Sentences with phrase «with education policy studies»

Professor Moses is a philosopher of education who is centrally concerned with education policy studies, especially as related to race, ethnicity, and equality of educational opportunity.

Not exact matches

This observation is underscored with a special pointedness in the 1979 report of the Carnegie Council on Policy Studies in Higher Education, titled Fair Practices in Higher Education and somewhat ominously subtitled «Rights and Responsibilities of Students and Their Colleges in a Period of Intensified Competition for Enrollments.»

Another excellent study is Ferre, Frederick, Shaping the Future: Resources for the Post-Modern World (New York: Harper and Row, Publishers, 1976), especially with its public policy proposals in the realms of religion, politics, economics, and education based on the relational vision.

He is studying Elementary education with a minor in education policy.

Signaling a profound turn away from the education policies of the Bloomberg administration, newly appointed schools chancellor Carmen Fariña promised to retreat from an emphasis on standardized testing and preparation, to re-focus on arts, social studies and science, and to implement changes that «happen with people, not to people.»

She spoke for over an hour, through a combination of prepared remarks, a question - and - answer period with audience members and a sit - down conversation with Frederick Hess, director of education policy studies for the conservative think tank.

An education activist in New York for years, Ms. Nixon has also been studying up on other policy areas, including transportation, according to people familiar with her activities.

In this study, published recently in the journal Educational Evaluation and Policy Analysis, Laura Bray, assistant professor of education, explored how educators wrote, used and conceptualized the role of IEPs for students with specific learning disabilities within inclusive general education settings.

Last week, with the aim of informing the transition, two prominent education policy groups released a study of the district's accomplishments under Mr. Payzant.

Q: What about the impact on future Ed School students who come here to study and who then go out into the field to do research, to lead early education policy, or to work directly with children?

For example, the Consortium for Policy Research in Education (CPRE) made a splash in February with an innovative study of how the Common Core debate is playing out on Twitter; scholars found, among other things, that proponents tend to make policy points while opponents use «political language» in their tPolicy Research in Education (CPRE) made a splash in February with an innovative study of how the Common Core debate is playing out on Twitter; scholars found, among other things, that proponents tend to make policy points while opponents use «political language» in their tpolicy points while opponents use «political language» in their tweets.

Despite decades of relying on standardized test scores to assess and guide education policy and practice, surprisingly little work has been done to connect these measures of learning with the measures developed over a century of research by cognitive psychologists studying individual differences in cognition.

Video of A Story from Appian Way: Spring Break Study Trip International Education Policy Program students participated in a spring break study trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in ColoStudy Trip International Education Policy Program students participated in a spring break study trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in Education Policy Program students participated in a spring break study trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in Colostudy trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in education in Colombia.

Specifically, a review of our report from the National Education Policy Center purported to raise methodological concerns with our study.

And in September 2008, Stern and Bruce Western, director of the Multidisciplinary Program in Inequality and Social Policy at the Harvard Kennedy School, launched the Prison Studies Project, which developed a four - year partnership with Boston University's Prison Education Program and the Massachusetts Department of Correction.

Many programs designed by educational entrepreneurs are rendered ineffective by complications with current public policy, suggests a report published by the National Center for the Study of Privatization in Education at Teachers College, Columbia University.

As a researcher, Taylor has been affiliated with Stanford's Center for Education Policy Analysis, studying labor and personnel economics in the education sector and applied econometricEducation Policy Analysis, studying labor and personnel economics in the education sector and applied econometriceducation sector and applied econometric methods.

Quantitative Policy Analysis in Education integrates three strands of coursework — rigorous training in quantitative research methods, focused disciplinary study, and substantive study of educational institutions and policies — with a minimum of one intensive research apprenticeship.

A former high school history teacher, Papay focused his doctoral research on studying the effects of education policy on students and teachers, working on several projects with Professor Susan Moore Johnson and...

Michael McShane is research fellow in education policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Preseducation policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Press, policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College PresEducation Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Press, Policy, and the Future of Schooling (Teachers College Press, 2013).

Bridwell - Mitchell graduated, summa cum laude, in 1996 from Cornell University with a degree in American policy studies and a concentration in education policy.

A study from the Consortium of Policy Research in Education (CPRE) of Philadelphia schools after the reform found that schools using positive rather than punitive disciplinary measures had more faculty cohesion, better teacher morale, and served higher socioeconomic status students than schools not complying with the reform.

International Education Policy Program students participated in a spring break study trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in Education Policy Program students participated in a spring break study trip to Colombia this past semester, planned in coordination with Visiting Professor Cecilia Maria Velez, former minister of education in education in Colombia.

Too often in education, policies and programs are introduced with no accompanying plan to evaluate and study their impact.

A former high school history teacher, Papay focused his doctoral research on studying the effects of education policy on students and teachers, working on several projects with Professor Susan Moore Johnson and the Project on the Next Generation of Teachers.

