Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- United States. No Child Left Behind Act of 2001 (7)
- Accountability (4)
- Educational evaluation (4)
- National Assessment of Educational Progress (Project) (4)
- Education--Argentina (3)
-
- Mathematics--Study and teaching (3)
- Academic achievement (2)
- Education and state (2)
- Education--Political aspects (2)
- Educational change (2)
- Educational equalization (2)
- English language--Study and teaching (Elementary)--Foreign speakers (2)
- Rural education (2)
- Teachers--Training of (2)
- Bilingual education (1)
- Career development (1)
- Community colleges (1)
- Curriculum evaluation (1)
- Diversity in the workplace (1)
- Education--Bolivia (1)
- Education--Brazil (1)
- Education--Costa Rica (1)
- Education--France (1)
- Education--Mexico (1)
- Education--Singapore (1)
- Education--Spain (1)
- Education--United Kingdom (1)
- Educational assessment (1)
- English language--Study and teaching--Immersion method (1)
- French language--Study and teaching--Foreign speakers (1)
Articles 1 - 30 of 34
Full-Text Articles in Entire DC Network
Factores De Sesgo Asociados A La Validez De La Evaluación Docente Universitaria: Un Modelo Jerárquico Lineal, Raziel Acevedo Álvarez, Nuria Mairena Rodríguez
Factores De Sesgo Asociados A La Validez De La Evaluación Docente Universitaria: Un Modelo Jerárquico Lineal, Raziel Acevedo Álvarez, Nuria Mairena Rodríguez
Education Policy Analysis Archives (EPAA)
The present study analyzes the variables that are intrinsically linked with the student, professor and class environment in relation to the university educational evaluation questionnaires. The participants in the study were 374 students with an age mean of 19.9 and 29 professors with an age mean of 36 from 3 different departments at the Universidad de Costa Rica (UCR) at the city of Guanacaste. The hierarchical lineal models were used for the data analysis, a quantitative methodology which facilitates the evaluation of the determinants which affect the results of the study. However, only four of these determinants were associated with …
Comparison Of The Enrollment Percentages Of Magnet And Non-Magnet Schools In A Large Urban School District, Emily Arcia
Comparison Of The Enrollment Percentages Of Magnet And Non-Magnet Schools In A Large Urban School District, Emily Arcia
Education Policy Analysis Archives (EPAA)
Are magnet schools in a position to meet diversity ideals? As districts are declaredunitary and released from court ordered desegregation, many are framing their commitments to fairness and equity in terms of diversity—i.e., comparable rates of participation and comparable educational outcomes in all segments the student population. In this study, the enrollment statistics for magnet and contiguous non-magnet public schools in Miami-Dade County Public Schools, a large, urban district that had been released from court ordered desegregation, were compared to each other and to district enrollment averages at two time points: the year the district was declared unitary and four …
La Escuela En El Mundo Campesino Quechua: Tensiones Socioculturales Entre Modos De Socialización De Conocimientos, Jaime Zambrana Vargas
La Escuela En El Mundo Campesino Quechua: Tensiones Socioculturales Entre Modos De Socialización De Conocimientos, Jaime Zambrana Vargas
Education Policy Analysis Archives (EPAA)
The implementation of State educational reforms has sidestepped the reality of a heterogeneous society and Bolivia’s cultural diversity. The pedagogic models of formal schooling have been thrust upon a rural world and fail to respond to the needs and socio-cultural interests of an indigenous peasant youth. As a result, the institutionalized school—an instrument geared toward homogenizing the culture—has failed to be sensitive to diverse indigenous cosmic visions, which has historically and repeatedly resulted in cultural conflicts, bargaining and mediation. This study takes a socio-historical perspective to qualitatively analyze the tensions between the modes of socialization of knowledge—formal schooling vs. peasant …
Relationships Between High-Stakes Testing Policies And Student Achievement After Controlling For Demographic Factors In Aggregated Data, Gregory J. Marchant, Sharon E. Paulson, Adam Shunk
Relationships Between High-Stakes Testing Policies And Student Achievement After Controlling For Demographic Factors In Aggregated Data, Gregory J. Marchant, Sharon E. Paulson, Adam Shunk
Education Policy Analysis Archives (EPAA)
With the mandate of No Child Left Behind, high-stakes achievement testing is firmly in place in every state. The few studies that have explored the effectiveness of high-stakes testing using NAEP scores have yielded mixed results. This study considered state demographic characteristics for each NAEP testing period in reading, writing, mathematics, and science from 1992 through 2002, in an effort to examine the relation of high-stakes testing policies to achievement and changes in achievement between testing periods. As expected, demographic characteristics and their changes were related significantly to most achievement outcomes, but high-stakes testing policies demonstrated few relationships with achievement. …
