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Articles 1 - 30 of 179
Full-Text Articles in Entire DC Network
Common Data Set 2005-06, Kirk England
Common Data Set 2005-06, Kirk England
Office of Institutional Effectiveness
Common Data Set
The Teaching American History Project: An Assessment Of Student Performance, Lewis Karstensson, James E. Davis
The Teaching American History Project: An Assessment Of Student Performance, Lewis Karstensson, James E. Davis
Economics Faculty Publications
This study examines selected effects of a teaching program in American history on fifth grade students in the Elk Grove (California) Unified School District.
Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark
Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark
Office of Institutional Effectiveness
Western’s first Alumni Survey was conducted in 1988; it’s development and administration was in response to the Higher Education Coordinating Board (HEC Board) requirement to survey graduates every biennially. Western was done so diligently and reliably since. Twenty years on, as academic concerns have changed, so has the survey; however, the original “fourteen common items” proscribed by the HEC Board have remained. Similarly, the administration of the survey adapted: from a paper-and-pencil only mail-out form to the current on-line and telephone method. Yet regardless of the type of administration, satisfactory response rates have been attained. The current report includes data …
A Pakistani Teacher Educator’S Self-Study Of Teaching Self-Study Research, Ayesha Bashiruddin
A Pakistani Teacher Educator’S Self-Study Of Teaching Self-Study Research, Ayesha Bashiruddin
Institute for Educational Development, Karachi
This paper describes a teacher educator’s self-study of work with her M.Ed. students at a private international university in Pakistan. This systematic inquiry highlights changes and improvements in teaching drawn from experiences of practice based on autobiographies. Analysis shows that improvement in teaching came from the author’s learning through self-study. Analysis also reveals implications for teacher educators and teacher education in general.
Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter
Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The Office for Education Policy (OEP) has recently revisited Act 35 of the Arkansas General Assembly’s second extraordinary session of 2003 to highlight the Act’s provisions and assess the Arkansas Department of Education (ADE) and the State Board of Education’s progress in addressing those accountability measures. This report is part of the OEP’s continuing effort to keep our constituents informed of the extent to which reforms are being implemented in Arkansas. What follows is a description of the Act and of the report card; for the itemized and detailed complete report card, please see the table below
Panels On Assessment, Training, Help And Support: "Implementing Sustainable And Useful Assessment-So What's The Problem? ", Office Of Assessment And Undergraduate Studies
Panels On Assessment, Training, Help And Support: "Implementing Sustainable And Useful Assessment-So What's The Problem? ", Office Of Assessment And Undergraduate Studies
Assessment Publications & Presentations
No abstract provided.
2006-2007 Common Data, Morehead State University. Institutional Research & Analysis.
2006-2007 Common Data, Morehead State University. Institutional Research & Analysis.
Office of Institutional Research & Analysis Publication Archive
2006-2007 issue of the Common Data.
Fact Book 2006, Uno Office Of Institutional Effectiveness
Fact Book 2006, Uno Office Of Institutional Effectiveness
Fact Book
The Fact Book has been designed to present a variety of information and data about the University, in a concise, easily-used format. Included are details regarding student and faculty. Generally, data are broken out by college, rank, level, gender, age and ethnicity for both spring and fall semesters.
Completions 2006-2007, Uno Office Of Institutional Effectiveness
Completions 2006-2007, Uno Office Of Institutional Effectiveness
IPEDS Completions
IPEDS Completions annual report contains the following information:
- Number of awards conferred by program, by level, and by race/ethnicity and gender of recipient
- Number of completers, separately by race/ethnicity, gender, age and level of award
Common Data Set 2006, Uno Office Of Institutional Effectiveness
Common Data Set 2006, Uno Office Of Institutional Effectiveness
Common Data Sets
Common Data Set (2006 - 2007) for the University of Nebraska at Omaha.
Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer
Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer
Office of Academic Review and Curricular Advancement Staff Publications
This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state’s public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the promise …
The Western Scholar, Editors
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Educational, School, and Counseling Psychology Faculty Publications
It's mostly performance based. It assesses students in teams as well as individually. What's more, students like it.
