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Articles 1 - 22 of 22
Full-Text Articles in Education
Conceptualizing Lifelong Learning For K-12 Education, Betsy Ng
Conceptualizing Lifelong Learning For K-12 Education, Betsy Ng
Journal of Research Initiatives
In this era of rapid evolution, education in the twenty-first century must strive to develop students to be lifelong learners. Students should possess goals and life-ready competencies for continuous learning during formal, non-formal, and informal education. Within a globalizing world, lifelong learning skills enable students to manage difficulties and challenges. Lifelong learning for K-12 education may shape our students’ values and behavior, as well as build resilience in the face of challenges ahead. To date, educational research related to lifelong learning across varied contexts of K-12 education is still in its infancy. The present paper contributes to the conceptualization of …
Developing A K-12 School Leadership Plan, Marian E. Truehill
Developing A K-12 School Leadership Plan, Marian E. Truehill
Journal of Research Initiatives
Abstract
The purpose of this paper is to develop a K-12 School Leadership plan for public, private, and parochial educational institutions. The K-12 School Leadership plan will help principals, teachers, staff and students focus on how to accurately operate a successful school culture, climate, and improve academic performance at their educational institutions. I used a pseudonym JFK for the high school examined in this paper. Themes represented in this paper will include assessment of ineffective leadership style, assessment of school culture, climate and performance, school improvement areas, explanation of leadership style, most effective style to improve school performance, research-based leadership …
Facts And Trends Regarding Performance And Funding Of K-12 In Kentucky, John Garen
Facts And Trends Regarding Performance And Funding Of K-12 In Kentucky, John Garen
Institute for the Study of Free Enterprise Working Papers
Kentucky’s K-12 experienced an 80% in increase in per pupil funds, after inflation, from 1990 to 2019. However, there have been only modest changes in its nationally-administered test scores, and no increases in the past decade. Moreover, per pupil funding seems to exceed that of all but the most exclusive private school tuition. Just over one-half of public funds goes directly to instruction and most funds to local schools come from Frankfort. Scoring on Kentucky’s own student assessment tests, the K-PREP, are higher than that of the comparable nationally-administered tests. Also, K-PREP shows improvement, while the other tests do not. …
Losing As And Fs: What Works For Schools Implementing Standards-Based Grading?, Matt Townsley, Tom Buckmiller
Losing As And Fs: What Works For Schools Implementing Standards-Based Grading?, Matt Townsley, Tom Buckmiller
Educational Considerations
Learning goals such as the Common Core State Standards are helping educational leaders to better understand the critical role assessment and grading plays in the teaching and learning process. In response to the growing body of empirical research on the topic of accurate grading practices, a number of schools are moving away from letter grades and adopting standards-based grading which separately report learning goals from work habits. The purpose of this essay is to document what works when K-12 schools implement standards-based grading through a deep dive into related literature and to suggest areas for future consideration. With this improvement …
Comparison Of National Assessment Of Educational Progress (Naep) Reports And State Physical Education Mandates, Erick Alfonso
Comparison Of National Assessment Of Educational Progress (Naep) Reports And State Physical Education Mandates, Erick Alfonso
Seton Hall University Dissertations and Theses (ETDs)
There have been several studies that analyzed the relationship between physical education and academic achievement at a local level, but a longitudinal analysis across the United States has not been done. An understanding of the relationship between physical education policies across the United States and academic achievement at the state level may provide insight into best practices to ensure that comprehensive physical education policies are adopted in all states. Using data from the Society of Health and Physical Educators and The National Assessment of Educational Progress, I investigated the relationship between physical education policies and academic achievement. Minor relationships with …
“How Can He Be So Cruel?” Examining Issues Of Trust In School Improvement Efforts, Jacqueline R. Wettlaufer, Steve Sider
“How Can He Be So Cruel?” Examining Issues Of Trust In School Improvement Efforts, Jacqueline R. Wettlaufer, Steve Sider
Education Faculty Publications
In this case, a high school vice-principal encounters tension and anger when she rewrites a staff member’s report card comments without his knowledge. The case narrative examines the conflict that arises when, under time constraints and pressures to produce student reports, the vice-principal acts on a decision she believes is ethically correct only to find that she incurs a significant setback with staffing relationships largely due to wavering of trust. The analysis examines how transformational leadership builds self-efficacy in all staff founded on trusting relationships. Professional reflection provides a conduit through which educational leaders can assess their own practice and …
Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking
Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking
Theses and Dissertations
This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students …
The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye
The Effects Of Professional Development And Formative Assessment Quality On Students' Self-Regulation In Primary School Mathematics, Oluwakemi Adewoye
Walden Dissertations and Doctoral Studies
Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample was 13 volunteer …
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Doctoral Dissertations and Projects
