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Articles 1 - 15 of 15

Full-Text Articles in Education

The Role Of Student Attitudes And Beliefs About Mathematics And Science Learning In Academic Achievement: Evidence From Timss For Six Nations, Erling E. Boe, Herbert M. Turner Iii, Henry May, Christine S Leow, Gema Barkanic Dec 1999

The Role Of Student Attitudes And Beliefs About Mathematics And Science Learning In Academic Achievement: Evidence From Timss For Six Nations, Erling E. Boe, Herbert M. Turner Iii, Henry May, Christine S Leow, Gema Barkanic

GSE Publications

In view of the prevalent belief among parents, educators, and policy makers that positive student attitudes and beliefs about mathematics learning are associated with higher academic achievement, Turner and Boe (1999) recently examined this association using data from the Third International Mathematics and Science Study (TIMSS) for seventh- and eighth-grade students in the United States. In light of the substantial support found by Turner and Boe for such attitude-achievement relationships under statistically controlled conditions, the research reported here was designed to expand upon the prior study by quantifying the strength of these relationships in both mathematics and science and to ...


Contracting As A Mechanism For Managing Education Services, Jane Hannaway Nov 1999

Contracting As A Mechanism For Managing Education Services, Jane Hannaway

CPRE Policy Briefs

Contracting with for-profit firms is one of the new organizational arrangements to emerge in public education in the nineties. Fueled by millions of new investment dollars and by demand for education management services from the burgeoning charter school movement, education contracting is growing. The Edison Project, for example, opened its first four schools in 1995 and now operates 77 schools serving approximately 37,000 students in twelve states. Contracting, like vouchers and charter schools, is a market-based reform presumed to promote improved performance through new accountability mechanisms and exploiting competition.

School districts have long contracted for building maintenance, transportation, and ...


Learning For Organizing: Institutional Reading Groups As A Strategy For Change, Peter D. Eckel, Adrianna Kezar, Devorah Lieberman Nov 1999

Learning For Organizing: Institutional Reading Groups As A Strategy For Change, Peter D. Eckel, Adrianna Kezar, Devorah Lieberman

GSE Publications

Organizing for learning is an important emphasis for AAHE, and rightly so. Colleges and universities should make institutional changes that promote better and more effective learning. Our experiences — from a national perspective at the American Council on Education (ACE) and ERIC Clearinghouse on Higher Education and from a campus-based perspective at Portland State University — suggest that before institutions can organize for learning, they must first learn for organizing.


Assessing Basic Learning Competencies Among Youth And Young Adults In Developing Countries: Analytic Survey Framework And Implementation Guidelines, Daniel A. Wagner Sep 1999

Assessing Basic Learning Competencies Among Youth And Young Adults In Developing Countries: Analytic Survey Framework And Implementation Guidelines, Daniel A. Wagner

Journal Articles (Literacy.org)

The World Conference on Education for All (WCEFA) in 190 at Jomtien, Thailand, included a number of educational targets related to out-of-school youth and adults, including: (1) to reduce the number of adilt illiterates to half of the 1990 level by the year 2000; and (2) to improve learning achievement to an agreed percentage of an appropriate age cohort. WCEFA also stresed the need to monitor and evaluate the performance of individual learners as well as the delivery mechanisms and outcomes of literacy and other non-formal education programmes. At the Mid-Decade Review meeting on EFA in Amman (in June 1996 ...


Instruction, Capacity, And Improvement, David K. Cohen, Deborah Loewenberb Ball Jun 1999

Instruction, Capacity, And Improvement, David K. Cohen, Deborah Loewenberb Ball

CPRE Research Reports

Since World War II, efforts to improve schools have numbered in the thousands. Most efforts have concentrated on improving the curriculum materials used in schools or on "training" teachers in new instructional methods. Many of these efforts have gone under the banner of "building instructional capacity," a term that for decades has been featured prominently in conversations about educational reform. Unfortunately, three decades of research has found that only a few interventions have had detectable effects on instruction and that, when such effects are detected, they rarely are sustained over time. A review of research and professional experience with school ...


Instruction, Capacity, And Improvement, David K. Cohen, Deborah Loewenberg Ball Jun 1999

Instruction, Capacity, And Improvement, David K. Cohen, Deborah Loewenberg Ball

CPRE Research Reports

Since World War II, efforts to improve schools have numbered in the thousands. Most efforts have concentrated on improving the curriculum materials used in schools or on "training" teachers in new instructional methods. Many of these efforts have gone under the banner of "building instructional capacity," a term that for decades has been featured prominently in conversations about educational reform. Unfortunately, three decades of research has found that only a few interventions have had detectable effects on instruction and that, when such effects are detected, they rarely are sustained over time. A review of research and professional experience with school ...


Gender And Culture: International Experimental Evidence From Trust Games, Rachel Croson, Nancy Buchan May 1999

Gender And Culture: International Experimental Evidence From Trust Games, Rachel Croson, Nancy Buchan

Operations, Information and Decisions Papers

No abstract provided.