Charged by the U.S. Department of Education with combing the existing research on teacher preparation and subjecting it to scientific standards used in other fields, scholars with the Center for the Study of Teaching and Policy at the University of Washington (Wilson, Floden, and Ferrini - Mundy 2001) eliminated all but 57 studies written in the past 20 years.

Recent and ongoing projects include a researcher - practitioner partnership focused on familial and school - based relationships that support adolescents» emerging sense of purpose, academic engagement, achievement and post-secondary school transitions; Project Alliance / Projecto Alianzo, a multiethnic study of parental involvement in education during adolescence; and collaboration with a local school district focused on school choice policies to examine equity and access to high quality schools, along with demographic variations in parental priorities and experiences with these policies.

In addition to completing his studies in the International Education Policy (IEP) Program, the Houston native led a study trek to Sri Lanka, held a yearlong virtual internship with the U.S. Embassy in Tajikistan, and was an IEP advisory board member during the fall semester.

Doctoral candidate Dara Fisher — an engineer by training — found her calling in education when, as a graduate student studying technology and policy, she was invited to help create the Singapore University of Technology and Design (SUTD), a new institution established in 2012 in collaboration with Massachusetts Institute of Technology (MIT).

Now, a new study from researchers at Harvard University's Center for Education Policy Research suggests that effort led to positive growth in student achievement in English, with no significant changes in math.

Beth studies education policy, politics, and inequality with a focus on efforts to improve low - performing K - 12 schools and districts.

Early on, three new executive editors were brought on board: Marty West, who assumed responsibility for the journal's research section; Rick Hess, director of education policy studies at the American Enterprise Institute, who has taken charge of the forum and book review sections; and Michael Petrilli (now president of the Thomas B. Fordham Institute), who along with Marci Kanstoroom, still serves as editor of the features section.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

The findings from this study emphasize the importance of providing school leaders with the knowledge, skill, and will to engage with state education policy makers.

In addition, a larger - scale study with a higher response rate could be generalized to all state education policy makers.

The employee - owned company, with offices in Princeton, N.J.; Ann Arbor, Mich.; Cambridge, Mass.; Chicago, Ill.; Oakland, Calif.; and Washington, D.C., has conducted some of the most important studies of education, disability, health care, family support, employment, nutrition, and early childhood policies and programs.

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We've been following a study compiled by Harvard's Program on Education Policy and Governance and Education Next with some interest.

In recent work, he linked economic theory with statistical theory to study how best to measure teacher quality, an important input to education reform policies.

Chicago Is a Welcoming Place for Its «Undocumented» Toronto Star, July 14, 2013 «According to Roberto Gonzales, assistant professor at Harvard's Graduate School of Education who specializes in studying undocumented residents in the United States, many American cities have developed their own policies and plans for undocumented residents because the U.S. government had failed until recently to deal with the issue.»

Various studies in the 1970s and 80s described the limits of higher levels of authority in the governance structure for education, and the relatively weak impact of state policy on student outcomes.294 But loose coupling does not mean that no influence flows from superordinate entities.295 Even as schools are busy developing their own policies and initiatives, they pay attention to demands from «outside the system» when those demands are consistent with the directions in which their organizations are already moving.296

«You had dozens of states adopting before the standards even existed, with little or no discussion, coverage or controversy,» said Frederick Hess of the American Enterprise Institute, which has received $ 4 million from the Gates Foundation since 2007 to study education policy, including the Common Core.

«As with all studies of charter schools, you have to look at what you're comparing,» said Ellen B. Goldring, a professor of education policy and leadership at the National Center on School Choice, at Vanderbilt University in Nashville, Tenn..

In one study soon to be published in an education policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in teducation policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the policy textbook co-edited with Carol Mullen, Education Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in tEducation Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the Policy Perils: Tackling the Tough Issues, I report on a study in which I predicted the percentage of students in grade 5, at the district level, who scored proficient or above on New Jersey's former standardized tests, NJASK, in mathematics language arts for the 2010, 2011, and 2012 school years for the almost 400 school districts that met the sampling criteria to be included in the study.

Mathematica Policy Research will conduct the evaluation with its study team partners American Institutes for Research, Social Policy Research Associates, and Pemberton Research under U.S. Department of Education contract number ED - IES -14-C-0028.

The briefing was based on a study LPI recently conducted with the National Education Policy Center and highlighted community schools — that is, schools that partner with local agencies to provide integrated academic, health, and social services to the community — as a school improvement approach that meets the Every Student Succeeds Act (ESSA) requirement for «evidence - based» interventions.

At the same time Ms. Abich continued her education at California State University, Northridge, where she graduated with a Master's degree in Educational Leadership and Policy Studies.

A study released today by Mathematica Policy Research Inc. shows no evidence that the Chicago Teacher Advancement Program improved student math and reading tests when compared with a group of similar schools that did not use the system, Education Week reported.

Amber left the classroom to pursue a Ph.D. in Education Leadership and Policy Studies, with a focus on family and community engagement and network analysis at the University of Washington in Seattle.

In addition, she is a consultant for the Center on Education Policy, where she assists with studies of federal school - turnaround policies.