No More Aggregate Naep Studies?, Sherman Dorn
No More Aggregate Naep Studies?, Sherman Dorn
Education Policy Analysis Archives (EPAA)
This editorial reviews recent studies of accountability policies using National Assessment of Educational Progress (NAEP) data and compares the use of aggregate NAEP data to the availability of individual-level data from NAEP. …
Un Estudio Multinivel Basado En Pisa 2003: Factores De Eficacia Escolar En El Área De Matemáticas, Covadonga Ruiz De Minguel, María Castro Morera
Un Estudio Multinivel Basado En Pisa 2003: Factores De Eficacia Escolar En El Área De Matemáticas, Covadonga Ruiz De Minguel, María Castro Morera
Education Policy Analysis Archives (EPAA)
This article presents a school effectiveness multilevel model based on PISA 2003 data. Our focus is math achievement. We employ a three level model (student, school and country) with variables related to school effectiveness as predictors of student achievement. We use a methodology that takes into account the multiple plausible values generated by PISA for each student. Results show that family structure, gender, family and school socioeconomic status, home educational resources, quality of school resources, student educational expenditures, school size, teacher education and country economic resources devoted to education all have sizable influence in mathematic achievement.
School Size, Student Achievement, And The "Power Rating" Of Poverty: Substantive Finding Or Statistical Artifact?, Theodore Coladarci
School Size, Student Achievement, And The "Power Rating" Of Poverty: Substantive Finding Or Statistical Artifact?, Theodore Coladarci
Education Policy Analysis Archives (EPAA)
The proportion of variance in student achievement that is explained by student SES—“poverty’s power rating,” as some call it—tends to be lower among smaller schools than among larger schools. Smaller schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using eighth-grade data for 216 public schools in Maine, I explored the hypothesis that this in part is a statistical artifact of the greater volatility (lower reliability) of school-aggregated student achievement in smaller schools. ...
Las Universidades Argentinas En El Contexto De Las Políticas De Los 90s: El Caso De La Licenciatura De Articulación En Ciencias De La Educación De La Unicen, Iris Richmond
Education Policy Analysis Archives (EPAA)
This article analyses the changes caused by the implementation of an articulated degree in Educational Sciences at the Universidad Nacional at Centro de la Provincia in Buenos Aires (Argentina). This educational program should be understood within the framework provided by the structural reforms of the educational system, promoted by the national government in the 1990’s with the intention of restructuring the State–Society relations. This program that appeared to be promoting the democratization of access to the university system was transformed into a market mechanism, for the provision of financial resources to the university by selling “knowledge” to graduates from teacher …
Curriculum As Praxis: Ensuring Quality Technical Education In Singapore For The 21st Century, Tiew Ming Yek, Dawn Penney
Curriculum As Praxis: Ensuring Quality Technical Education In Singapore For The 21st Century, Tiew Ming Yek, Dawn Penney
Education Policy Analysis Archives (EPAA)
... This paper provides a review of the contemporary education system and curriculum in Singapore with a focus on technical education and training vis-à-vis a vision of education and training in and for postmodern knowledge societies. Suggestions are made on how the technical education and training sector in Singapore can further develop and thrive in the 21st century, while continuing to be accessible and of high quality.
La Mirada Del Otro En Los Dispositivos De Formación De Lenguas Extranjeras: Isomorfismos De La Política Lingüística Y La Mediación, Teresa Yurén, Cony Saenger
La Mirada Del Otro En Los Dispositivos De Formación De Lenguas Extranjeras: Isomorfismos De La Política Lingüística Y La Mediación, Teresa Yurén, Cony Saenger
Education Policy Analysis Archives (EPAA)
The case of the bachelor degrees for French teachers in Mexico is analyzed in order to show how the ways of looking at the other and be looked by the other can impact the mediation types and the treatment of the cultural distances, which in turn rebounds in the appropriation of the foreign language, the configuration of the professional ethos and the acquisition of competences for self-formation. Qualitative data were obtained by means of interviews, observations and collection of documents and the work was done by combining structural analysis, representation analysis, analysis of identity, genealogy and political discourse analysis.
