by race/ethnicity and gender of student • Number of students engaged in distance education, by level and location • Age distributions by student level (odd-numbered years) • State of residence of first-time first-year students (even-numbered years) • Total number of students in the entering class • Fall-to-fall retention rates of full-time and part-time, first-time degree/certificate-seeking undergraduate students (less than 4-year institutions), and first-time bachelor’s degree-seeking students (4-year institutions)

Graduation Rates 2005-06, Uno Office Of Institutional Effectiveness

IPEDS Graduation Rate

IPEDS Graduation Rates annual report contains the following information: • Numbers of students entering the institution as full-time, first-time, degree or certificate-seeking in a particular year (cohort), by race/ethnicity and gender • Number completing within 150% of normal time to program completion • Number transferred to other institutions • Developed to help institutions comply with requirements of Student Right-to-know • Worksheets are provided to calculate rates

Institutional Characteristics 2005-06, Uno Office Of Institutional Effectiveness

IPEDS Institutional Characteristics

IPEDS Institutional Characteristics Annual report contains the following information:

• Admissions requirements
• Institutional price/cost data for full-time, first-time, degree/certificate-seeking undergraduate students
• Tuition and required fees by level or program
• Room and board charges

One Teacher’S Resistance To The Pressures Of Test Mentality, Caitlin E. Mcmunn Dooley

Early Childhood and Elementary Education Faculty Publications

The emphasis on testing in Texas public schools has shaped literacy instruction in many classrooms. This article details how one Special Education teacher resists this testing mentality. She refuses to use the multiple-choice practice tests and prescribed programs that dominate the classrooms of many other teachers in her school; instead, she endorses authentic assessments and informed individualized instruction as a way to engage her students in the world of reading and writing.

The Geographical Accessibility Of Inpatient Services Used For Heart-Related Ambulatory Cara Sensitive Conditions In Kentucky, Timothy S. Hare

Faculty Research at Morehead State University

A report submitted by Timothy S. Hare to the Research and Creative Productions Committee in 2005 on geographical accessibility of inpatient hospital services used to treat heart-related ambulatory care sensitive (ACS) conditions in Kentucky.

Healthcare Utilization, Deprivation, And Heart-Related Disease In Kentucky, Timothy S. Hare, Holly R. Barcus

Faculty Research at Morehead State University

A report submitted by Timothy S. Hare to the Research and Creative Productions Committee in 2005 on the relationship between patterns of healthcare facility utilization for heart-related disease in Kentucky.

The Development Of Intelligent Machining-Error Detector For Machining Sculptured Surfaces Using 3 Or 5 Axes Cnc Milling Machine, Rachmawati Wangsaputra

Faculty Research at Morehead State University

A report submitted by Rachmawati Wangsaputra to the Research and Creative Productions Committee in 2005 on generating tool paths for machining sculptured surfaces.

The Gender Gap In Naep Fourth-, Eighth-, And Twelfth-Grade Reading Scores Across The Years 1992-2003, Beverly M. Klecker

Faculty Research at Morehead State University

This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically significant (p.<.01 with effect size measured by Cohen's d) differences in reading scores by gender were consistent across grade level and years with females scoring higher than males. A discussion of the calculation and reporting of effect size with NAEP data is included as well as implications for the No Child Left Behind goals of "closing the gap." This paper presents the argument that the 'child left behind' in reading is very likely to be male--from elementary school through university.

The Effects Of School Location On Math And Science Achievement Trends: A Primer On Growth Modeling In Education Policy Research, Edward B. Reeves

Faculty Research at Morehead State University

The effect of school location on math and science learning is currently an important policy issue in the United States and in other countries, such as Australia. The present paper uses a 5-year series of math and science achievement data from the state of Kentucky to determine the effects of school location on learning in these subject areas. Adopting an organizational assessment approach, I show how growth models may be used to estimate achievement trends. I also demonstrate methods for discovering two important sources of invalidity in growth models: regression artifacts and spuriousness. Failure to account for these sources of …

The Effects Of School Location On Math And Science Achievement Trends: A Primer On Growth Modeling In Education Policy Research, Edward B. Reeves

Faculty Research at Morehead State University

The effect of school location on math and science learning is currently an important policy issue in the United States and in other countries, such as Australia. The present paper uses a 5-year series of math and science achievement data from the state of Kentucky to determine the effects of school location on learning in these subject areas. Adopting an organizational assessment approach, I show how growth models may be used to estimate achievement trends. I also demonstrate methods for discovering two important sources of invalidity in growth models: regression artifacts and spuriousness. Failure to account for these sources of …

Fighting For Freedom: The 1649 War Between The Cossacks And The Polish-Lithuanian Commonwealth, Adrian Mandzy

Faculty Research at Morehead State University

To most westerners, the Cossacks remain a mysterious and romanticized people. Nineteenth century writers and artists depict the Cossacks as extraordinary horsemen. This image is often reinforced by descriptions of Cossacks immune to the vigour of the Russian winter as they continued to nip at the heels of Napoleon’s Grand Army in 1812. Novels, like Gogol’ s Taras Bulba, and the opera Mazepa, suggests the Cossacks were both cruel and crafty, while others highlight their barbarity and backwardness.

University Studies Annual Assessment 2004-2005, Portland State University. University Studies Program

University Studies Annual Assessment Reports

No abstract provided.

