Educational Assessment, Evaluation, and Research Commons^™

Investigation Of Partnership And Engagement Methods To Increase Research Capability At Edith Cowan University, Darren Gibson

Research outputs 2011

There is an increasing interest within all areas of research to collaborate, with networks and partnerships being used to develop research ideas and enhance research outcomes. A Collaboration Research Network (CRN) is one such method that can enhance a research system. Correspondingly Edith Cowan University (ECU) has established CRN activities in four areas of national importance; health, education, ICT and environment with a view to enhancing the University’s research output. However, CRN dynamics and mechanisms are complex and having a CRN per se does not guarantee enhanced research outcomes. This study will use both quantitative and qualitative methods to investigate …

Computer-Based Versus Paper-Pencil Modes Of Administration United States Government End Of Course Exams: Student Cumulative Grade Point Averages As Predictors Of Success, Barbara A. Ryan

Dissertations

Beginning with the No Child Left Behind federal legislation, states were required to use data to monitor and improve student achievement. For high schools, the Missouri Department of Elementary and Secondary Education chose End of Course Exams (EOC) to demonstrate levels of student achievement. The policy changed from school choice of paper-pencil or computer-based testing to mandated computer-based testing. This study examined whether this decision best demonstrates the level of student mastery. Using high school EOC test scores for United States Government exams as the independent variable and high school cumulative grade point average (CGPA) as the dependent variable, the …

Enhancing Instruction For English Learners In Response To Intervention Systems: The Pluss Model, Amanda K. Sanford, Julie Esparza Brown, Maranda Turner

Education Faculty Publications and Presentations

This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide …

Aboriginal Research And Study Protocols, Dan Mcaullay, Colleen Hayward

Research outputs 2012

The Aboriginal Research and Study Protocols have been developed as a guide for ECU staff and students undertaking research, projects or fieldwork that involve Indigenous Australian issues, people or knowledge or that impact on Indigenous people or communities.

These protocols fulfil a strategic priority of ECU’s Reconciliation Action Plan: Develop clear and agreed protocols around Indigenous Australian research to ensure that research activity is informed by thorough cultural awareness and respect.

They also reflect the requirements of key documents that must be addressed by applicants as required by the ECU Human Research Ethics Committee. If the proposed project relates to …

Higher Education's Future: A New Global Order, Ellen Hazelkorn

Other resources

No abstract provided.

A Renewed Approach To Undergraduate Worship Leader Education, Allen Hendricks

Doctoral Dissertations and Projects

The church music degree program at Charleston Southern University, based on a European traditional/classical sacred music degree model, has been attracting fewer and fewer students. The last two students pursuing this degree were graduated in May, 2011. Prior to their graduation, the administration encouraged the music department to investigate current career markets and the worship leadership training strategies of other institutions. The purpose of this project is to design a suitable worship leadership degree and thus assist the university in its mission to equip churches with properly trained ministry leaders. Survey instruments will be used to discover the expectations of …

A Journey Through Assessment: From Memory Recollection To Knowledge Demonstration, Jennifer Byrne

Conference papers

The Technological University Dublin is one of the largest multi-level higher education providers in Ireland. The Institute’s traditional mission has always been focused on teaching and learning in the field of advanced technical vocational education and training (TVET), and one of its agendas is to foster and encourage changes in teaching practice and methodology in order to enhance the student learning experience.

This paper is a result of the ever changing process which shows the evolution of the assessment process to its current format. It was driven by the fact that we as lecturers realised that the assessment results did …

Houston, We Have A…Solution?, Reed Greenwood, Gary W. Ritter

Policy Briefs

The Arkansas Department of Education recently released the list of the lowest performing schools in Arkansas—labeled as focus and priority schools. Now that these schools have been singled out, they will be subjected to heavy intervention. Educators and policymakers all over Arkansas have their eyes on these schools and are asking - what's next? How do we turn around lower performing schools? What works? In this policy brief, we outline one particular program—the Apollo 20 program—that is working to turnaround achievement in lower performing schools. Early results show gains comparable with prominent charter schools in the nation, but some criticize …

Innovating A New Future For Learning: Finding Our Path, Valerie Hannon

2009 - 2019 ACER Research Conferences

This keynote paper makes the case that the pursuit of ‘school improvement’ is insufficient to address the challenges facing us if the world is to make available equitable, effective learning systems for all its citizens. A set of drivers of change are explored. It is argued that a ‘split screen’ approach is needed by system leaders and policy makers in which, while school improvement must continue to be pursued, simultaneously a ‘learning ecosystem’ should be created. Such a mutually supportive system would engage a much wider range of partners and players, and would locate learning in a new variety of …

The Neighbourhood Just Got Bigger : Schools And Communities Working Together For Change, Michele Lonsdale, Sharon Clerke, Michelle Anderson

2009 - 2019 ACER Research Conferences

Concurrent Session Block 3

Professional Practice Research: Ensuring Teacher Development Through A Critical Approach To Professional Learning, Tania Aspland, Ian Macpherson