Funding For Performance And Equity: Student Success In English Further Education Colleges, Ozan Jaquette
Funding For Performance And Equity: Student Success In English Further Education Colleges, Ozan Jaquette
Education Policy Analysis Archives (EPAA)
The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates …
Nclb: Local Implementation And Impact In Southwest Washington State, Linda Mabry, Jason Margolis
Nclb: Local Implementation And Impact In Southwest Washington State, Linda Mabry, Jason Margolis
Education Policy Analysis Archives (EPAA)
The research reported here is from the first two years of an ongoing and largely qualitative study to examine the impact of the No Child Left Behind federal education policy on educational practice and climate in elementary schools in two districts in southwest Washington. Based on systematic drop-in observations in classrooms and interviews with teachers and school and district administrators, data indicated that the policy had partially yielded the intended standards-based reforms but at considerable local cost. While most participating administrators described efforts to use NCLB to leverage needed change, most teachers described struggles to sustain best practice and to …
Conceitos De Educação E Escolaridade Entre Mulheres Clientes De Um Centro De Saúde Do Rio De Janeiro, Isabela Cabral Félix De Sousa, Fundação Oswaldo Cruz
Conceitos De Educação E Escolaridade Entre Mulheres Clientes De Um Centro De Saúde Do Rio De Janeiro, Isabela Cabral Félix De Sousa, Fundação Oswaldo Cruz
Education Policy Analysis Archives (EPAA)
This work has the objective to evaluate concepts of education and schooling reported by women attending a Public Health Clinic in Rio de Janeiro, Brazil. Using a qualitative research methodology, the selection of women for 60 interviews followed two criteria of maximum variation in the sampling for both the hour of the interview as well as the age of the women. The results indicate that these women had little schooling and a few if any opportunity to take part of educational non-formal courses. The concepts of education and schooling were divided into the following categories: adequate social behavior, value, professional …
The Eight-Year Study: From Evaluative Research To Demonstration Project, 1930-1940, Joseph Watras
The Eight-Year Study: From Evaluative Research To Demonstration Project, 1930-1940, Joseph Watras
Education Policy Analysis Archives (EPAA)
From 1932 to 1940, the Progressive Education Association (PEA) conducted its Eight-Year Study. At first, the study appeared to be a poorly funded comparison of two groups of students in secondary schools. During the last four years, as more financial support became available, the Eight-Year Study became a broadly based demonstration of a wide range of educational innovations. For contemporary educators, the story of the Eight-Year Study represents an opportunity to reconsider popular principles of program evaluation such as utilization-focused evaluation or program theory in evaluation. Rather than set plans in advance, the PEA members seemed to follow the ideas …
Federal, State, And District Level English Language Learning Program Entry And Exit Requirements: Effects On The Education Of Language Minority Learners, Alex Ragan, Nonie Lesaux
Federal, State, And District Level English Language Learning Program Entry And Exit Requirements: Effects On The Education Of Language Minority Learners, Alex Ragan, Nonie Lesaux
Education Policy Analysis Archives (EPAA)
Identification of a language minority learner for placement in a program for English Language Learners (ELLs), and the length of the support program, may have a significant effect on the student's academic achievement. Widespread anecdotal evidence suggests that criteria used to make placement decisions vary widely across the U.S. This study systematically examines related federal laws and guidance, as well as published entry and exit criteria for ELL programs for the 10 states and 10 districts in the U.S. with the largest enrollment of ELLs. For the majority of placement decisions, a measure of English proficiency is used. Very few …
El Impacto De La Formación Permanente Del Profesorado De Educación Secundaria En Los Resultados Escolares, Paula González-Vallinas, David Oterino, José Luis San Fabián
El Impacto De La Formación Permanente Del Profesorado De Educación Secundaria En Los Resultados Escolares, Paula González-Vallinas, David Oterino, José Luis San Fabián
Education Policy Analysis Archives (EPAA)
Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students’ academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service …
Problemas Técnicos Y Usos Políticos De Las Evaluaciones Nacionales En El Sistema Educativo Argentino, Silvina Gvirtz, Silvina Larripa, Verónica Oelsner
Problemas Técnicos Y Usos Políticos De Las Evaluaciones Nacionales En El Sistema Educativo Argentino, Silvina Gvirtz, Silvina Larripa, Verónica Oelsner
