Podcasts about educational evaluation

New teachers often leave university feeling unprepared for the realities of the classroom, struggling to bridge the gap between theory and practice. In this episode, we explore three of the biggest challenges they face, based on research, and how to best support them. From managing student behavior to overcoming feelings of isolation, we'll discuss actionable strategies to help new teachers build confidence and establish a strong foundation. Show Notes: https://www.drlorifriesen.com/blog/new-teacher-challenges  Subscribe to the Beginning Teacher Talk YouTube Channel: https://www.youtube.com/@beginningteachertalk Learn about the R.E.A.D.Y. for School Academy: https://www.drlorifriesen.com/  Free Masterclass - Your 5-Step Classroom Management Reset: https://www.drlorifriesen.com/the-5-step-reset References: Blair, N. (2019, September). New teachers face three common challenges. ASCD. Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, 101047. Mathews, J. (2011, December 18). New teacher decries lesson plan gap [blog post]. Retrieved from Class Struggle at The Washington Post at www.washingtonpost.com/blogs/class-struggle/post/new-teacher-decries-lesson-plan-gap/2011/12/17/gIQAt0C50O_blog.html Melnick, S., & Meister, D. (2008). A comparison of beginning and experienced teachers' concerns. Educational Research Quarterly, 31(3), 39–56. Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, 101047. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. Grab a copy of my book, Dear New Teacher, Here's Exactly What to Do: Your 5-Step R.E.A.D.Y. for School Roadmap for Elementary Classrooms: https://amzn.to/3w3zZJ7 Lung Cancer Free: One Couple's Journey Through a “Lungs in a Box” Double Lung Transplant: https://www.lungcancerfree.com/ Check out Lori's TpT store (Beginning Teacher Talk): https://www.teacherspayteachers.com/Store/Beginning-Teacher-Talk  Connect with Lori on Pinterest: https://www.pinterest.com/drlorifriesen/ Connect with Lori on Instagram: https://www.instagram.com/beginningteachertalk If the Beginning Teacher Talk podcast is helping you in your teaching and if you're feeling extra loving, I would be so grateful if you would leave a positive review for the show! Your kind words mean the world to me. Just click here to leave your review now (and be entered into our draw for a $25 Amazon Gift Card)! https://podcasts.apple.com/us/podcast/beginning-teacher-talk/id1456137677 I hope you have a wonderful week, and remember - just because you are a beginning elementary teacher, there is no need for you to struggle like one. Xo Lori P.S. Do you have your copy of my FREE Ultimate Classroom Management Checklist? Get yours by clicking here now! https://www.drlorifriesen.com/ultimate-classroom-management-checklist

The fact that students are earning higher grades than ever without any appreciable increase in other assessments of academic ability should be well-known by now. Less understood are the root causes of this increasing phenomenon. Amy and Mike invited researchers Maia Goodman Young and Dan Goldhaber to dig into the data on how grading policies influence grade inflation. What are five things you will learn in this episode? What is the purpose of grading? How did state policy around grading in Washington change during the pandemic? What does the research show about changes in grades throughout the pandemic? What is the current connection between grades and test scores? How does weaker rigor in grading influence student interest in academic support? Are there differences in grading in different subjects or socioeconomic status? What other grading policies might impact grade inflation? What can we make of the weaker connection between grades and test scores? Is it bad or good? MEET OUR GUESTS Dr. Maia Goodman Young is a researcher at the Center for Education Data and Research at the University of Washington and an instructor in the UW's secondary teacher education program where she teaches courses in English Language Arts methods and assessment. She is also a National Board Certified Teacher who taught for nine years in California and Washington. Maia's experience as a classroom teacher informs her research, as she worked to better understand questions of grading policies and practices, teacher preparation, and the teacher labor market. Maia can be reached at maiag@uw.edu. Dr. Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER, caldercenter.org) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR, cedr.us(link is external)) at the University of Washington. Both CALDER and CEDR are focused on using state administrative data to do research that informs decisions about policy and practice. Dan's work focuses on issues of educational productivity and reform at the K-12 level, the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, and connections between students' K-12 experiences and
postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Dan's research has been regularly published in leading peer-reviewed economic and education journals such as: American Economic Review, Journal of Human Resources, Journal of Policy and Management, Economics of Education Review, Education Finance and Policy, and Educational Evaluation and Policy Analysis. The findings from these articles have been covered in more widely accessible media outlets such as National Public Radio, the New York Times, the Washington Post, USA Today, and Education Week. Dan previously served as president of the Association for Education Finance and Policy (2006-2017), an elected member of the Alexandria City School Board from 1997-2002, and as co-editor of Education Finance and Policy. Dan can be reached at dgoldhab@uw.edu.  LINKS Every teacher grades differently, which isn't fair Are SAT & ACT Scores More Predictive Than GPA? Journal of Policy Analysis and Management: Vol 43, No 4 The Unintended Consequences of Academic Leniency Grade inflation: Why it matters and how to stop it Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms RELATED EPISODES THE REALITY OF GRADE INFLATION WHY GRADE INFLATION IS HARMFUL THE PROBLEM WITH GRADES ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our past episodes on the show page and keep up with our future ones by subscribing to our email newsletter. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

