Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Series

Educational Assessment, Evaluation, and Research

2005

Institution
Keyword
Publication
File Type

Articles 1 - 30 of 189

Full-Text Articles in Education

Common Data Set 2004-05, Sharon Schmidtz Dec 2005

Common Data Set 2004-05, Sharon Schmidtz

Office of Survey Research

Data set for 2004-2005


Issues Of Access And Excellence: New Faculty Expectations And Evaluations, Philip I. Kramer Dec 2005

Issues Of Access And Excellence: New Faculty Expectations And Evaluations, Philip I. Kramer

OARCA Staff Publications

People who become educational leadership professors usually come to their new occupation with a range of skills and experiences. Most doctoral preparation programs in educational leadership however do not always prepare future faculty members to address conflicts that arise when the actual roles and responsibilities of the new faculty member conflict with either their own and values or the institutions' norms, values, or mission. This case is an opportunity to consider how new faculty prepare for entrance into the professoriate. This case guides the reader through an exploration of faculty expectations of their students and themselves and how to plan ...


Post-School Education And Training Pathways To Age 20., Sheldon Rothman, Australian Council For Educational Research (Acer) Dec 2005

Post-School Education And Training Pathways To Age 20., Sheldon Rothman, Australian Council For Educational Research (Acer)

LSAY Briefing Reports

This Briefing summarises three recent LSAY research reports based on a sample of 13 613 young people who were in Year 9 in 1995. It focuses on those young people who entered formal post-school study at a university or a TAFE institution, or undertook an apprenticeship or traineeship since leaving secondary school. The majority of these young people completed Year 12 in 1998, and 1999 was their first year of post-school study. About one in five members of the cohort had left school before completing Year 12 and about 60 per cent of them entered some other form of study ...


Lsay Cohort Report The Year 9 Class Of 1995 In 2003, Sheldon Rothman, Catherine Underwood Dec 2005

Lsay Cohort Report The Year 9 Class Of 1995 In 2003, Sheldon Rothman, Catherine Underwood

LSAY Cohort Reports

This report provides details of the experiences of the 1995 Year 9 cohort of the Longitudinal Surveys of Australian Youth. Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The reference period for this report is 2003, when the modal age of respondents was 22 years. Information about the 1995 Year 9 LSAY cohort’s activities in previous years is available in earlier reports in this series: McKenzie (2002), Rothman (2002), Rothman and Hillman (2003) and Hillman (2003).


Lsay Cohort Report The Year 9 Class Of 1995 In 2004, Catherine Underwood Dec 2005

Lsay Cohort Report The Year 9 Class Of 1995 In 2004, Catherine Underwood

LSAY Cohort Reports

This report provides details of the experiences of the 1995 Year 9 cohort of the Longitudinal Surveys of Australian Youth. Information on this cohort was first collected in 1995, when these young people were Year 9 students in Australian schools. The reference period for this report is 2004, when the modal age of respondents was 23 years. Information about the 1995 Year 9 LSAY cohort’s activities in previous years is available in earlier reports in this series: McKenzie (2002), Rothman (2002), Rothman and Hillman (2003), Hillman (2003) and Rothman (2005).


Non-Apprenticeship Vet Courses : Participation, Persistence And Subsequent Pathways., Julie Mcmillan, Sheldon Rothman, Nicole Wernert Dec 2005

Non-Apprenticeship Vet Courses : Participation, Persistence And Subsequent Pathways., Julie Mcmillan, Sheldon Rothman, Nicole Wernert

LSAY Research Reports

This report examines recent school leavers who commenced non-apprenticeship VET courses in Australia during the late 1990s. The focus is on the early post-school years, up to age 20. The report has two broad aims: to describe the educational, training and labour market pathways of non-apprenticeship VET course entrants; and to identify factors associated with persistence in non-apprenticeship VET courses. The report uses data from the Longitudinal Surveys of Australian Youth (LSAY) to address each of these aims. The findings are based upon a sample of young people who had been in Year 9 in 1995 and who commenced a ...


Lsay Cohort Report The Year 9 Class Of 1998 In 2003, Sheldon Rothman, Catherine Underwood Dec 2005

Lsay Cohort Report The Year 9 Class Of 1998 In 2003, Sheldon Rothman, Catherine Underwood

LSAY Cohort Reports

This report provides details of the experiences of the 1998 Year 9 cohort of the Longitudinal Surveys of Australian Youth. Information on this cohort was first collected in 1998, when these young people were Year 9 students in Australian schools. The reference period for this report is October 2003, when the modal age of respondents was 19 years. Information about the cohort’s activities in previous years is available in earlier reports in this series: Fullarton (2001), Rothman (2001), Rothman (2002) and Hillman and Rothman (2003).