Education Policy Analysis Archives (EPAA)
This article presents results from different research investigations which have explored the relations between the technical and the political dimension of the assessment of educational systems. The case study taken on for this matter is the national evaluation system in force in Argentina since 1993. In the first part we present some technical problems which the implementation of this system has encountered in this country. In the second part we carry out an analysis of these technical inconveniences, within the political context of educational reform in which the evaluation system arises and develops. In addition, we present an analysis of …
On Ideology, Casual Inference And The Reification Of Statistical Methods: Reflections On "Examining Instruction, Achievement And Equity With Naep Mathematics Data", Harold Wenglinsky
On Ideology, Casual Inference And The Reification Of Statistical Methods: Reflections On "Examining Instruction, Achievement And Equity With Naep Mathematics Data", Harold Wenglinsky
Education Policy Analysis Archives (EPAA)
The purpose of this article is to comment on the prior article entitled “Examining Instruction, Achievement and Equity with NAEP mathematics data,” by Sarah Theule Lubienski. That article claims that a prior article by the author suffered from three weaknesses: (1) An attempt to justify No Child Left Behind (NCLB); (2) drawing causal inferences from cross-sectional data; (3) and various statistical quibbles. The author responds to the first claim, by indicating that any mention of NCLB was intended purely to make the article relevant to a policy journal; to the second claim, by noting his own reservations about using cross-sectional …
Perceptions Of The Impact Of Accountability On The Role Of Principals, James E. Lyons, Bob Algozzine
Perceptions Of The Impact Of Accountability On The Role Of Principals, James E. Lyons, Bob Algozzine
Education Policy Analysis Archives (EPAA)
Calls for accountability in America’s schools have created increased responsibilities for educational leaders. In this article, we describe and discuss a study of elementary, middle, and high school principals’ perceptions of the state-wide educational accountability program in North Carolina. The respondents indicated that the state’s accountability program has had its greatest impact on how they monitored student achievement, aligned the curriculum to the testing program, provided student remedial or tutorial opportunities, assigned teachers to grades levels or subjects, and protected instructional time. Views of some components, such as measures of school effectiveness, school safety standards, expectations and promotion standards for …
A Escola E A Diversidade Cultural: Algumas Notas Sobre A Educação Multicultural Em Portugal, José Carlos Pina Almeida
A Escola E A Diversidade Cultural: Algumas Notas Sobre A Educação Multicultural Em Portugal, José Carlos Pina Almeida
Education Policy Analysis Archives (EPAA)
Multiculturalism, as a political project, has captured much attention in the recent decades. Multicultural education, in particular, has been often viewed as the ideal way to facilitate interactions between cultures and society. But it has also been involved in much controversy. We start this article by reviewing some of the debates around the multicultural paradigm. We will then turn out attention to the Portuguese case. In particular we will explore the way the view of the Portuguese history and culture as a humanist, universalist and non-racist one, has influenced the way the education system deals with the growing cultural diversity …
Examining Instruction, Achievement, And Equity With Naep Mathematics Data, Sara Theule Lubienski
Examining Instruction, Achievement, And Equity With Naep Mathematics Data, Sara Theule Lubienski
Education Policy Analysis Archives (EPAA)
The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, white and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were white students. Using hierarchical linear modeling, this study identified several significant positive - and no negative - relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem …
The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
Education Policy Analysis Archives (EPAA)
This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants …
Gathering Evidence On An After-School Supplemental Instruction Program: Design Challenges And Early Findings In Light Of Nclb, Madhabi Chatterji, Young Ae Kwon, Clarice Sng
Gathering Evidence On An After-School Supplemental Instruction Program: Design Challenges And Early Findings In Light Of Nclb, Madhabi Chatterji, Young Ae Kwon, Clarice Sng
Education Policy Analysis Archives (EPAA)
The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program's theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York …
