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Full-Text Articles in Education

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 ...


The State Of Teacher Evaluation Reform, Patrick Mcguinn Nov 2012

The State Of Teacher Evaluation Reform, Patrick Mcguinn

CPRE Research Reports

As highlighted in recent news reports, many states are struggling to implement their new teacher-evaluation systems and most of the Race to the Top winners have asked to extend their timetables for completing this work. This paper, written by CPRE’s Patrick McGuinn for the Center for American Progress, offers an assessment of how early adopter states’ departments of education have understaken the preparation and implementation of new evaluation systems. It also identifies challenges and lessons that can be used to guide future reform efforts in this area.


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 ...


Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan Aug 2012

Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

Leading school change is a challenging endeavor. Successful leadership requires strategic and sustained effort, particularly in the shifting and uncertain environment of urban public schools. The concept of distributed leadership—in which multiple actors tackle the challenges of school leadership in concert—is a promising way to strengthen professional practice and thereby improve the educational experiences of all students. The Annenberg Distributed Leadership (DL) project was one of the first efforts in the nation to deliberately take on the challenge of designing and implementing a concerted effort to build distributed leadership capacity in a diverse set of urban schools to ...


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 ...


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

GSE Publications

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 ...


Temperament In The Classroom, Angela Lee Duckworth, Kelly M. Allred Jul 2012

Temperament In The Classroom, Angela Lee Duckworth, Kelly M. Allred

Departmental Papers (Psychology)

Some students fare better than others, even when researchers control for family background, school curriculum, and teacher quality. Variance in academic performance that persists when situational variables are held constant suggests that whether students fail or thrive depends on not only circumstance but also relatively stable individual differences in how children respond to circumstance. More academically talented children, for instance, generally outperform their less able peers. Indeed, general intelligence, defined as the "ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought ...


Measuring School Capacity, Maximizing School Improvement, Jessica K. Beaver, Elliot H. Weinbaum Jul 2012

Measuring School Capacity, Maximizing School Improvement, Jessica K. Beaver, Elliot H. Weinbaum

CPRE Policy Briefs

Given the nearly ubiquitous use of the term "capacity" in education policy discourse, this policy brief offers a common framework for analyzing capacity that educators, policymakers, and researchers alike can apply and understand with consistency. Drawing data from a larger three-year CPRE study of school responses to accountability in Pennsylvania, the authors' goal is not to provide an easy, new, one-sentence definition, but rather to create a shared language that can be applied to research and improvement efforts in schools. To accomplish this, the authors break capacity down into component parts, explaining how each one builds off the next and ...


Who Goes, Who Stays, And Who Studies? Gender, Migration, And Educational Decisions Among Rural Youth In China, Yilin Chiang, Emily C. Hannum, Grace Kao May 2012

Who Goes, Who Stays, And Who Studies? Gender, Migration, And Educational Decisions Among Rural Youth In China, Yilin Chiang, Emily C. Hannum, Grace Kao

Asia-Pacific Education, Language Minorities and Migration (ELMM) Network Working Paper Series

Little is known about what affects the decision to migrate in China, despite the estimated 145 million rural migrants that reside in urban areas as of 2009. Drawing on a survey of youth from 100 villages in Gansu Province, we analyze migration and education decisions, with a focus on disparities associated with gender, sibship structure, and academic performance. Results show modest gender differences favoring boys in educational migration, but no gender differences in the overall likelihood of labor migration. Youth with older sisters are less likely to migrate, while youth with younger brothers are more likely to migrate. For girls ...


What Should Be Learned From Learning Assessments?, Daniel A. Wagner Mar 2012

What Should Be Learned From Learning Assessments?, Daniel A. Wagner

Journal Articles (Literacy.org)

Learning assessments have grown increasingly important as policy makers and other educational consumers (agencies, schools, communities, parents, individuals, etc.) have sought to understand what is (and isn’t) learned as a function of information inputs. Increasingly, ministers of education are no longer satisfied with who is attending school, but also how well what is being taught is learned, and perhaps how well the minister is doing relative to ministers in other countries. Even at the individual level, in both wealthy and poor countries, both parents and children want to know whether or not they will succeed in school, or in ...


From Automation Joy To Perseverance In Engineering: How Parents Conceptualize The Impact Of Robotics On Their Children, Rashmi Kumar Jan 2012

From Automation Joy To Perseverance In Engineering: How Parents Conceptualize The Impact Of Robotics On Their Children, Rashmi Kumar

VPUL Works

The question guiding this research was, in what ways do parents perceive the impact of robotics in advancing their children’s interest in knowledge of and learning about science and engineering. This case study draws on communities of practice and activity theory to explore the lenses through which parents conceptualize the attributes of robotics towards increasing their children’s preparation and interest for engineering. The study revealed that parents perceive the acquisition of pertinent knowledge and skills as outcomes of interdisciplinary and authentic learning opportunities generated through series of goal directed activities. In addition, it was found that parents viewed ...


A Policy Analysis Of The Federal Growth Model Pilot Program's Measures Of School Performance: The Florida Case, Michael J. Weiss, Henry May Jan 2012

A Policy Analysis Of The Federal Growth Model Pilot Program's Measures Of School Performance: The Florida Case, Michael J. Weiss, Henry May

GSE Graduate Student Research

As test-based educational accountability has moved to the forefront of national and state education policy, so has the desire for better measures of school performance. No Child Left Behind's (NCLB) status and safe harbor measures have been criticized for being unfair and unreliable, respectively. In response to such criticism, in 2005 the federal government announced the Growth Model Pilot Program, which permits states to use projection models (a type of growth model) in their accountability systems. This article uses historical longitudinal data from a large school district to empirically show the inaccuracy of one state's projection model, to ...


State Policy Leadership Vacuum: Performance And Policy In Washington Higher Education, Laura W. Perna, Joni E. Finney, Patrick Callan Jan 2012

State Policy Leadership Vacuum: Performance And Policy In Washington Higher Education, Laura W. Perna, Joni E. Finney, Patrick Callan

GSE Publications

No abstract provided.


Understanding The Role Of Research Universities In Improving College Preparation And Access At Local Urban High Schools, Laura W. Perna, Ira Harkavy, Cory Bowman Jan 2012

Understanding The Role Of Research Universities In Improving College Preparation And Access At Local Urban High Schools, Laura W. Perna, Ira Harkavy, Cory Bowman

GSE Publications

Urban colleges and universities not only have a responsibility to engage in activities designed to improve the educational attainment of local urban youth, but also have extensive financial, human, intellectual, and organizational resources that may be directed productively toward this purpose. This article describes the multipronged approach that the University of Pennsylvania is using to improve college opportunities for students attending Philadelphia high schools. We conclude by offering lessons that other institutions may draw from this example.