Wie dürfen Lehrkräfte die Leistung von Schüler*innen beurteilen? Ausgehend von einer Frage zur Leistungsbeurteilungsverordnung (LBVO) sprechen wir mit Jana Groß Ophoff, Professorin für Bildungswissenschaften an der PH Vorarlberg, über Notengebung und alternative Ansätze zur Leistungsbeurteilung. Wie können Beurteilungen aussehen, die Schüler*innen motivieren und wirklich weiterbringen? Und: brauchen wir überhaupt noch Noten? ___ Vertiefend zu Schulnoten: Hübner, N. et al (2024). Alles eine Frage des Bundeslandes? Eine mehrebenenanalytische Betrachtung der eingeschränkten Vergleichbarkeit von Schulnoten. Zeitschrift für Erziehungswissenschaft, 27(2), 517-549. Studie Mathematikbücher: Van Den Ham, A. K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students' achievement in mathematics. Studies in Educational Evaluation, 59, 133-140.

At the debate tonight, there probably won't be much talk about American education. Which is a shame - at least according to Josh Cowen, author of The Privateers, a new book about how radical conservative billionaires like Betsy De Vos have created a culture war to sell their idea of school vouchers. It's all part of the right-wing Project 2025 vision, Cowen suggests, of collapsing the church-state boundaries and making American public schools mirror the country's inequities and injustices. The alternative, Cowen suggests, is for Federal or State governments to fund these public schools more generously, thereby allowing all Americans to get a fair and decent education. Josh Cowen is a nationally recognized expert and writer on topics related to school choice, teachers and teaching, policy analysis, and education politics. He has studied school vouchers, school accountability, charter schools, and parental decision-making as part of major research teams in Louisiana, Michigan, and Wisconsin. His writing on school vouchers, culture wars, and other current events has appeared in major media outlets ranging from Slate to Time Magazine. He speaks and testifies across the country on the dangers of school privatization and is regularly quoted in state and national feature reporting. In addition to his appointment as professor of education policy at Michigan State University, Dr. Cowen has also served as one of five national directors of the National Center for Research on Education Access and Choice (REACH) based at Tulane University. In 2016, he founded the Education Policy Innovation Collaborative (EPIC), a strategic research partnership between Michigan State University and the state of Michigan. He has held a variety of editorial positions for major academic journals, and was co-editor of Educational Evaluation and Policy Analysis—the premier education policy journal in the United States. His research has been funded through federal, state and local government contracts, as well as a diverse array of philanthropies such as Arnold Ventures, the Russell Sage Foundation, the Spencer Foundation and the Walton Family Foundation. Josh Cowen holds a Ph.D. and M.A. in political science from the University of Wisconsin-Madison, a Master of Public Policy from Georgetown University, and a B.A. in history from the University of Michigan. Before beginning his research and writing career, he worked in CNN's Washington, D.C. Bureau and on staff for the political debate show Crossfire. Named as one of the "100 most connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting KEEN ON, he is the host of the long-running How To Fix Democracy show. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children.Keen On is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit keenon.substack.com/subscribe

In this episode, Susan Pendergrass speaks with Stephane Lavertu, Professor at the John Glenn College of Public Affairs at Ohio State University and a Senior Research Fellow at the Thomas B. Fordham Institute, about the so-called "fiscal cliff" in public education funding. They discuss the idea that returning to pre-pandemic funding levels constitutes a crisis, the implications of declining student enrollment, whether maintaining or increasing current funding levels is truly necessary, and more. Stéphane Lavertu's teaching and research focus on public administration, political economy, public policy analysis and evaluation, and education policy and governance. He has a doctorate in political science from the University of Wisconsin, a master's degree in education from Stanford University, and a bachelor's degree in political science from The Ohio State University. His interdisciplinary research examines the politics of public administration and the performance of public organizations, particularly in the context of K-12 education. He publishes in public administration journals such as Journal of Public Administration Research & Theory, Journal of Policy Analysis & Management and Public Administration Review; political science journals such as American Political Science Review, American Journal of Political Science, and Journal of Politics; education journals such as Educational Evaluation & Policy Analysis and AERA Open; and economics journals such as Economics of Education Review, Journal of Public Economics, and Journal of Urban Economics. Produced by Show-Me Opportunity