Teacher value-added measures (VAM) are designed to provide information regarding teachers’ causal impact on the academic growth of students while controlling for exogenous variables. While some researchers contend VAMs successfully and authentically measure teacher causality on learning, others suggest VAMs cannot adequately control for exogenous influences on the classroom. Furthermore, because VAMs are primarily connected to student performance on standardized, high-stakes exams and those exams are resoundingly considered to be inadequate measures of true student learning, educators and educational leaders assert VAM results are moot. The purpose of this study was to consider the potential for student background, teacher preparation, …
Choice-Based Assessments And Their Use With 1:1 Technology Devices, Joshua Ottow
Choice-Based Assessments And Their Use With 1:1 Technology Devices, Joshua Ottow
Electronic Theses and Dissertations
Choice-based assessments are classroom activities in which students are given some element of choice in how they meet defined learning objectives. As educators seek to adequately prepare students for the rapidly changing world that they will enter after high school, they have placed a greater focus on the types of assessment practices used in the classroom. Choice-based assessments, particularly when used with a 1:1 technology device, may have the impact of increasing student motivation to learn and enhancing the development of skills that they may need after high school (Schwartz & Arena, 2013; Tapscott, 2008). To date, there has been …
The Assessment Of Scientific Reasoning Skills Of High School Science Students: A Standardized Assessment Instrument, Shane Hanson
The Assessment Of Scientific Reasoning Skills Of High School Science Students: A Standardized Assessment Instrument, Shane Hanson
Theses and Dissertations
The main goal of science education has been achieving scientific literacy. However, this has been no easy task considering that scientific literacy has many definitions that involve a plethora of activities. This means that assessing the topic becomes quite challenging, especially if this is done with some sort of overarching instrument. Fortunately, Shamos (1995) has characterized the many dimensions of scientific literacy into three levels. These dimensions can then be assessed individually, making the task of assessment less overwhelming. The highest level, true scientific literacy contains dimensions that are discussed in this study, which already have individual assessments. Wenning's Nature …
Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur
Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur
Doctoral Dissertations
In order to effectively transport universal social and emotional learning (SEL) programs into natural settings, it is important to understand implementation barriers that may hinder the likelihood of successful outcomes (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The current study is primarily based on the notion that within the planning phase of implementation, few technically adequate assessment measures targeting both organizational capacity (OC) and provider characteristics (PC) for SEL programming actually exist. The purpose is to extend the SEL implementation assessment literature by developing a new rating scale designed to measure SEL implementation barriers (School SEL Capacity Assessment [SSCA]) and …
Formative Assessment Strategies: Levels Of Use By High School English And Mathematics Teachers, Danielle Love Hauser
Formative Assessment Strategies: Levels Of Use By High School English And Mathematics Teachers, Danielle Love Hauser
Theses and Dissertations
The levels of use of formative assessment strategies and types of feedback by high school English and mathematics teachers were examined. A non-experimental, quantitative survey approach was used to test whether the levels of use of formative assessment strategies vary by content area taught (English vs. mathematics), teacher's perceptions of their knowledge of these practices, and other teacher demographics (e.g., gender, years of experience, degrees/ qualifications). Survey items on formative assessment strategies included specific items from Classroom Assessment for Student Learning Doing It Right Using It Well. Feedback survey questions were based on Nyquists' typology of feedback. One-hundred twenty-five surveys …
An Analysis Of The District Marginal Costs Of Mandatory State Standardized Tests, J. Eli Crow
An Analysis Of The District Marginal Costs Of Mandatory State Standardized Tests, J. Eli Crow
Department of Educational Administration: Dissertations, Theses, and Student Research
The purpose of this study was to determine (a) the estimate for the district marginal cost of mandatory state standardized assessments, (b) if student enrollment can be used to predict the district marginal cost of mandatory state standardized assessments, and c) the unit (per student) district marginal cost of mandatory state standardized assessments. The study included the use of a simple linear regression analysis with associated plots and trend lines.
The study established that district enrollment was correlated with district marginal cost of standardized testing which allowed the researcher to calculate the total and per student district level marginal cost …
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Australian Journal of Teacher Education
The pre-service programs delivered in Australian teacher education institutions are expected to graduate students who meet externally determined standards, including standards in literacy, numeracy and information and communication technology. These programs are also expected to educate future teachers in professional knowledge and practice, as well as prepare them to engage in professional learning continuously throughout their careers. This paper reports on the first phase of a project that investigated the literacy, numeracy and ICT demands of assessment tasks across the four years of the Bachelor of Education (Primary) program at a regional university.
