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Full-Text Articles in Education
An Analysis Of The Education System In Turkey: Supervision Policies Between The Years 1980 – 2021, Anıl K. Eranıl, Ali Erkan Barış
An Analysis Of The Education System In Turkey: Supervision Policies Between The Years 1980 – 2021, Anıl K. Eranıl, Ali Erkan Barış
Journal of Educational Supervision
This article intends to delineate the policy of the supervision system, which is a sub-system of the Turkish education system, for the years 1980-2021, through policy analysis. A systematic literature review (SLR) analyzed the research findings of 44 studies. The findings of the study were categorized according to four main themes that Eranıl (2021) pinpointed as the critical periods in the history of the Turkish education system. Critical periods were classified as a post-coup period: (1980-1997), compulsory eight-year education period: (1997-2005), constructivist period: (2005-2012), 4 + 4 + 4 education system period: (2012 and later). The results of the research …
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Using Formative Assessment To Build Coherence Between Educational Policy And Classroom Practice: A Case Study Using Inquiry In Science, Connie Cirkony, John Daniel Kenny
Australian Journal of Teacher Education
In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy-makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to …
Perversity As Rationality In Teacher Evaluation, Scott R. Bauries
Perversity As Rationality In Teacher Evaluation, Scott R. Bauries
Arkansas Law Review
Rational basis review is broken. Consider a vignette: Imagine a student, Lisa, who is about to graduate high school. Lisa has already completed all of the graduation course requirements early and is spending her time during her senior year taking interesting electives and dual-enrollment college courses. The state has a statute that requires school districts to deny a diploma to any student “who, during the final year of school attendance, fails to achieve a passing score on the state-approved, end-of-course exams in the courses of Language Arts, Mathematics, Science, and Social Studies in which that student is then-currently enrolled.”
Alternative Routes To Teacher Certification
Alternative Routes To Teacher Certification
Occasional Paper Series
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.
Small Schools And The Issue Of Scale, Patricia A. Wasley, Michelle Fine
Small Schools And The Issue Of Scale, Patricia A. Wasley, Michelle Fine
Occasional Paper Series
Wasley and Fine write this essay to respond to the oft-heard claim that small schools are not a systemic reform strategy. They argue, instead, that there is now a broad professional and community consensus for small schools; major policy moves within urban, suburban, and rural communities are being advanced to create and maintain small schools, and substantial social science evidence documents the efficiency and equity potential of small schools .
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
The Consequential Validity Of The M-Step And Third-Grade Retention, Michelle L. Sprouse
Language Arts Journal of Michigan
This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.
International Developments (No.6) 2016
International Developments (No.6) 2016
International Developments
In this issue of International Developments we look at the purposeful collection of educational data through progressive achievement testing to enable teachers to establish where students are in their long-term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence-based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches. We also explore how a new primary years assessment is helping teachers, curriculum designers and policymakers to better measure the learning achievement of students in South East Asia; investigate the impact of a professional …
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
New England Journal of Public Policy
This interview took place on March 17, 2014, in Washington, DC, with Andreas Schleicher, Director of Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD). Schleicher is responsible for the Directorate of Education and Skills’ research, analysis, and publication of the Program for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems. The OECD reports on PISA, PIAAC, and TALIS were released between December 3, …
Sustaining The Teaching Profession, Ronald Thorpe
Sustaining The Teaching Profession, Ronald Thorpe
New England Journal of Public Policy
Within the United States and across nations, there seems to be consensus that teacher quality is the most important school-based variable in determining how well a child learns. While such an observation hardly sounds like headline news, it is a milestone in the development of teaching as a profession. It suggests where investments should be made if people really are serious about student learning. It also explains why policymakers and the public should care about what it means to be an effective teacher and what it will take to create and sustain a teaching workforce defined by accomplished practice. Teachers, …
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
New England Journal of Public Policy
In 2013, the congressionally chartered national Commission on Education Equity and Excellence issued unanimous recommendations for P–12 policy changes at the federal, state, and local levels. This remarkably broad consensus, with unusual pragmatism and concreteness, is comprehensive in its scope and predominantly research based. As a clarion call and reform strategy, the commission report, For Each and Every Child, is a successor to A Nation at Risk (1983); the commission’s grand if not grandiose intention was to provide a framework for the next decade or more of nationwide policy struggle. This article, after briefly summarizing the recommendations, focuses on …
International Education Comparisons: How American Education Reform Is The New Status Quo, Randi Weingarten
International Education Comparisons: How American Education Reform Is The New Status Quo, Randi Weingarten
New England Journal of Public Policy
The United States participates in international studies comparing school systems across the world. Reformers have largely ignored the lessons from these studies about what works best to educate children, and a strategy of test-based accountability has become the new status quo. This article analyzes the failed policy ideas reformers keep pushing on our schools that have been shown across the globe to be unsuccessful in the areas of school choice and competition, teacher quality and evaluation, an engaging curriculum, and equity. Research examines what top performing countries do to help students succeed, as well as what works in districts across …
Informing Policy In Developing Countries, Petra Lietz, Mollie Tobin
Informing Policy In Developing Countries, Petra Lietz, Mollie Tobin
International Developments
Petra Lietz and Mollie Tobin discuss the impact of large-scale assessment programs on education policy in developing countries.