In this episode: Jason rates this paper's method section as a 5 because of the gargantuan effort involved, he also suggests we stop calling data ‘Teacher Evaluation' and instead call it ‘Learner Satisfaction'.  Length: 27:15 min.  Authors: Uttl B, White CA, Gonzalez DW Publication details: Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. 2016 Sept 19 Link to journal page

Episode NotesGuest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

Episode NotesGuest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

In this week's episode, Michelle Burkhard, Owner of Grow by 1, LLC, sits down with us to discuss the ins and outs of life coaching. Michelle's point of change happened about 15 years ago when she calculated how many people she affected as a teacher and wanted to go beyond that number. Michelle delves into how people struggle with change not because the fear of failure, but the fear of success. Fear of success can mean results such as pulling away from other duties or making others in your life unhappy by these changes. Michelle explains that with navigating and negotiating your life comes discomfort, which is perfectly normal for working through understanding changes. Discomfort is part of the process, but it should never reach “overwhelming.” According to Michelle, people want to start making changes when they hit a “midlife crisis” – a very real phase of life some people experience. Not everyone goes through this; some people make changes very early on or very late in life. When you make it to that phase and are seeking assistance, there is a difference between working with a coach vs. a mentor. Anyone can coach, but only experts can mentor. Michelle has her PhD in Educational Evaluation and Research from Walden University. She is a Coach Doctor that is highly requested in 7 different time zones. She also produces a podcast called “Change Your Thinking.” Michelle spends her free time with her three children. Connect with Michelle:https://www.linkedin.com/in/michelle-burkhard-870062100https://growby1.com

Guest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

Guest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

Deciding on an Educational Evaluation - the benefits for struggling students  Getting your child help can be an emotional journey Reasons why your child may need an evaluation Recognizing red flags  The first place to reach out for support FSI Training: Educating Your Special Needs Child in the Foreign Affairs Community  Med Child & Family Program:  Educating Your Special Needs Child Understood.org:  Understanding Evaluations Video:  Sharoya & her son share their journey from evaluation to intervention To work with Katie: www.learningtoflourish.org

In this episode, I interview Dr. Pedro Olvera, Licensed Educational Psychologist, about special education assessments that can take place outside of the school system. There are 5 key things parents need to know about what they are and how they can help to determine eligibility or serve to diagnose your child's problem.Guess what! You are in for a treat because Dr. Olvera is going to be sharing exactly how to get an Independent Educational Evaluation funded without you paying a dime!About This Episode's Special Guest:Learn more about his services (California only) at https://www.drolverapsych.com/Resources Mentioned In this Episode:Purchase your copy of the Between You and Me: Parent and Child Communication Journal. Click here*EMAIL LIST*Click here to join my email list for more free content to help you on your parenting journey!or go to strongermindsstrongeryouth.com/jointhelist*REACH OUT & SHARE*Email me your stories to share with others parents just like you @ jessika@strongermindsstrongeryouth.com *CONNECT WITH ME ON SOCIAL MEDIA!!!* & *TAG ME IN YOUR STORIES!!!*#jessikashields or @strongermindsstrongeryouthGet Social to Stay Connected!!!Twitter: @Official_SMSYFB: @StrongerMindsStrongerYouthInstagram: @StrongerMindsStrongerYouthLinkedIn: http://www.linkedin.com/in/jessikashieldsTikTok: @Official_SMSYTo access more Podcast resources, visit strongermindsstrongeryouth.comThank you for listening!