Grade Retention Rates: Impact Of Standards-Based Grading As Compared To A Traditional Grading System In 3rd And 5th Grades, Mishea Dean
Doctoral Dissertations and Projects
Student retention is a contentious issue that has spawned considerable debate among school leaders and policymakers. NCLB's accountability requirement has led to the development of a standards-based grading system to ensure students master content and so schools can meet AYP goals. This causal comparative study examined whether a change from a traditional grading system to a standards-based system affected the student retention frequency rate. Convenience sampling was used to collect retention data on third and fifth grade students who attended four Title 1 schools in northeast Georgia during the 2007-08 and 2008-09 school years when the grading system changed. A …
The Effects Of Standards-Based Grading On Student Performance In Algebra 2, Rachel Beth Rosales
The Effects Of Standards-Based Grading On Student Performance In Algebra 2, Rachel Beth Rosales
Dissertations
The use of standards-based grading in American public schools is increasing, offering students, parents, and teachers a new way of measuring and communicating about student achievement and performance. Parents indicate an appreciation for this method of grading, and students at the elementary grades (K-6) have improved standardized test scores in reading and math as a result of its implementation. This study seeks to determine whether standards-based grading has the same effect on students at the high school level (grades 9-12) by comparing end-of-course test scores and posttest scores of Algebra 2 students enrolled in a standards-based graded classroom with to …
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell
Antioch University Dissertations & Theses
Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses …
Relationship Between Assessment And Students’ Learning, Babar Khan
Relationship Between Assessment And Students’ Learning, Babar Khan
Professional Development Centre, Gilgit
Assessment is a critical aspect of teaching and learning process which aim at collecting, interpreting and analyzing the regarding students’ performance. The quality of learning is determined by the quality of assessment practices in the classroom. There are many purposes of assessment that focus on the different dimensions of educational development, however, the most dominant purposes of assessment are improving students’ learning and develop accountability measures for learning at classroom and school levels. For effective assessment, using appropriate assessment strategies is significant. There are number of that can be employed to enhance students’ learning outcome but teacher rely on only …
Grading And Reporting Purposes And Practices In Catholic Secondary Schools And Grades' Efficacy In Accurately Communicating Student Learning, Peter Imperial
Grading And Reporting Purposes And Practices In Catholic Secondary Schools And Grades' Efficacy In Accurately Communicating Student Learning, Peter Imperial
Doctoral Dissertations
Few aspects of school are as controversial as the practice of grading, for grades affect students' educational opportunities. The purpose of this study was to identify the practices Catholic high-school teachers employed in determining students' grades. The study investigated the extent to which academic achievement comprised the grades teachers reported, and the extent to which teachers' practices are consistent with their expressed purposes for grading. The study also explored the extent to which Catholic teachers' grading practices are consistent with their schools' purpose for grading. Using random sampling, 486 Catholic secondary school teachers and 50 administrators from 33 high schools …
Criterion-Referenced Assessment Literacy Of Educators, James David King
Criterion-Referenced Assessment Literacy Of Educators, James David King
Dissertations
This study investigated the assessment literacy of educators in regard to criterion-referenced tests. For the purpose of this study, administrators included principals and assistant principals within a school. First, the study determined the degree of training in measurement, assessment, and statistics that educators have received. Second, the study investigated the assessment knowledge of educators based on their performance on the Criterion-Referenced Questionnaire. Third, the study investigated if years experience, type of certification, or highest degree held had a significant difference on their performance on the Criterion-Referenced Questionnaire. Fourth, the study investigated educators’ attitudes toward the use of measurement, assessment, and …
Connecticut Blueprint For A Nclb “Housse” In Educational Technology, Antoinette P. Bruciati
Connecticut Blueprint For A Nclb “Housse” In Educational Technology, Antoinette P. Bruciati
Education Faculty Publications
According to the United States Department of Education, teacher quality is one of the most critical aspects of the teaching and learning process. The No Child Left Behind Act of 2001 (NCLB) has required that state agencies assume the responsibility for increasing student achievement and ensuring teacher quality by the end of the 2005-2006 school year. The NCLB outlines minimum qualifications that are needed by teachers who work on any facet of classroom instruction and authorizes state administrators to establish the criteria through which an experienced teacher will meet the subject matter competencies in a specific content area. This paper …