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Full-Text Articles in Education

The District Role In Building Capacity: Four Strategies, Diane Massell Sep 2000

The District Role In Building Capacity: Four Strategies, Diane Massell

CPRE Policy Briefs

School districts strongly influence the strategic choices that schools make to improve teaching and learning. Districts—composed of local school boards, superintendents, and central office staff—act as gatekeepers for federal and state policy by translating, interpreting, supporting, or blocking actions on their schools’ behalf. In fact, the efforts of districts to build the capacity of students, teachers, and schools are often the major, and sometimes only, source of external assistance that schools receive. In an effort to revisit the often forgotten role of districts in the improvement process, this policy brief explores the promises and challenges of four major ...


Literacy, Technological Literacy, And The Digital Divide, Daniel A. Wagner May 2000

Literacy, Technological Literacy, And The Digital Divide, Daniel A. Wagner

Journal Articles (Literacy.org)

The United Nations estimates that there are one billion illiterate adults in the world today (about one-quarter of the world's adult population), the vast majority of whom are located in the poorest half of the world. Furthermore, recent surveys suggest that this situation is even more serious than previously believed. Industrialized (OECD) countries now admit to having very serious problems of their own in literacy and basic skills, with up to 25% of adults considered to be lacking the basic skills needed to function effectively in the workforce (see OECD/Statistics Canada, 1995; Tuijnman et al., 1997).


School-Based Performance Award Programs, Teacher Motivation, And School Performance: Findings From A Study Of Three Programs, Carol Kelley, Herbert G. Heneman Iii, Anthony Milanowski Apr 2000

School-Based Performance Award Programs, Teacher Motivation, And School Performance: Findings From A Study Of Three Programs, Carol Kelley, Herbert G. Heneman Iii, Anthony Milanowski

CPRE Research Reports

Building on a strong foundation of research and experience with educational reform across the nation, in the 1990s educational policymakers undertook sophisticated comprehensive educational reform efforts. The centerpiece of these reforms was the creation of state educational standards, assessments, and goals, and the realignment of state and local resources to support the achievement of these goals. A number of states and districts have embraced the idea of performance-based accountability (Fuhrman, 1999), in which rewards and sometimes sanctions are used as incentives for measurable improvement in student achievement. Some jurisdictions have modified their teacher compensation systems in order to provide incentives ...


From Research To Practice And Back Again: Timss As A Tool For Educational Improvement, Marlies Dunson Apr 2000

From Research To Practice And Back Again: Timss As A Tool For Educational Improvement, Marlies Dunson

CPRE Policy Briefs

The U.S. Department of Education released data from the Third International Mathematics and Science Study (TIMSS) to serve as a “starting point to examine U.S. education, student achievement, teaching and curricula.” The researchers and administrators of TIMSS hoped that these findings would provoke reflective discussions by providing a different lens through which schools could reevaluate their current practices and education policymakers could benefit from new insights. In the three years following the release of the first set of data, a number of states, districts, and schools have delved deeply into TIMSS for policy development and school improvement, receiving ...


Basic Skills In Adult Education And The Digital Divide, Lynda Ginsburg, John Sabatini, Daniel A. Wagner Jan 2000

Basic Skills In Adult Education And The Digital Divide, Lynda Ginsburg, John Sabatini, Daniel A. Wagner

Book Chapters (Literacy.org)

Traditionally, basic adult education has had a particular concern with the skills of literacy and numeracy, seeing these as essential for entry to the world of work. Adult education teachers may therefore be reluctant to adopt ICT, unsure of the part it should play, and worried about the time it takes away from the development of these basic skills. As we enter the 21st century, however, ICT has already become a necessary and important component of adult education. Formal and non-formal education are being delivered at a distance via technology — particularly the Internet — with the promise that learning can take ...