2009 - 2019 ACER Research Conferences

Concurrent Session Block 3

Teachers Are The Key : Strategies For Instructional Improvement, Lynette Virgona

2009 - 2019 ACER Research Conferences

Concurrent Session Block 3

Targeting The Things That Matter, Ben Jensen

2009 - 2019 ACER Research Conferences

Concurrent Session Block 3

Building Teacher Capacity And Raising Reading Achievement, Kathryn Glasswell

2009 - 2019 ACER Research Conferences

Concurrent Session Block 3

Developing And Implementing An Explicit School Improvement Agenda, Michele Bruniges

2009 - 2019 ACER Research Conferences

School improvement is a high-stakes enterprise, as difficult as it is important. While the broad agenda of school improvement is unassailable, the concept has become entangled with debates about the use of standardised assessment data for the purposes of public accountability. The risk of this is that data per se are devalued in the eyes of teachers. Effective use of data by teachers is, however, the crux of school improvement. For student outcomes to improve, teachers need an accurate understanding of individual students’ strengths and weaknesses. Moreover, they need the capacity to translate this understanding into improved conditions for teaching …

Effective Teaching Practices : Lessons From Mathematics, Mike Askew

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

A Personal And Collective Commitment To A Focus On Improvement, Mark Campling, Stephen Savvakis, Jane Sedgman

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

The Influence Of Teaching Strategies On Student Achievement In Higher Order Skills, Patrick Griffin

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

Effective Strategies For Implementing Differentiated Instruction, John Munro

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

Improving School Practices For Aboriginal And Torres Strait Islander Students : The Voices Of Their Parents And Carers, Brian Giles-Brown, Gina Milgate

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

Lessons For Improvement From International Comparative Studies, John Ainley

2009 - 2019 ACER Research Conferences

Concurrent Session Block 2

Walking The Walk : The Need For School Leaders To Embrace Teaching As A Clinical Practice Profession, Stephen Dinham

2009 - 2019 ACER Research Conferences

Concurrent Session Block 1

Transforming Education Through The Arts : Creating A Culture That Promotes Learning, Brian Caldwell, Tanya Vaughan

2009 - 2019 ACER Research Conferences

Concurrent Session Block 1

Differentiated Classroom Learning, Technologies And School Improvement : What Experience And Research Can Tell Us, Kathryn Moyle

2009 - 2019 ACER Research Conferences

Concurrent Session Block 1

Improving schools with technologies

Building Professional Capability In School Improvement, Helen Timperley

2009 - 2019 ACER Research Conferences

Concurrent Session Block 1

Using Data To Drive School Improvement, Helen Wildy

2009 - 2019 ACER Research Conferences

Concurrent Session Block 1

Common Core State Standards In Arkansas, Caleb P. Rose, Gary W. Ritter

Policy Briefs

In July 2010, the Arkansas Board of Education adopted the Common Core State Standards and the PARCC Assessment program. The Arkansas Department of Education (ADE) then created a strategic plan and a timeline for the implementation of the standards. The new standards were implemented in Arkansas K-2 classrooms this past school year, 2011-12. During this current school year, 2012-13, the standards are being implemented in grades 3-8.

Arkansas’ Esea Waiver Approval Update, Caleb P. Rose, Gary W. Ritter

Policy Briefs

On June 29th, 2012, the US Department of Education announced that it had approved Arkansas’s ESEA waiver request. On July 4th, the Arkansas Department of Education (ADE) announced it had identified 48 Priority and 110 Focus schools. Priority and Focus schools are the new names for the two lowest-rated school performance categories; schools and districts in these categories are subject to ADE intervention. This policy brief explains the major differences between the accountability system under No Child Left Behind (NCLB) and the new revised system.

Computer-Based Modeling Of K-12 Faculty Activities: A Case Study, Amanda Rose Kyker

Electronic Theses and Dissertations

This thesis sought to lay the foundation for an application for tracking K-12 teacher activities. Its primary contribution is a descriptive model of K-12 activities. The work's starting point, the Faculty Activities System project, is an ETSU initiative that seeks to produce a tool for university-level academic accountabilities management. It was possible to adapt the FAS project's data model for K-12 activities. The resulting model was validated by experts in the field of education and teachers and administrators across Tennessee.

A second strategy for model validation, using national and state legislation and expert recommendations, determined that the model did well …

2011-2012 Arkansas Test Results, Reed Greenwood, Gary W. Ritter

Policy Briefs

On Monday, July 30, the Arkansas Department of Education (ADE) released the 2011-2012 test score results. The following brief will highlight the results of these tests, compare achievement scores over time, and provide a glimpse of regional achievement results for the following exams:  Benchmark Exam (Grades 3-8)  End-of-Course Exam (Algebra I, Geometry, Biology, and Grade 11 Literacy).  Iowa Test of Basic Skills (Grades 1-9)