Los Contratos-Programa En Las Universidades: Lecciones De La Comparación Internacional, Ana M. García De Fanelli
Los Contratos-Programa En Las Universidades: Lecciones De La Comparación Internacional, Ana M. García De Fanelli
Education Policy Analysis Archives (EPAA)
In 2005, the Ministry of Education of Argentina launched a new policy to allocate public funds to national universities: the contractualization policy. Its purpose is to allocate funds to improve teaching quality based on an institutional plan defined by each university. It is expected that this plan addresses the main weaknesses detected during the external assessment coordinated by the National Committee of University Assessment and Accrediting (CONEAU). This paper presents the main findings of a research project carried out to help in the design of this contractualization policy. The two most important antecedents, the French and the Catalonian cases, are …
Small Schools And The Pressure To Consolidate, Aimee Howley, Craig Howley
Small Schools And The Pressure To Consolidate, Aimee Howley, Craig Howley
Education Policy Analysis Archives (EPAA)
Positioned in relationship to reform literature calling for small schools “by design” and interpreting data from a case study of a high performing but low-SES district in a Midwestern state, this paper provides a basis for making sense of the apparent divergence in policies governing schooling structures in rural and urban places. Its interpretation examines the way educational reformers work to valorize a multidimensional set of practices constituting “small school reform.”
La Liberalización Educativa En El Marco Del Agcs/Gats: Analizando El Estado Actual De Las Negociaciones, Antonio Verger Planells
La Liberalización Educativa En El Marco Del Agcs/Gats: Analizando El Estado Actual De Las Negociaciones, Antonio Verger Planells
Education Policy Analysis Archives (EPAA)
The aim of this article is to analyze the factors that influence the commercial liberalization of educational services in the General Agreement of Trade in Services (GATS) framework. First at all, we examine closely the negotiation methodology of the Agreement, as well as we check the commitments of the WTO members in the educational sector. On the other hand we analyze the provisional results of the last round of services (GATS2000) which is still being negotiated. The primary data sources are interviews to different delegations of the countries members of the WTO, documents of position of some delegations and documents …
The Black-White Achievement Gap: Do State Policies Matter?, Henry I. Braun, Aubrey Wang, Frank Jenkins, Elliot Weinbaum
The Black-White Achievement Gap: Do State Policies Matter?, Henry I. Braun, Aubrey Wang, Frank Jenkins, Elliot Weinbaum
Education Policy Analysis Archives (EPAA)
A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over …
Effects Of A State Mandated Policy (Site-Based Councils) And Of Potential Role Incumbents On Teacher Screening Decisions In High And Low Performing Schools, I. Phillip Young, Kimberly Miller-Smith
Effects Of A State Mandated Policy (Site-Based Councils) And Of Potential Role Incumbents On Teacher Screening Decisions In High And Low Performing Schools, I. Phillip Young, Kimberly Miller-Smith
Education Policy Analysis Archives (EPAA)
Some states have viewed teacher selection as a means of improving student performance and have mandated the use of site-based teacher councils. To assess the utility of this legislative action, an experimental study was conducted. This study uses a 2X3X2 factorial design that varies state legislation, role of the decision maker, and academic performance of the school site. Credentials of hypothetical teacher candidates were evaluated as if screening for a vacant position, and evaluations were submitted to a MANOVA. Results indicate that legislated alterations in the teacher-selection process failed to have any substantial effects on outcomes in the screening of …
Abstract Of "La Democratización De Las Desigualdades Educativas En Francia Y El Reino Unido: Una Mirada Global, Una Lectura Local", Antonio Luzón, Mónica Torres
Abstract Of "La Democratización De Las Desigualdades Educativas En Francia Y El Reino Unido: Una Mirada Global, Una Lectura Local", Antonio Luzón, Mónica Torres
Education Policy Analysis Archives (EPAA)
Abstract only of article
National Board Certification As Professional Development: What Are Teachers Learning?, David Lustick, Gary Sykes
National Board Certification As Professional Development: What Are Teachers Learning?, David Lustick, Gary Sykes
Education Policy Analysis Archives (EPAA)
This study investigated the National Board for Professional Teaching Standards’ (NBPTS) assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a two-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 standards of …