Joshua Cowen is a Professor of Education Policy at Michigan State University. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals. Produced by Show-Me Opportunity

On this week's Education Gadfly Show podcast, David Houston, assistant professor at George Mason University and survey director of the Education Next Poll, joins Mike Petrilli and David Griffith to discuss the relationship between political partisanship and public opinion on education issues. Then, on the Research Minute, Amber Northern reviews a study on the impact of the Broad Superintendents Academy, a program that trains non-educators to lead urban school systems. Recommended content: ·       David Houston's co-authored Education Next article with Paul E. Peterson and Martin R. West: “Partisan Rifts Widen, Perceptions of School Quality Decline” (August 2022) ·       The study that Amber reviewed on the Research Minute: Thomas S. Dee , Susanna Loeb, and Ying Shi., “Public-Sector Leadership and Philanthropy: The Case of Broad Superintendents,” Educational Evaluation and Policy Analysis, (August 2022)Feedback Welcome!·       Have ideas on our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org

When it comes to parents advocating for their child's education there can be so much to navigate, many times parents don't even know their legal rights. Amanda Selogie and Vicki Brett are attorneys and founders of The Inclusive Education Project, a non-profit organization that educates families on special education rights. If you have a child receiving in school therapy or you're a school based provider, you may have heard the term IEE. But what is it? An IEE is an Individual Education Evaluation performed by a qualified person not employed by the school district. This evaluation is a legal right detailed in 34 CFR § 300. 502.The purpose of IEE is to service the child. Not the parent. Not any providers. Not the school district. This is why these can be such a great tool. Parents might seek these out if a child's education plan is missing critical assessments or if there is a disagreement in the analysis of any assessments. The idea is to get a full scope and understanding of a child's abilities and needs to best inform their education and any interventions or services. When requesting an IEE it's important to look at what's the concern with the current assessments, and what is the goal an IEE can help achieve?If you're a school based provider, do not be offended about the request for an IEE. The need for an IEE does not mean a therapist, or provider is not doing their job. There are certain limits that can prevent authentic results, such as access to limited assessments, testing environments, and sometimes a damaged rapport. The benefit of an IEE being conducted by a non-school district employed provider means that often the evaluator has different, more complex qualifications and expertise. Meaning, the evaluator can assess and analyze across disciplines. An IEE evaluator can offer fresh perspective, new environment, and more variety in assessment options. When we're determining an education plan for a child, more information is ALWAYS better. The more everyone knows about a child's needs and abilities, the more detailed and purposeful goals can be made. Amanda and Vicki are doing great work spreading awareness of parents rights for their children's education. You can reach them at their website, social media, or via email.#autism #speectherapyWhat's Inside:What is an IEE?How can therapists use and embed information from an IEE?How to utilize an IEE within an IEP?What legal rights do families have in their child's education?What are the benefits of an IEE?What reasons might a child need an IEE?Mentioned In This Episode: Inclusive Education Project @inclusiveeducationproject - InstagramInclusive Education Project - Home | Facebookadmin@iepcalifornia.org ABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA Speech

It's a throwback episode to our BTBEP live-streaming days with the second ever episode of the Building the Black Educator Pipeline show.In this episode, Dr. Constance A. Lindsay joined the show to discuss the effect a Black Teacher Pipeline will have on Black student achievement. Dr. Lindsay and host Shayna Terrell discussed how Black teachers can help close the achievement gap for Black students, and what supports are needed to recruit and retain more Black teachers.Dr. Lindsay's areas of expertise include teacher quality and diversity, analyzing and closing racial achievement gaps, and adolescent development. Her work has been published in such journals as Educational Evaluation and Policy Analysis and Social Science Research. Lindsay received a bachelor's degree in economics from Duke University and master's degree in public policy from Georgetown University. Before doctoral study at Northwestern, she was a Presidential Management Fellow at the US Department of Education.This episode Streamed live on Mar 4, 2021: https://www.youtube.com/watch?v=HIqdwTtp624  

Summer break often brings in temptations to leave all thoughts of school and academics behind.  Katie and Sharoya share some great ideas for staying on track while not getting too caught up in academic pressures.   The Big Purple Blob Resources: Ep.009- Deciding on Educational Evaluation for your TCK Student Ep.003  Teen Hibernation and How to Handle it   Online Tutors Wyzant - Expert online tutors https://www.wyzant.com/ Ambassador Academics - EFM tutors https://www.ambassadoracademics.com/   Academic Resources Khan Academy - A free academic platform for children from Kindergarten - 12th-grade https://www.khanacademy.org/ Lexia -  A paid platform for developing reading https://www.lexiaforhome.com/ Outschool - A variety of small group teacher classes https://outschool.com/ SkillShare - A variety of creative asynchronous learning opportunities https://www.skillshare.com/