Getting Professional Development Right, Lawrence Ingvarson

Professional learning for teachers and school leaders

This paper examines the Western Australian Getting it Right reform as a strategy for professional learning and compares it with research on the characteristics of effective PD. The Getting it Right Strategy is clearly a comprehensive and well-resourced reform strategy with its main emphasis on building professional capacity among teachers and principals. The data we gathered as part of the evaluation, through school and classroom observations, interviews and surveys, left us in no doubt that the strategy was highly regarded by teachers and principals and was having a significant impact on practice. This paper will focus mainly on GiR work …

Bridgewater State College Factbook, Academic Year 2004-2005, Office Of Institutional Research And Assessment, Bridgewater State College

Factbook

No abstract provided.

Charter School Research, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In recent months, several studies on charter schools have been rushed to the press: some claiming their effectiveness at improving student achievement, others declaring the exact opposite. What are we to make out of these conflicting reports?

Quality Education Act Of 2003, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In 2003, the Arkansas General Assembly enacted a bill intended to implement at the state level the requirements of the federal No Child Left Behind Act. This measure updated the Quality Education Act of 1983. Designated as Act 1467 of 2003 and cited in the Arkansas Code as “The Quality Education Act of 2003” (§ 6-15-201-209), the measure often is referred to as “the Omnibus Act.” Addressed primarily to the State Board of Education and the Arkansas Department of Education, it speaks to the following areas: • Development of state accreditation regulations and standards; • Notification of schools failing to …

Education Week’S Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

As schools open their doors for the spring 2005 semester, many legislatures around the nation are meeting to discuss accountability standards, equity and adequacy issues, and the link between money and student performance. While the education issues of 2005 are not unique, in that they have been discussed for years, the No Child Left Behind (NCLB) deadline for schools to begin performing at higher standards increases the urgency. In addition to the increased standards, state policymakers are facing difficult legal challenges to their school funding systems. In an attempt to gauge the status of the nation and each state, Education …

Alternative Certification, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The term “alternative certification” has been utilized to describe programs ranging from immediate issuance of emergency certification to well-developed, highly professional training programs designed to bring new people into the profession. Because of the mandate to place highly qualified teachers in every classroom, the issue of alternative certification has become even more prominent and there is now more consistency in the academic rigor of alternative certification program across the nation. In this state, TeachArkansas serves as a clearinghouse for the various programs that enable an individual who did not out to be a teacher to become certified (see www.teacharkansas.org).

Teacher Quality And Preparation, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The No Child Left Behind (NCLB) Act mandates that states require all teachers to earn full certification and demonstrate competency in the subject area in which they teach. But do these requirements really produce effective teachers— teachers who actually improve student learning and achievement? The existing research base is decidedly mixed, highly politicized, and often just plain confusing. Some experts maintain that teachers’ pedagogical knowledge shows even stronger relationships to teaching effectiveness than their subject matter knowledge (Darling-Hammond, 1997; Darling-Hammond & Youngs, 2002); others insist that teachers’ expertise in their content area is a far better predictor of student achievement …

Education Facilities Report, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Arkansas Statewide Education Facilities Assessment is the culmination of 18 months of work commissioned by the Arkansas General Assembly to assess the adequacy and equity of public school buildings across the state. In the ongoing effort to address the mandates of the Lake View III decision, made by the Arkansas Supreme Court in November 2002, the legislature’s Joint Committee on Educational Facilities commissioned a task force to conduct a comprehensive survey of facilities, equipment, and technology. The 60-member task force, including legislators, school officials, and state department officials, together with architects, engineers, business leaders, and interested citizens, contracted with …

The Salary Debate, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In America, teacher compensation has undergone major changes over the last 200 years. Throughout much of the early 19th century, teachers were often paid with room and board within a community and taught all grades. Around 1921, a form of the single salary schedule still in use today was implemented (Protsik, 1995), where teachers’ salaries were linked to their educational background and their years in the field. Like the salaries of most other public officials, however, teachers’ salaries shift with changing social, economic, and political climates. The pay rate for teachers is also influenced by a number of variables (e.g. …

Teacher Shortages In Arkansas, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Over the past decade, we’ve heard time and again the dire warning that a major teacher shortage is imminent in our public schools. But is this really the case? Teacher education programs actually produce enough teachers each year to compensate for those who retire. Rather, some researchers suggest that we have focused too much on teacher shortages (the inability to recruit enough teachers) and not enough on teacher attrition (losing teachers already in the field). According to the National Center for Education Statistics’ (NCES) latest School and Staffing Survey (SASS), about one-third of teachers quit during their first three years, …

The Nclb Debate: Strengths And Weaknesses Of No Child Left Behind, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

NCLB: Education’s Panacea or Disaster? Will NCLB have a revolutionary impact on America’s schools? Is NCLB an unfunded mandate? Will NCLB strengthen teaching or demoralize the teaching profession? Will NCLB finally provide equitable education for minorities and low-income students or worsen disparities in education? Since NCLB passed in 2001, pundits, educators, and elected officials have asked these questions, expressing and sometimes exaggerating some of the real strengths and weaknesses of the legislation. The following section highlights some of the most controversial points in the legislation, mostly taken from an outline articulated by the former Assistant Secretary of Education for President …

2003-04 Education Special Session, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

On December 8, 2003 the Arkansas General Assembly convened in a special session called by the Governor for the purpose of developing a plan to address the court mandate in the Lake View case before the mandated January 1, 2004 deadline. Legislators in both chambers debated a number of plans concerning the relationship between a school’s size and its quality and cost efficiency (e.g. – consolidation of smaller high schools into larger ones) as well as the best means of monitoring student assessment and school accountability. Finally, they turned their attention to funding formulas and potential sources of new revenue …

Systemwide Assessment Of Utah's General Education Courses, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Faculty Collaboration And Statewide General Education Reform, Ann Leffler, Philip I. Kramer, Norman L. Jones, Phyllis Safman

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.