When Accountability Knocks, Will Anyone Answer?, Charles Abelmann, Richard Elmore Mar 1999

When Accountability Knocks, Will Anyone Answer?, Charles Abelmann, Richard Elmore

CPRE Research Reports

Pressure for increased school accountability is a distinctive hallmark of the present period of educational reform. Accountability, as presently defined in state and local educational policy, includes four major ideas: the school is the basic unit for the delivery of education and hence the primary place where teachers and administrators are held to account; schools are primarily accountable for student performance, generally defined as measured achievement on tests in basic academic subjects; school-site student performance is evaluated against externally-set standards that define acceptable levels of student achievement as mandated by states or localities; and evaluation of school performance is typically ...


When Accountability Knocks, Will Anyone Answer?, Charles Abelmann, Richard Elmore Mar 1999

When Accountability Knocks, Will Anyone Answer?, Charles Abelmann, Richard Elmore

CPRE Research Reports

Pressure for increased school accountability is a distinctive hallmark of the present period of educational reform. Account- ability, as presently defined in state and local educational policy, includes four major ideas: the school is the basic unit for the delivery of education and hence the primary place where teachers and administrators are held to account; schools are primarily accountable for student performance, generally defined as measured achievement on tests in basic academic subjects; school-site student performance is evaluated against externally-set standards that define accept- able levels of student achievement as mandated by states or localities; and evaluation of school performance ...


The Problem Of Underqualified Teachers In American Secondary Schools, Richard Ingersoll Mar 1999

The Problem Of Underqualified Teachers In American Secondary Schools, Richard Ingersoll

GSE Publications

This article presents the results of a research project on the phenomenon of out-of-field teaching in American high schools - teachers teaching subjects for which they have little education or training. Over the past couple of years, the problem of out-of-field teaching has become a prominent topic in the realm of educational policy and reform, and the results of this research have been widely reported and commented on both by education policymakers and the national media. But unfortunately, out-of-field teaching is a problem that remains largely misunderstood. My research utilizes nationally representative data from the Schools and Staffing Survey, conducted by ...


Introduction: School-To-Work Policies In Industrialized Countries As Responses To Push And Pull, David Stern, Daniel A. Wagner Jan 1999

Introduction: School-To-Work Policies In Industrialized Countries As Responses To Push And Pull, David Stern, Daniel A. Wagner

Book Chapters (Literacy.org)

Two main forces propel policies that aim to improve the transition from school to stable employment. First is a high level of joblessness, which pushes policy makers to find solutions as quickly as possible. Because unemployment rates in most countries stay persistently higher for young people than for adults, youth unemployment in particular remains a chronic concern for public policy. This concern intensifies when demographic waves or economic recessions drive unemployment upward.


The New Accountability, Susan H. Fuhrman Jan 1999

The New Accountability, Susan H. Fuhrman

CPRE Policy Briefs

As part of standards-based reform, states and districts are designing new approaches to holding schools and districts accountable for discharging their missions. Virtually every state and thousands of districts are working on developing standards for student learning and aligning student assessments to those expectations. Most are taking the next step which is to use achievement of the standards as a basis for accountability.

The new accountability approaches emerging from this work differ from more traditional systems with respect to one or more of seven factors. District/school approval is being linked to student performance rather than compliance to regulations; accountability ...


The New Accountability, Susan H. Fuhrman Jan 1999

The New Accountability, Susan H. Fuhrman

CPRE Policy Briefs

As part of standards-based reform, states and districts are designing new approaches to holding schools and districts accountable for discharging their missions. Virtually every state and thousands of districts are working on developing standards for student learning and aligning student assessments to those expectations. Most are taking the next step which is to use achievement of the standards as a basis for accountability.

The new accountability approaches emerging from this work differ from more traditional systems with respect to one or more of seven factors. District/school approval is being linked to student performance rather than compliance to regulations; accountability ...


Prevalence And Effects Of Child Exposure To Domestic Violence, John Fantuzzo, Wendy K. Mohr Jan 1999

Prevalence And Effects Of Child Exposure To Domestic Violence, John Fantuzzo, Wendy K. Mohr

GSE Publications

In recent years, researchers have focused attention on children who are exposed to domestic violence. Although presently there are no scientifically credible estimates of the national prevalence of children exposed to domestic violence, existing data suggest that large numbers of American children are affected. This article discusses the limitations of current databases and describes a promising model for the collection of reliable and valid prevalence data, the Spousal Assault Replication Program, which uses data collected through collaboration between police and university researchers.

Research examining the effects of childhood exposure to domestic violence is also limited by a range of methodological ...


State Policy Response To The Taxpayer Relief Act Of 1997, Kristin D. Conklin, Joni E. Finney Jan 1999

State Policy Response To The Taxpayer Relief Act Of 1997, Kristin D. Conklin, Joni E. Finney

GSE Publications

The Taxpayer Relief Act of 1997 (TRA 1997) is the largest single increase in federal funding for higher education since the GI Bill. This chapter explores the impact of this new federal law on state higher education policy and offers options and recommendations for state response. These recommendations are based on the belief that programs which support both access and affordability are necessary to advance the larger national policy of college opportunity, but that affordability should not be allowed to supersede access as a policy goal.