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Presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.
Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.
Following a 2011 report by the National Research Council (NRC) on successful K-12 education in science, technology, engineering, and mathematics (STEM), Congress asked the National Science Foundation to identify methods for tracking progress toward the report's recommendations. In response, the NRC convened the Committee on an Evaluation Framework for Successful K-12 STEM Education to take on this assignment. The committee developed 14 indicators linked to the 2011 report's recommendations. By providing a focused set of key indicators related to students' access to quality learning, educator's capacity, and policy and funding initiatives in STEM, the committee addresses the need for research and data that can be used to monitor progress in K-12 STEM education and make informed decisions about improving it. The recommended indicators provide a framework for Congress and relevant deferral agencies to create and implement a national-level monitoring and reporting system that: assesses progress toward key improvements recommended by a previous National Research Council (2011) committee; measures student knowledge, interest, and participation in the STEM disciplines and STEM-related activities; tracks financial, human capital, and material investments in K-12 STEM education at the federal, state, and local levels; provides information about the capabilities of the STEM education workforce, including teachers and principals; and facilitates strategic planning for federal investments in STEM education and workforce development when used with labor force projections. All 14 indicators explained in this report are intended to form the core of this system. Monitoring Progress Toward Successful K-12 STEM Education: A Nation Advancing? summarizes the 14 indicators and tracks progress towards the initial report's recommendations.
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.
Progress in Education. Volume 53 explores the different factors involved in flexible study options and delivery modes in higher education from a student's and service provider's perspective. The authors also investigate the available literature in order to explore the fine line between offering students a variety of study options to suit their specific needs, circumstances and learning styles, versus exploiting the tertiary education system through commercialization and implementing a pure business model that considers students as clients or service users rather than knowledge seekers.Following this, the compilation delves into the potential impact of profiling on students' learning experiences and well-being at school. The authors contend that achieving a particular type of profiling may assist in the enhancement of academic experiences, and this theorization has important educational and psychological implications.The performance of Spanish secondary schools whose 15-year-old students were assessed in mathematical competencies by the OECD (PISA program) in 2003 and 2012 is evaluated, and research reveals that Spanish schools decreased in efficiency over time. Persistent technical inefficiency was a larger problem than residual technical inefficiency when evaluating the educational performance of Spanish secondary schools over time. The results are worrisome because the average socio-economic status of the families increased significantly in this period.The next study was conducted with the goal of determining how flipped teaching and learning classrooms affects university students' perceptions of teachers' professional development. The results show that there are significant differences in some dimensions of TPACK for two university instructors, and the research implications and limitations of this study are detailed along with suggestions.One study aims to examine the types of conclusion of argumentative discussions between parents and children during mealtime. The findings of this study show that the most frequent types of conclusions are dialectical, i.e., one of the two parties accept or refuse the standpoint of the other party, reaching in this way the concluding stage of their argumentative discussions.Later, a case study is detailed which examines student perceptions of a fully online community learning environment within an undergraduate course at a Canadian university. The authors use a theoretical model based on elements of engaging online learning environments, and the results indicate that successful design of flipped classroom models requires full student participation in Authentic and Alternative Assessment, Problem-Based Learning, Online Learning Communities and Critical Reflection of self and peers.The authors analyze inverse modeling problems in the context of teacher training courses. Two different inverse modeling problems are proposed to prospective teachers, who are asked to reformulate them in order to be used in secondary school courses. These type of problems have been the core subject of several preceding papers and have been studied as they relate to engineering undergraduates.The concluding chapter reviews literature on the philosophical concept of bullying strategies. The authors analyze the significant usage of anti-bullying strategies as prominent strategies in teaching, as informed by conceptual and theoretical frameworks of cognitive and metacognitive theories.
This compilation deals with a variety of topics related to education, ranging from the challenge of reintegration in Ukraine to biological influences on behavior and learning. Chapter One describes the mental health issues that children can face in the school environment related to depression and suicide and discusses how schools can improve suicide prevention efforts. The second chapter outlines the innovative teaching method of flipped classes wherein class lectures become home activities and homework becomes an in-class activity and presents the results of a study focused on this style of teaching. Following this, Chapter Three focuses on Ukraine, where conflict with Russia has impacted many aspects of civic life, including public education. The fourth chapter explains how the booking platform Airbnb impacts the social fabric of Berlin and how this social change can be taught in schools. Chapter Five explores Massive Open Online Courses (MOOCs) in India and proposes improvements for these courses. The sixth chapter discusses solutions to continue effective teaching during the pandemic, and the seventh chapter examines how cortisol can impact a student's performance from a biochemical point of view. The final chapter aims to establish how best to integrate psychology education into the pre-registration nurse training curriculum to enhance clinical practice.