In this episode, we talk with Dr. Michael Gottfried, applied economist at the University of Pennsylvania, and Dr. Kent McIntosh, professor at the University of Oregon and co-director of the US Department of Education's Office of Special Education Programs' National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). Dr. Gottfried and Dr. McIntosh are experts on the use of transactional attendance and discipline/behavior data, respectively, in educational research and practice. We hear about their recent research findings and how these findings can be used by school and district staff to reduce inequitable outcomes among students by race/ethnicity. We also discuss the range of implications that pandemic-related school closures have had on research in these areas, and ideas for future research on student engagement and behavior beyond attendance and discipline records. Episode resources: Michael Gottfried: https://www.gse.upenn.edu/academics/faculty-directory/gottfried https://www.gse.upenn.edu/news/california-district-study-finds-latinx-students-latinx-teachers-attend-more-school Gottfried, M., Kirksey, J. J., & Fletcher, T. L. (2021). Do high school students with a same-race teacher attend class more often? Educational Evaluation & Policy Analysis. https://journals.sagepub.com/doi/full/10.3102/01623737211032241 Kent McIntosh: https://education.uoregon.edu/directory/faculty/all/kentm "A school-wide intervention that increases racial equity in exclusionary school discipline." https://www.apa.org/pubs/highlights/spotlight/issue-228# McIntosh, K., et al. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466 Schoolwide Information System (SWIS) and Positive Behavior Intervention Support Apps (PBISapps.org): https://www.pbisapps.org/products/swis https://www.pbisapps.org/resource/referral-category-definitions https://www.pbisapps.org/resource/referral-form-examples-2

This week, activist burnout. We all seem to be feeling some degree of it right now, and for very understandable reasons. We're facing so many urgent challenges and crises across simultaneous fronts, from the climate crisis to the pandemic, the fight for voting rights, for racial equity, not to mention reproductive rights are under a frightening new assault. We know that we want to reenergize and reengage, but we may not be sure how. So for this town hall, we've assembled a panel of experts to offer perspective and guidance on how to understand your burnout, and how to find your way back. Jennifer Farris Young is a leader with Indivisible Action Tampa Bay, and is a clinical therapist specializing in trauma. She is a frequent guest of the Washington State Indivisible Podcast, helping activists cope with overwhelm, grief, anger, and burnout. Paul Gorski is the founder of the Equity Literacy Institute and EdChange. He has more than 20 years of experience helping educators, nonprofit workers, and others strengthen their equity efforts, and has published more than 70 articles and has written, co-written, or co-edited twelve books on equity, and is the co-author of “Measuring” Social Justice and Human Rights Activist Burnout." He holds a PhD in Educational Evaluation from the University of Virginia. Jayna Tavarez is a higher education/student affairs professional at the University of Massachusetts Amherst where she works closely with college students within Residence Education. In addition to her full-time role, Jayna is also a graduate student in the Social Justice Education program and a Research Apprentice for the Center for Racial Justice and Youth Engaged Research. Her research primarily explores how issues of burnout cut across race, and sexual orientation with a particular focus on activist burnout among college student activists. Marceline DuBose holds an Ed.M. in Teaching and Curriculum from Harvard University as a Rockefeller Brothers Teaching Fellow. Also a certified yoga instructor, Marceline incorporates historical and policy perspectives, systems change theory, adult learning theory, critical reflection, and key approaches from yoga philosophy as she works toward individual, organizational and societal change. She is also the co-author of the book, “No Stone Unturned,” a guide to reducing burnout and increasing creativity and invigoration as core goals.

Esta semana, en Planeta Educativo, comentamos dos artículos en modo “cita a ciegas”. Sergio trae un artículo sobre el desarrollo de carrera móvil y sin límites, mientras que Álvaro aporta otro sobre los dilemas de la toma de decisiones compartida en colegios ¿Tendrán algo en común? Además, paseos de mascotas, candidatos presidenciales y el inesperado vínculo entre Sergio y Ridley Scott.  Referencias del capítulo  Briscoe, J. P., & Hall, D. T. (2006). The interplay of boundaryless and protean careers: Combinations and implications. Journal of Vocational Behavior, 69(1), 4-18. https://doi.org/10.1016/j.jvb.2005.09.002  Weiss, C. H., & Cambone, J. (1994). Principals, shared decision making, and school reform. Educational Evaluation and Policy Analysis, 16(3), 287-301. https://doi.org/10.3102/01623737016003287  Otras referencias  Hall, D. T. (2004). The protean career: A quarter-century journey. Journal of Vocational Behavior, 65(1), 1-13. https://doi.org/10.1016/j.jvb.2003.10.006  Sullivan, S. E., & Arthur, M. B. (2006). The evolution of the boundaryless career concept: Examining physical and psychological mobility. Journal of Vocational Behavior, 69(1), 19-29. https://doi.org/10.1016/j.jvb.2005.09.001  Weiss, C. H., Cambone, J., & Wyeth, A. (1992). Trouble in paradise: Teacher conflicts in shared decision making. Educational Administration Quarterly, 28(3), 350-367. https://doi.org/10.1177/0013161X92028003007 