Lsay Cohort Report The Year 9 Class Of 1998 In 2004, Catherine Underwood Dec 2005

Lsay Cohort Report The Year 9 Class Of 1998 In 2004, Catherine Underwood

LSAY Cohort Reports

This report provides details of the experiences of the 1998 Year 9 cohort of the Longitudinal Surveys of Australian Youth. Information on this cohort was first collected in 1998, when these young people were Year 9 students in Australian schools. The reference period for this report is October 2004, when the modal age of respondents was 21 years. Information about the cohort’s activities in previous years is available in earlier reports in this series: Fullarton (2001), Rothman (2001), Rothman (2002), Hillman and Rothman (2003) and Rothman (2005).


Lake View School Funding Update, Sarah C. Mckenzie, Gary W. Ritter Dec 2005

Lake View School Funding Update, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In another landmark decision regarding school finance in Arkansas, the Arkansas Supreme Court has again declared that the state has retreated from its obligation to adequately fund public education, just as it decided in 2004 (Lake View School Dist. No. 25 v. Huckabee, 355 Ark. 617, 142 S.W.3d 643). Earlier this year, 49 school districts had requested the Court to recall its mandate and reappoint Special Masters to reopen the Lake View case and evaluate the state’s efforts to improve the adequacy of Arkansas’ school finance system (see Policy Brief 17). The court granted this request on ...


Teaching Reading: Report And Recommendations, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia) Dec 2005

Teaching Reading: Report And Recommendations, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia)

Teaching and Learning and Leadership

The objectives of the Inquiry were to review and analyse recent national and international research about literacy teaching approaches; identify the extent to which prospective teachers are provided with reading teaching approaches and skills that are effective in the classroom and have the opportunities to develop and practise the skills required to implement effective classroom reading programs; identify the ways in which research evidence on literacy teaching and policies in Australian schools can best inform classroom teaching practice and support teacher professional learning; examine the effectiveness of assessment methods being used to monitor the progress of students' early reading learning ...


Teaching Reading: Literature Review: A Review Of The Evidence-Based Research Literature On Approaches To The Teaching Of Literacy, Particularly Those That Are Effective In Assisting Students With Reading Difficulties, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia) Dec 2005

Teaching Reading: Literature Review: A Review Of The Evidence-Based Research Literature On Approaches To The Teaching Of Literacy, Particularly Those That Are Effective In Assisting Students With Reading Difficulties, Ken Rowe, National Inquiry Into The Teaching Of Literacy (Australia)

Teaching and Learning and Leadership

Underlying a key purpose of the present review is the conviction that claims about what constitute effective literacy teaching, and of reading in particular, should be grounded in findings from rigorous evidence-based research. To this end, the present review of the research literature on teaching practices for students, with and without reading difficulties, relies largely, though not exclusively, on well-designed meta analytic syntheses that: (a) partial out methodological artefacts from the effect sizes; and (b) base their analyses on the actual procedures and components of instruction used in the studies reviewed. Following a brief outline of the background and purposes ...


Teachers’ Experiences Of Learning Science: A Case Of Autobiographical Reflection, Nelofer Halai Dec 2005

Teachers’ Experiences Of Learning Science: A Case Of Autobiographical Reflection, Nelofer Halai

Institute for Educational Development, Karachi

This paper analyzes the experience of learning science in school of 34 teachers enrolled in a science methods course in the M.Ed. programme offered by the Aga Khan University, Pakistan. The participants were expected to write their reflections after recalling their experience of learning science in school. The findings reveal that the majority of teachers recalled negative experiences of learning science and that the teaching style of their teachers influenced the way they feel about science even to this day. It follows that if teachers are helped to recall their own experience of learning science in the classroom, it ...


School Reform Strategies And Normative Expectations For Democratic Leadership In The Superintendency, George J. Peterson, Theodore J. Kowalski Nov 2005

School Reform Strategies And Normative Expectations For Democratic Leadership In The Superintendency, George J. Peterson, Theodore J. Kowalski

Educational Leadership Faculty Publications

The concept of democratic leadership emerged in the early decades of the twentieth century in response to the effects of social change on schools and to growing dissatisfaction with autocratic management. One of its most prominent advocates was John Dewey, an eminent philosopher who viewed scientific management’s obsession with efficiency to be detrimental to a well-balanced social interest (Razik & Swanson, 2001). Democratic school administration was not practiced widely, however, until America had suffered a great economic depression circa 1930. After many successful businesses failed, classical theory and scientific management, the philosophical pillars of the Industrial Revolution, lost much of their glitter (Callahan, 1962; 1966).

Seizing the moment, prominent education philosophers described the infusion of business values into public education as undemocratic. They contended that citizen control over public education had been eroded incrementally by superintendents who had pursued technical efficiency at the expense ...