Australian Students Achievement In The Timss 2002 Mathematics Cognitive Domains, Sue Thomson
Australian Students Achievement In The Timss 2002 Mathematics Cognitive Domains, Sue Thomson
TIMSS Australia Monograph Series
The TIMSS assessment materials are organised on the basis of two domains: a content domain and a cognitive domain. The content domain describes the content that is intended to be assessed; while the cognitive domain describes the cognitive abilities students use to answer the items. The content domains are fairly consistently and readily found in the curricula of the participating countries, and are the subject of the major international and national reports for TIMSS. Developing reliable and valid achievement scales for the cognitive domains is not as straightforward, and differences among students across and within countries in their mathematical knowledge …
Enrollment Report - Fall 2006, Uno Office Of Institutional Effectiveness
Enrollment Report - Fall 2006, Uno Office Of Institutional Effectiveness
Enrollment Reports
The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.
2006 Fall Nutshell, Morehead State University. Institutional Research & Analysis.
2006 Fall Nutshell, Morehead State University. Institutional Research & Analysis.
Office of Institutional Research & Analysis Publication Archive
Fall 2006 issue of the Nutshell.
The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano
The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano
Office of Institutional Effectiveness
INTRODUCTION In the fall, 2006, the Freshman Interest Group (FIGs) Program entered its eighth interation. To use assessment terminology, the program has passed through its beginning and emergent stages and has entered maturity. Its mission has been crafted, student learning outcomes (SLO's) have been identified, and its identity has solidified. (Please see Appendix One to read the FIGs mission statement, course criteria, student learning outcomes, and other FIGs-related documents.) Yet while maturity has wrought a degree of self-confidence, it has not brought complacency.The program remains one of the most assessed academic programs on campus. Yearly, FIGs administrators and instructors pore …
Myths And Poor Policy Affecting The Future Of School Superintendents, Theodore J. Kowalski
Myths And Poor Policy Affecting The Future Of School Superintendents, Theodore J. Kowalski
Educational Leadership Faculty Publications
Across the country, state policymakers are acting to weaken professional standards for school superintendents. Nine states no longer require a license for this position and among the remaining 41 states, over half (54%, including Ohio) have provisions for waivers or emergency certificates and 15 states (37%, including Ohio) sanction alternative preparation programs for licensure (Feistritzer, 2003). Sadly, this trend toward de-professionalizing the most influential position in public education is being fueled by myths and unless it is curtailed, it will seriously damage our public education system.
Making The Most Of Your Sabbatical, Jennifer R. Galovich, Charles R. Hampton, William A. Marion, Thomas Q. Sibley
Making The Most Of Your Sabbatical, Jennifer R. Galovich, Charles R. Hampton, William A. Marion, Thomas Q. Sibley
Mathematics Faculty Publications
No abstract provided.
The Quality Movement Discourse In The Higher Education Sector: A General Review, Aidan Kenny
The Quality Movement Discourse In The Higher Education Sector: A General Review, Aidan Kenny
Articles
This paper – the first of a series of three – describes some of the macro milestones in the evolution of the Quality Movement in the industrial environment. The emphasis then shifts to reviewing the discourse relating to quality in the higher education sector in the UK. Attention is given to Quality Assessment, Quality Assurance and Quality Enhancement models. The interface or tension lines between quality as a controlling mechanism or as a tool for development are outlined. Predominant concerns and issues as expressed by academics are clustered into macro questions, the answers to which will require further longitudinal research.
Standards For School Leadership : A Critical Review Of The Literature, Lawrence Ingvarson, Michelle Anderson, Peter Gronn, Andrew Jackson
Standards For School Leadership : A Critical Review Of The Literature, Lawrence Ingvarson, Michelle Anderson, Peter Gronn, Andrew Jackson
Teaching standards and teacher evaluation
This document contains the review of literature, which maps recent and current developments in relation to standards for school leadership, professional learning and purposes for standards, such as professional development and certification, in Australia and overseas. It also provides a brief review of contemporary theory and research on leadership relevant to leadership standards. There is widespread concern about the recruitment, preparation, continuing professional development and recognition of school leaders. Leadership standards are a central component of most proposals for addressing these concerns.
Teacher Education Accreditation : A Review Of National And International Trends And Practices, Lawrence Ingvarson, Alison Elliott, Elizabeth Kleinhenz, Phillip Mckenzie
Teacher Education Accreditation : A Review Of National And International Trends And Practices, Lawrence Ingvarson, Alison Elliott, Elizabeth Kleinhenz, Phillip Mckenzie
Teacher education
In June 2005 the National Institute for Quality Teaching and School Leadership commissioned ACER to conduct a project to provide advice on developing a national system for the accreditation of pre-service teacher education programs. The project brief fell into two main sections. The first was to conduct a literature review examining: (a) Current accreditation and course approval policies and practices in Australia to identify similarities and differences and implications for a national accreditation system; (b) Developments in the accreditation of teacher education programs in other countries and whether any of the identified approaches could provide a basis for a national …
An Evaluation Of Michigan Regional Skills Alliances (Mirsas): Final Report, Kevin M. Hollenbeck, Randall W. Eberts
An Evaluation Of Michigan Regional Skills Alliances (Mirsas): Final Report, Kevin M. Hollenbeck, Randall W. Eberts
Reports
No abstract provided.
Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe
Student learning processes
Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidencebased research. Of particular concern is that despite a lack of supporting evidence for its utility, the prevailing educational philosophy of constructivism (a theory of self-directed learning rather than a theory of teaching) continues to have marked influences on shaping teachers’ interpretations of how they should teach – aided and abetted by the content emphasis given during pre-service teacher education, as …
An Inquiry Into Retention And Achievement Differences In Campus Based And Web Based Ap Classes, Michael Barbour, Dennis Mulcahy
An Inquiry Into Retention And Achievement Differences In Campus Based And Web Based Ap Classes, Michael Barbour, Dennis Mulcahy
Education Faculty Publications
A decade ago the Advanced Placement (AP) program was introduced into the Canadian province of Newfoundland and Labrador. Initially, schools embraced this opportunity to provide their students with opportunities that were previously unavailable. However, within a few years the AP program was relegated to urban and large regional high schools. Few smaller, and particularly rural schools, were able to offer AP courses only to the brightest one or two students taking it as an independent study. In 1997-98, schools began to delivery AP courses in a web-based method. The purpose of the study is to examine the retention rates and …
Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe
Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe
Student learning processes
Following a contextual introduction and a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging evidence-based research findings and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress. The paper argues that the monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed empirical scales (or quantitative ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute …
Enrollment Report - Summer 2006, Uno Office Of Institutional Effectiveness
Enrollment Report - Summer 2006, Uno Office Of Institutional Effectiveness
Enrollment Reports
The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.
The Pedagogy Of Oppression: A Brief Look At The ‘No Child Left Behind’, Ramin Farahmandpur, Peter Mclaren
The Pedagogy Of Oppression: A Brief Look At The ‘No Child Left Behind’, Ramin Farahmandpur, Peter Mclaren
Educational Leadership and Policy Faculty Publications and Presentations
Discusses the educational policies of the No Child Left Behind Act passed in 2001 in the U.S. Improvement in performance of schools required by the law; Factors that led to the implementation of the law; Causes of underachievement among students of color; Effect of the trend towards standardized curriculum and testing on working-class students and students of color; Removal of obstacles to the recruitment of high school students in the military.
何壽基學校英語動力營 : 成效評估調查報告書 = Ho Sai Ki Dynamic English Camp Final Report, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, 柏立基教育學院校友會何壽基學校
何壽基學校英語動力營 : 成效評估調查報告書 = Ho Sai Ki Dynamic English Camp Final Report, Asia-Pacific Institute Of Ageing Studies, Lingnan University 嶺南大學亞太老年學研究中心, 柏立基教育學院校友會何壽基學校
APIAS Research Report 研究報告
「何壽基學校英語動力營」旨在透過創造一個輕鬆有趣的環境讓學生活學活用大部份已在平日課堂上學到的英語,其主要目標爲:
- 透過各種富趣味性的英語活動,培養學生的自信心及主動學習性,從而推動學生多聽及多說英語。
- 透過團體活動,讓學生發揮團結精神及促進個人成長,並借助團隊精神改變個人行爲。
- 透過比賽形式,激發學生的奮鬥心,同時學習「勝不驢、敗不餒」的道理,並透過建立互相扶助及鼓勵的小組文化,讓小組內較弱的組員能跟上進度。
- 透過讓學生安排自己的起居飲食,訓練獨立性及自律性。
- 創造一個給長者與學生互動的平台,促進長幼共融。
爲評估「何壽基學校英語動力營」的成效,本屮心推行了一項調查硏究,探討參與此計訓的學生在以下數方面的轉變:英語能力、知識的增進、個人的發展和團體合作。此外,亦包括了學生對這個「動力營」的評價與意見。
Figs: Summary Report, Western Washington University. Office Of Survey Research
Figs: Summary Report, Western Washington University. Office Of Survey Research
Office of Institutional Effectiveness
Selected excerpts from focus group conducted with FIGS faculty and seminar instructors in Spring '06 by the Office of Survey Research.