On this episode of Follow to lead, we will be talking with Dr. Clare Kilbane, Professor of the Practice at the University of Notre Dame affiliated with the McGrath Institute for Church Life at Notre Dame. Clare began her career as a teacher at St. James the Less Elementary School in Columbus, Ohio. Prior to joining the McGrath Institute a little more than two years ago, Clare spent twenty years as a professor of education at four different universities.  She has authored many books and articles as well as multimedia materials. Clare earned her Ph.D. in Educational Evaluation from the University of Virginia. During this program, we'll not only get to know more about this leader in Catholic Education but also take a look at the great things being done for teachers and schools through the McGrath Institute.

Deciding on an Educational Evaluation - the benefits for struggling students  Getting your child help can be an emotional journey Reasons why your child may need an evaluation Recognizing red flags  The first place to reach out for support FSI Training: Educating Your Special Needs Child in the Foreign Affairs Community  Med Child & Family Program:  Educating Your Special Needs Child Understood.org:  Understanding Evaluations Video:  Sharoya & her son share their journey from evaluation to intervention

There are lots of colleges across the United States to choose from and community colleges are one of the best kinds. In this episode, Dr. P. talks with Dr. Eboni Zamani-Gallaher about what makes community colleges so special. Eboni is currently at the University of Illinois at Urbana-Champaign, where she holds three important roles as Professor of Higher Education and Community College Leadership, Director of the Office for Community College Research and Leadership, and Executive Director of the Council for the Study of Community Colleges (CSCC).Dr. Zamani-Gallaher has received numerous awards for her work, including the Council for the Study of Community Colleges (CSCC) Senior Scholar Award, the American College Personnel Association Senior Scholar award, and the Founder's Service Award from the Association for the Study of Higher Education's Council on Ethnic Participation to name a few.Eboni holds a Ph.D. in Higher Education Administration with a specialization in Community College Leadership and Educational Evaluation from the University of Illinois at Urbana-Champaign. Her teaching, research, and consulting activities largely include psychosocial adjustment and transition of marginalized collegians, transfer, access policies, student development and services at community colleges.The Did You Know segment suggests a website to help students with financial aid planning. The Ask Dr. P. segment features a listener's question about what to do when your first college choice is too expensive.Time Markers01:25-Welcome Dr. Eboni Zamani-Gallaher05:50-The Basics about Community College09:15-The Types of Credentials One Can Earn in Community College10:30-Common Misconceptions about Community College15:45-Did You Know: student aid.gov16:27-Ask the Expert: Eboni's Advice for How Students Can Navigate Community College40:45-Ask Dr. P: What To Do When Your First College Choice Is Too ExpensiveResources Mentioned in this EpisodeArticle: New Research on Reverse Credit Transfer and the Value of an Associate's Degree by Jason TaylorWebsite: studentaid.gov Dr. Zamani-Gallaher's BioGot a question about college? Email Dr. P. at amelia@speakingofcollege.com 

Ever wonder if you should have your child assessed for learning or attentional challenges?  Curious about the difference between a psycho-educational and neuropsychological assessment?  Are you a parent who really wants to know what's going on with your child but you're unsure of the process and want answers to questions before you commit?  Take a listen!  I talk all about all of it!     If you'd like to connect with me and have more questions about this topic or want to hire me for service, please don't hesitate to reach out!     I'm Jana Parker, a Licensed Educational Psychologist in Campbell, CA. I provide psycho-educational evaluation, wellness and executive function coaching, and educational/IEP coaching and consultation. Welcome to my passion project, EduSwitchboard, where I connect families to valuable community resources that can support us during the COVID-19 pandemic and beyond.     More information for this interview as well as other community resources can be found at www.themindbydesign.com.     You can find me at: https://www.themindbydesign.com/ Email: jana@themindbydesign.com   Facebook: @themindbydesign

