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McCarthey, Sarah J.; Woodard, Rebecca – Pedagogies: An International Journal, 2018
The qualitative study shows how 20 teachers from 4 districts in the same state enacted mandated school-wide writing curricula. Analyses of the observations and interviews revealed that 4 teachers were faithfully following the district-adopted curriculum, 4 rejected it, and 12 teachers adapted the curriculum to meet their students' needs. The…
Descriptors: Qualitative Research, Writing Instruction, Faculty Development, Curriculum Development
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Northrop, Laura; Kelly, Sean – Urban Education, 2018
This study investigates whether adequate yearly progress (AYP) status, locale, and sector--common variables used to judge the quality of schools--accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in…
Descriptors: Instructional Effectiveness, Intermode Differences, Federal Programs, Educational Indicators
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Wachen, John; Harrison, Christopher; Cohen-Vogel, Lora – Leadership and Policy in Schools, 2018
Through policies like No Child Left Behind, the federal government incentivized the use of student performance data as a core strategy for improving student achievement. The assumption behind these efforts is that data will be used to guide teacher practice and promote high-quality instruction. This study examined how teachers describe using data…
Descriptors: Information Utilization, Educational Change, Educational Practices, Teacher Attitudes
Greene, Jay P.; McShane, Michael Q. – Phi Delta Kappan, 2018
Over the last two decades, federal and state policy makers have launched a number of ambitious, large-scale education reform initiatives--No Child Left Behind, Race to the Top, the Common Core State Standards, and others--only to see them sputter and fail. In 2017, the authors convened a number of leading scholars to explore why those initiatives…
Descriptors: Educational Change, Failure, Educational Policy, Educational Legislation
Heller, Rafael – Phi Delta Kappan, 2018
"Kappan"'s editor talks with Michigan State University's Sarah Reckhow about her research into the ways wealthy private philanthropies have influenced K-12 education in recent years. As Reckhow explains, not only have Gates, Broad, Walton, and other big foundations spent unprecedented amounts of money to support their favored reform…
Descriptors: Educational Finance, Private Financial Support, Philanthropic Foundations, Elementary Secondary Education
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Slavin, Robert E. – State Education Standard, 2018
What matters most in education is what teachers do in the classroom to enhance student achievement. For this reason, state and district leaders must take steps to ensure that principals and teachers have effective textbooks, software, professional development, and programs. The Every Student Succeeds Act (ESSA) moves away from the…
Descriptors: Federal Legislation, Educational Legislation, Best Practices, Evidence Based Practice
Marshall, Stefanie LuVenia – ProQuest LLC, 2018
This study investigates the implementation of science instruction in a low SES/high minority district, and the experiences of individuals in an elementary principal network who inform science standards and curriculum implementation. This study specifically examines how principals make sense of science policies. Given the intra-school and…
Descriptors: Elementary Schools, Principals, Comprehension, Science Education
Smith, Christy Lynn – ProQuest LLC, 2018
The purpose of this research is to contribute to the body of knowledge on the impact of principal preparation programs and principal leadership style as measured by the MLQ-5X Short or Multifactor Leadership Questionnaire. Furthermore, this study seeks to examine principal preparation programs and leadership styles and their relationship with…
Descriptors: Leadership Styles, Transformational Leadership, Principals, Administrator Education
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Giersch, Jason – Educational Policy, 2018
Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students' progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one…
Descriptors: Track System (Education), High Stakes Tests, Outcomes of Education, Academic Achievement
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Hodges, Jaret – Journal of Advanced Academics, 2018
No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized…
Descriptors: Educational Legislation, Federal Legislation, Gifted, Special Education
Lecount-Johnson, Margaret Louise – ProQuest LLC, 2018
Since the adoption of CCSS by 43 states, there has been growing concern regarding teacher training and preparation of state standards for students with disabilities. Through a better understanding of the kinds of support and training needed for teachers to apply the CCSS, the educational system may offer students with disabilities the experience…
Descriptors: Common Core State Standards, Disabilities, Teacher Competencies, Teacher Attitudes
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Jones, Don; Sugalan, Anacita; Mundy, Marie-Anne; Fedynich, LaVonne – Administrative Issues Journal: Connecting Education, Practice, and Research, 2018
One of the most important objectives of teachers, parents, school administrators, and students is to improve student scores on standardized tests, such as the State of Texas Assessment for Academic Readiness (STAAR) in eighth-grade science. This quasi-experimental study examined the science achievement scores between schools that used different…
Descriptors: Middle School Students, Grade 8, Science Achievement, Learning Readiness
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Krejsler, John Benedicto – International Journal of Qualitative Studies in Education (QSE), 2018
This article maps the genealogies of how California and Texas have dealt with school policy. The twin purpose is to shed light onto the dynamics governing the formation of K-12 education policy in two influential and different states, and visualizing the intensification of state-federal interaction that has gradually evolved into a national school…
Descriptors: Educational Policy, State Policy, Public Policy, Elementary Secondary Education
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Faulkner-Bond, Molly; Wolf, Mikyung Kim; Wells, Craig S.; Sireci, Stephen G. – Language Assessment Quarterly, 2018
In this study we investigated the internal factor structure of a large-scale K--12 assessment of English language proficiency (ELP) using samples of fourth- and eighth-grade English learners (ELs) in one state. While U.S. schools are mandated to measure students' ELP in four language domains (listening, reading, speaking, and writing), some ELP…
Descriptors: Factor Structure, Language Tests, Language Proficiency, Grade 4
Hess, Frederick M., Ed.; McShane, Michael Q., Ed. – Harvard Education Press, 2018
Frederick M. Hess and Michael Q. McShane have gathered a diverse group of scholars to examine the shifting federal role in education across the presidential administrations of George W. Bush and Barack Obama. While the administrations were vastly different, one thing remained constant: an ongoing and significant expansion of the federal role in…
Descriptors: Educational Change, Politics of Education, Government Role, Federal Government
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