Facing An Uncertain Future: An Investigation Of The Preparation And Readiness Of First-Time Superintendents To Lead In A Democratic Society, Theodore J. Kowalski, George J. Peterson, Lance D. Fusarelli Nov 2005

Facing An Uncertain Future: An Investigation Of The Preparation And Readiness Of First-Time Superintendents To Lead In A Democratic Society, Theodore J. Kowalski, George J. Peterson, Lance D. Fusarelli

Educational Leadership Faculty Publications

The preparation of superintendents is a critical component, an essential element, of systemic education reform, although as (Cooper, Fusarelli, Jackson, & Poster, 2002) observed, “the process is rife with difficulties,” including synchronization of preparation and actual practice, the theory-practice disconnect, the need for life-long learning, and development of an adequate knowledge base (Cooper et al., 2002, p. 242).

The vast majority of research on the efficacy of administrator preparation programs focuses on principals. Most doctoral programs in educational administration serve as de facto preparation programs for superintendents, even though some contain little coursework specifically tailored for the position (Andrews & Grogan, 2002). A number of scathing reports critical of university-based preparation programs for school administrators, coupled with increasingly conservative state legislatures, have produced some significant changes in licensure for school administrators. Licensing requirements for superintendents have been eliminated or lowered in a growing number of states. For example, 9 states no longer require a license; among the remaining 41 states, 54% grant waivers or emergency licenses and 37% allow or sanction alternative routes to licensure (Feistritzer, 2003). In addition, recommendations to make administrative licensing voluntary across all states (Broad Foundation and Thomas B. Fordham Institute, 2003; Hess, 2003) and to discontinue doctoral programs for practitioners (Levine, 2005) have received an inordinate amount of national media attention.

Recognizing that efforts to lower the qualifications and stature of school superintendents are gaining momentum, Kowalski (2004) has recommended ...


Participation In And Progress Through New Apprenticeships, John Ainley, Matthew Corrigan Nov 2005

Participation In And Progress Through New Apprenticeships, John Ainley, Matthew Corrigan

LSAY Research Reports

New Apprenticeships provide a pathway from school to adult working life for a significant proportion of each cohort of young people and thus make a potentially important contribution to the formation of skills for individuals and for the community as a whole. New Apprenticeships are based on a formal combination of study and work that links learning in the workplace with learning in an educational institution. They incorporate both traditional apprenticeships and traineeships. This report focuses on two broad research questions : What are the characteristics of young people who commence a New Apprenticeship overall, as well as of those in ...


Young People Outside The Labour Force And Full-Time Education : Activities And Profiles, Kylie Hillman Nov 2005

Young People Outside The Labour Force And Full-Time Education : Activities And Profiles, Kylie Hillman

LSAY Research Reports

This report focuses on a group of young people who are not involved in full-time education or the labour force, that is, they are not studying full-time, nor are they working or looking for work. The report has three broad aims : to investigate the socio-demographic and educational profiles of those young people; to investigate the activities of this group; and to investigate the stability over time of the group. [Extract, ed]


Unmet Demand? Characteristics And Activities Of University Applicants Not Offered A Place, Gary Marks Nov 2005

Unmet Demand? Characteristics And Activities Of University Applicants Not Offered A Place, Gary Marks

LSAY Research Reports

This report focuses on Year 12 students who apply to go to university but are not offered a place. This group is commonly referred to as indicating a level of 'unmet demand' for university. The size and nature of the group are potentially important considerations in planning higher education. [p.v]


The Effectiveness Of A Geriatrics Curriculum, Susan V. Barrett, Michele M. Carlin, Stacey J. Kadish, Michele P. Pugnaire, Sarah M. Mcgee Nov 2005

The Effectiveness Of A Geriatrics Curriculum, Susan V. Barrett, Michele M. Carlin, Stacey J. Kadish, Michele P. Pugnaire, Sarah M. Mcgee

Office of Institutional Research, Evaluation, and Assessment Publications and Presentations

With support from the AAMC/John A. Hartford Foundation the University of Massachusetts Medical School developed a Geriatrics curriculum and faculty development that would be integrated across all four years. Beginning in Fall 2001, these were implemented over the next two academic years in both preclinical and clinical areas and are highlighted on the timeline above. Would implementation of this new Geriatrics curriculum and faculty development impact students’ ratings of instruction time in Geriatrics?

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2005.


An Analysis Of Student Evaluations Of Instruction For The Fall Quarter 2004, Richard Frye, Trimble E. Joseph, Chris Stark Nov 2005

An Analysis Of Student Evaluations Of Instruction For The Fall Quarter 2004, Richard Frye, Trimble E. Joseph, Chris Stark

Office of Survey Research

An analysis of student evaluations of teaching. Trends, issues, etc.


Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel Nov 2005

Determining Which Delivery Styles Are Best Suited For Instructing In The Distance Learning Environment, James T. Schultz, Marian C. Schultz, Thomas G. Henkel

Publications

The purpose of this study was to ascertain if there is a specific style of teaching which is better suited for the distance learning (virtual) environment, as opposed to the traditional classroom environment. Numerous studies have shown that individuals have different delivery styles in the classroom. The study utilized instructor delivery styles and faculty perceptions of distance learning programs to develop an instrument which identifies the style that would be more successful in the distance learning environment. The study employed an author developed instrument, which included a derivative of the Kolb Learning Style Inventory (LSI) instrument, to determine the teaching ...


Mapping The Road To Proficiency, Thomas R. Guskey Nov 2005

Mapping The Road To Proficiency, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

A table of specifications provides a travel guide to help teachers move students toward mastery of standards


Ua56/1 Regional Campus Enrollment Report, Wku Institutional Research Oct 2005

Ua56/1 Regional Campus Enrollment Report, Wku Institutional Research

WKU Archives Records

Extended campus enrollment statistics for Fall 2005, includes list of offerings for WKU Glasgow campus.


2005-2006 Common Data, Morehead State University. Institutional Research & Analysis. Oct 2005

2005-2006 Common Data, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archives

2005-2006 issue of the Common Data.


Assessing “Discover Mojave” Instrument Development And Analysis: Final Report, Lori Olafson, Gregory Schraw, Michelle L. Weibel Oct 2005

Assessing “Discover Mojave” Instrument Development And Analysis: Final Report, Lori Olafson, Gregory Schraw, Michelle L. Weibel

Reports (DM)

We developed curriculum and a comprehensive assessment plan to determine whether hands-on outdoor recreation events promote knowledge, attitudes, and performance among at-risk urban children. Knowledge, attitude, and performance assessments were developed, refined and conducted through various stages based on cultural and language barriers as well a variety of age groups participating within the events. Findings revealed that knowledge, attitudes, and performance increased substantially as a result of participating in the outdoor recreation events. We conclude that the implementation and assessment of the program is strong. We also make several recommendations for future programs.


The Western Scholar, Editors Oct 2005

The Western Scholar, Editors

WKU Scholar

No abstract provided.


2005 Fall Nutshell, Morehead State University. Institutional Research & Analysis. Oct 2005

2005 Fall Nutshell, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archives

Fall 2005 issue of the Nutshell.


Fact Book 2005, Uno Office Of Institutional Effectiveness Oct 2005

Fact Book 2005, Uno Office Of Institutional Effectiveness

Fact Book

The Fact Book has been designed to present a variety of information and data about the University, in a concise, easily-used format. Included are details regarding student and faculty. Generally, data are broken out by college, rank, level, gender, age and ethnicity for both spring and fall semesters.


Naep 2005 Results, Sarah C. Mckenzie, Gary W. Ritter Oct 2005

Naep 2005 Results, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The National Assessment of Educational Progress (NAEP), also known as “the Nation’s Report Card,” is a national assessment of what students in each state know in various subjects. The Grade 4 and 8 mathematics and reading portions of the NAEP were administered in 2005 and the results were released in mid-October. This brief fact sheet highlights the recent NAEP results and demonstrates, simply put, that the state’s students are gaining ground on the nation according to the NAEP.


Rating The Special Masters, Sarah C. Mckenzie, Gary W. Ritter Oct 2005

Rating The Special Masters, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

After the 85th General Assembly adjourned in April 2005, the Rogers School District, along with 48 other districts, filed a motion to the state Supreme Court to reopen the landmark Lake View school funding case, accusing the legislature of failing to increase school funding for the 2005-06 school year (see Policy Brief 17). The Supreme Court agreed and on June 9, 2005, reappointed former Justices Bradley D. Jesson and David Newbern as Special Masters to assess the plaintiffs’ claims. The Masters issued their report on October 3, 2005, concluding that “the state has not lived up to the promise made ...


Superintendents Speak Out On Education Reforms, Sarah C. Mckenzie, Gary W. Ritter Oct 2005

Superintendents Speak Out On Education Reforms, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

In an effort to improve educational opportunities for all students, Arkansas has made education reforms in many areas over the past three years. The Office for Education Policy (OEP) recently distributed a confidential survey to superintendents across the state to see what kinds of successes districts are having as a result of these reforms and what challenges they still face. OEP also asked superintendents about teacher quality and supply issues in their districts, particularly in light of No Child Left Behind’s (NCLB) requirement that all schools be staffed with “highly-qualified teachers.”