This week, we sat down with Ruth Lopez Turley, professor of sociology at Rice University. She founded the Houston Education Research Consortium (HERC), a research-practice partnership between Rice University and several Houston area school districts, including the Houston Independent School District. Turley also founded the National Network of Education Research-Practice Partnerships (NNERPP), which supports and develops partnerships between research institutions and education agencies throughout the country. Turley has served in various elected and appointed positions in local, state, and national levels. Nationally, she has served in leadership positions in the American Sociological Association (ASA), the American Educational Research Association (AERA), the Society for Research on Educational Effectiveness (SREE), and the National Research Council of the National Academies, as well as the editorial boards of Sociology of Education and Educational Evaluation and Policy Analysis. Locally, she has served as a Mayor’s Appointee in the Harvey Relief Fund Advisory Board, tasked with disseminating $100M, and is also serving on the Texas State Board of Education’s Long-Range Plan for Public Education Steering Committee. Turley completed her undergraduate work at Stanford University (1996) and received her Ph.D. in Sociology from Harvard University (2001), where she was a doctoral fellow at the Kennedy School of Government’s Multidisciplinary Program in Inequality and Social Policy. Prior to coming to Rice, she was an assistant and associate professor of sociology at the University of Wisconsin – Madison, where she was a faculty affiliate of the Wisconsin Center for Education Research (WCER), the Interdisciplinary Training Program in Education Sciences (ITP), and the Institute for Research on Poverty (IRP). In 2004, she was a National Academy of Education Postdoctoral Fellow. -- The Carver Cast engages with Christian faculty in higher education and highlights the work of those faculty to bridge connections between university, church, and society. In doing so, it seeks to disrupt the perceptions that Christians are “anti-intellectual” and that higher education is “anti-Christian.” Tune in for a wide-ranging discussion with faculty around the country, with mediocre production quality but excellent content! Penina Laker and John Inazu are Carver Project faculty fellows and members of the faculty at Washington University in St. Louis, where Laker is assistant professor of communication design and Inazu is a professor of law and religion.

Educational evaluation of the entire ecosystem in education can enhance learning processes, students’ engagement and vitality of relationships in classrooms, and in the evaluation of teaching and the school as a whole. Embracing collaborative learning, dialogic pedagogy, and flexible curricula, educational evaluation that comes from a relational perspective truly speaks to the demands of a rapidly changing world. To learn more, please visit https://positivitystrategist.com/educational-evaluation

Reported by Inside Higher Ed, a new study published in Educational Evaluation and Policy Analysis shows the long term enrollment impacts of 19 public universities in states that banned affirmative action.

Our guest today has spent more than 20 years helping educators in 48 states and a dozen countries  strengthen their equity efforts in classrooms, schools, and districts. He’s the founder of the Equity Literacy Institute and  EdChange. He’s published more than 70 articles and has written, co-written, or co-edited  twelve books on various aspects of educational equity including  Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap and  Case Studies on Diversity and Social Justice Education He is the author of the  Multicultural Pavilion, an online compendium of free resources for educators.  He earned a PhD in Educational Evaluation at the University of Virginia. And was a teacher educator at several universities for 15 years.  Please welcome, Dr. Paul Gorski.

How do school principals impact EL reclassification rates? Why is it important to consider the underlying spirit of policies that are passed down from above rather than simply looking at compliance? How might leaders create opportunities for school staff to engage in meaningful conversations about EL student success? We discuss these questions and much more in our conversation with professors Madeline Mavrogordato and Rachel S. White. Madeline Mavrogordato is an associate professor of K-12 educational administration in the Department of Educational Administration at Michigan State University . She utilizes quantitative and qualitative methods to investigate how education policies shape outcomes for underserved student populations, particularly immigrants and English learners. In addition, she studies how to develop and support effective school leaders who are prepared to serve students from diverse backgrounds in today’s climate of high stakes accountability and evaluation. Her work is informed by her experience serving as a bilingual teacher in Texas and California. Mavrogordato’s work has appeared in a range of publications including Educational Evaluation and Policy Analysis, Educational Administration Quarterly, and Educational Policy. She currently serves as an associate editor for the American Educational Research Journal. Dr. Rachel S. White is an Assistant Professor in the Educational Foundations and Leadership Department of Old Dominion University’s Darden College of Education and Professional Studies. Rachel teaches graduate courses in education policy & politics, as well as advanced research design and analysis. Rachel’s research agenda is framed by three areas of interest: 1) issues of power and democratic accountability in local and state education policymaking processes, 2) relationships between institutional structures and education policymaking and implementation, and 3) how school and district leaders come to understand and implement policy in ways that lead to the enactment of social justice for historically marginalized students. As such, Rachel examines the politics of education policy making and implementation, with a focus on the ways in which decisions made by political and educational leaders at the school, district and state level impact K-12 educational experiences of marginalized students. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Listen in as Jayson and Danielle Delorenzo, OTR/L, provide an introduction to IEEs and how to prevent IEEs, defend against IEEs, and even conduct IEEs as an independent evaluator.  You can earn 1 unit of professional development by listening to this podcast and purchasing the episode 28 podcast PD opportunity at otschoolhouse.com/episode28​ Podcast Learning Objectives Listeners will: 1. Learn the primary reasons that lead to parents asking for an Independent Educational Evaluation (IEE) and what they can do to in an attempt to prevent IEEs 2. Understand what an IEE looks like in a real situation and learn how to approach an IEP meeting when an IEE is being presented 3. Learn the basics of providing and conducting an IEE as an outside evaluator. View the full show notes at OTSchoolHouse.com/episode28 This episode of the OTSH Podcast is sponsored by DoubleTimeDocs.comPurpose Therapy Box Find the perfect OT gift for yourself or your favorite OTP! Use promo OTSchoolHouse for 10% off!Back To School ConferenceLearn more & register for the OT School House: Back to School Conference before early bird registration ends!

