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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 …
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 …
Using Teacher Self-Assessment To Identify Staff Development Needs, Edward F. Iwanicki, Lucille Mceachern
Using Teacher Self-Assessment To Identify Staff Development Needs, Edward F. Iwanicki, Lucille Mceachern
Education Faculty Publications
The article discusses the study which applies the Johari Window model during the teacher self-assessment process to identify the development needs of teachers in the United States. Staff development programs are successful when the outcomes being fostered are relevant to the teachers' needs.