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Tuttle, Malti; Yordy, Morgan; Appling, Brandee; Hanley, Erika – Journal of School Counseling, 2018
School counselors and school nurses strive to support the well-being of students in K-12 school settings. Both professionals often overlap and interact with the same students prompting the need for effective collaboration. The purpose of this article is to introduce a collaboration model to assist school counselors and school nurses in forming a…
Descriptors: Elementary Secondary Education, School Counselors, School Nurses, Well Being
Thurlow, Martha; Lazarus, Sheryl; Quenemoen, Rachel; Moen, Ross – National Center on Educational Outcomes, University of Minnesota, 2010
The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the…
Descriptors: Academic Achievement, Disabilities, Accountability, Student Improvement
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Hunzicker, Jana; Olson, Peter; Wolffe, Robert; Dillon, Noreen; Sattler, Joan L. – School-University Partnerships, 2015
The Bradley PDS Partnership, about which we report in this article, was established in 1995 to promote academic and professional development for P-12 students, pre-professionals, practitioners, and professors. For twenty years, the partnership has been generously funded by the William T. Kemper Foundation-Commerce Bank, Trustee. In a grant…
Descriptors: Professional Development Schools, Partnerships in Education, Strategic Planning, Alignment (Education)
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Proehl, Rebecca A.; Starnes, Heather; Everett, Shirley – Journal of Catholic Education, 2015
During the past decade, Catholic leaders have been exploring options to revitalize the faltering Catholic school system especially in urban centers. One route being explored by dioceses and religious orders is opening what have been called "religious charter schools." Though not technically religious schools, they integrate many of the…
Descriptors: Public Schools, Charter Schools, Interviews, Poverty
Lachance, Andrea M.; Benton, Cynthia J.; Klein, Beth Shiner – Teacher Education Quarterly, 2007
Partnerships, especially the Professional Development School (PDS) model, between institutions of higher education (IHE) and public schools (PS), have become, if not commonplace, a successful model for teacher education. PDS teacher education projects in which preservice teachers and higher education faculty participate in school-based instruction…
Descriptors: Preservice Teacher Education, Preservice Teachers, Schools of Education, Professional Development Schools
Hoffer, Thomas B.; Hedberg, E. C.; Brown, Kevin L.; Halverson, Marie L.; McDonald, Sarah-Kathryn – US Department of Education, 2010
The Growth Model Pilot Project (GMPP) was initiated to allow states to experiment with adjustments to the No Child Left Behind Act (NCLB) status accountability system in order to improve the validity of AYP determinations by giving schools credit for students who are making significant growth. The pilot allowed states, districts, and schools to…
Descriptors: Elementary Secondary Education, Federal Legislation, Pilot Projects, Educational Improvement
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Krechetnikov, K. G.; Pestereva, N. M. – European Journal of Contemporary Education, 2017
The object of this study is the characteristics of the development of the present-day national education systems in two leading economies of the Asia-Pacific region (APR), Japan and the Republic of Korea (Korea). Its main purpose is a comparative analysis of the aspect of the state's education policy dealing with enhancing the national markets for…
Descriptors: Comparative Education, International Education, Foreign Countries, Educational Policy
Goldhaber, Dan; Theobald, Roddy – Carnegie Foundation for the Advancement of Teaching, 2012
There are good reasons for re-thinking teacher evaluation. Evaluation systems in most school districts appear to be far from rigorous. A recent study showed that more than 99 percent of teachers in a number of districts were rated "satisfactory," which does not comport with empirical evidence that teachers differ substantially from each…
Descriptors: Academic Achievement, Evidence, Teacher Evaluation, Educational Testing
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Regional Educational Laboratory Southeast, 2009
Since the passage of the No Child Left Behind Act of 2001 (2002), there has been increased interest in using student achievement data (through standardized tests) to evaluate teacher effectiveness. Two U.S. Department of Education secretaries, Secretary Spellings and Secretary Duncan, have expressed interest in growth models and the need to…
Descriptors: Evidence, Educational Research, Teacher Effectiveness, Teacher Evaluation
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Knoeppel, Robert C.; Della Sala, Matthew R. – Educational Considerations, 2015
The conceptualization and measurement of education finance equity and adequacy has engaged researchers for more than three decades. At the same time, calls for increased academic accountability and higher student achievement in K-12 public education have reached new levels at both the national and state levels. Aligning these represents an…
Descriptors: Accountability, State Policy, Educational Finance, Outcomes of Education
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Hansen, Ben B.; Fredrickson, Mark M. – Society for Research on Educational Effectiveness, 2014
The goal of this research is to make sensitivity analysis accessible not only to empirical researchers but also to the various stakeholders for whom educational evaluations are conducted. To do this it derives anchors for the omitted variable (OV)-program participation association intrinsically, using the Love plot to present a wide range of…
Descriptors: Research Methodology, Quasiexperimental Design, Evaluation Methods, Comparative Analysis
Youngs, Peter – Center for American Progress, 2013
The Common Core State Standards Initiative, in its aim to align diverse state curricula and improve educational outcomes, calls for K-12 teachers in the United States to engage all students in mathematical problem solving along with reading and writing complex text through the use of rigorous academic content. Until recently, most teacher…
Descriptors: State Standards, Outcomes of Education, Teaching Methods, Teacher Characteristics
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Hicks-Monroe, Sherry L. – Journal of the American Academy of Special Education Professionals, 2011
The practice of inclusion is not a new idea to the educational setting; it is a newer term. Before No Child Left Behind, during the 1970s students with disabilities were mainstreamed into the general education population under Public Law 94-142. Public law 94-142, which was renamed to Individuals with Disabilities Educational Act (IDEA), required…
Descriptors: Educational Benefits, Inclusion, Models, Special Needs Students
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Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
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Arsen, David; Ni, Yongmei – Education Policy Analysis Archives, 2012
There is widespread concern that administration consumes too much of the educational dollar in traditional public schools, diverting needed resources from classroom instruction and hampering efforts to improve student outcomes. By contrast, charter schools are predicted to have leaner administration and allocate resources more intensively to…
Descriptors: Charter Schools, Resource Allocation, Traditional Schools, Educational Administration
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