Director of the University of Chicago Consortium on School Research Elaine Allensworth joins CPRE Knowledge Hub Director Bobbi Newman to talk about her study, The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools, recently published in Educational Evaluation and Policy Analysis. Allensworth analyzes the positive and negative impact on students who attend a higher performing school. Have thoughts on this podcast? Head to KH Conversations, our discussion forum, and join in the conversation!

In this episode: Jason rates this paper’s method section as a 5 because of the gargantuan effort involved, he also suggests we stop calling data ‘Teacher Evaluation’ and instead call it ‘Learner Satisfaction’.  Length: 27:15 min.  Authors: Uttl B, White CA, Gonzalez DW Publication details: Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. 2016 Sept 19 Link to journal page View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

Rachelle Savitz discusses current research and her own research on Response to Intervention or RTI. What is RTI? What are researched-based interventions? Find out in this episode! References: Allington, R. L. (2009a). What really matters in Response to Intervention: Research-based designs. Boston, MA: Pearson Education. Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press. Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47(1), 14-23. Brozo, W. G. (2009). Response to intervention or responsive instruction? Challenges and possibilities of response to intervention for adolescent literacy. Journal of Adolescent & Adult Literacy, 53(4), 277-281. Brozo, W. G. (2011). RTI and the adolescent reader: Responsive literacy instruction in secondary schools. New York: Teachers College Press. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219-239. Capella, E., & Weinstein, R. (2001). Turning around reading achievement: Predictors of high school students’ academic resilience. Journal of Educational Psychology, 93(4), 758-771. Coalition for Evidence-based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for success. Remedial and Special Education, 22(3), 148-157. Fisher, D., & Frey, N. (2013). Implementing RTI in a High School. Journal of Learning Disabilities, 46(2), 99-114. Fraatz, J. M. B. (1987). The politics of reading: Power, opportunity, and prospects for change in America's public schools. New York: Teachers College Press. International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: Author. International Reading Association. (2010). Response to intervention: Guiding principles for educators from the International Reading Association. Newark, DE: Authors. International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association. Newark, DE: Author. Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014). Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications. Reading Research Quarterly, 49(3), 305-334. Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149-175. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Tatum, A. W. (2004). A road map for reading specialists entering schools without exemplary reading programs: Seven quick lessons. The Reading Teacher, 58(1), 28-39.

Our December 2015 show features Dr. Seth Gershenson's research on how student-teacher demographic match effects teacher expectations. Seth Gershenson is an Assistant Professor of Public Policy in American University's School of Public Affairs and a Research Fellow at the Institute for the Study of Labor (IZA Bonn). His primary research interests are in the economics of education, specifically issues relating to teacher labor markets, parents' and students' time use, summer learning loss, the development of character skills, and the role of expectations in the education production function.  Dr. Gershenson's research has been supported by the W.E. Upjohn Institute, the Spencer Foundation, and the American Educational Research Association and has been published in peer-reviewed journals such as the Economics of Education Review, American Educational Research Journal, Educational Evaluation and Policy Analysis, Education Finance and Policy, and Educational Researcher. More information about his research is available on his website: http://www.sethgershenson.com/.  Join us at 2pm on December 16 for a powerful discussion on some groundbreaking research.