ethanporcaro/eric-fulltext-meta huggingface dataset:
Immediate Feedback to Students and Student Learning
Author: Walker, Karen
Date: 2011-01-02
Type: Reports - Research
Subjects: Academic Achievement,Low Achievement,Feedback (Response),Formative Evaluation,Summative Evaluation,Achievement Gap,Achievement Gains

A study reported by The National Center for Fair and Open Testing (Black &amp; William, 2007) found that low achievers do particularly well when provided high quality feedback about their work. The type of feedback, as well as the information provided to students about their assignments, can positively impact student learning. Providing students with formative feedback helps them adjust and modify their work. Three conditions have been identified that contribute to this effect. First, students are provided with examples (exemplars) of a good performance. They know what good performance on the assignment looks like. Second, they are provided explicit information about how their current performance relates to expectations for a good performance. Third, students are provided with information about how to close the gap between their current performance and a good performance on the task. When these conditions are present there is evidence that students make academic gains. (Contains 14 online resources.)
Improving Achievement in Mathematics in Primary and Secondary Schools. Improving Series
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-10-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Mathematics Achievement,Secondary Schools,Best Practices,Mathematics Instruction,Elementary Schools,Inspection,Observation,Educational Assessment,Foreign Countries,Student Improvement,Achievement Gains,Secondary School Teachers,Elementary School Teachers,Elementary School Students,Secondary School Students,Courses,Instructional Leadership,Leadership Effectiveness

This report is based on inspections of mathematics in primary and secondary schools carried out between August 2002 and April 2005. In addition to schools inspected, Her Majesty's (HM) Inspectors also visited primary and secondary schools to observe and describe aspects of best practice. This report also draws on pupils' attainment in Scottish Qualifications Authority (SQA) examinations, the Assessment of Achievement Programme (AAP), the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). The focus of this report is on action for improvement. The starting point is the existing good practice which many schools are using to strengthen pupils' learning and to raise achievement. A number of previous reports have identified strengths and areas for improvement in learning and teaching mathematics. This report builds upon the earlier HMIE reports &quot;Improving Mathematics Education 5-14&quot; (1997), &quot;Standards and Quality in Primary Schools: Mathematics 1998-2001&quot; (2001) and &quot;Standards and Quality in Secondary Schools 1995-1999: Mathematics&quot; (1999). Particular questions addressed through the report include the following: (1) How good are attainment, courses, learning and teaching and leadership?; (2) What is the evidence of improvement?; (3) What are the strengths of existing good practice?; and (4) Where is the scope for further improvement? Each section of the report identifies strengths and issues common to both the primary and secondary sectors. Where appropriate, the report comments on features applicable to specific stages. The report also provides a series of prompt questions which schools should find helpful in evaluating and improving their own practice. (Contains 15 charts and 3 footnotes.)
Improving Scottish Education: Making a Difference in Scotland's Communities--A Five Year Review of Community Learning and Development in Scotland
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Adult Learning,Adult Students,Foreign Countries,Public Service,Local Government,Community Planning,Educational Legislation,Federal Legislation,Educational Policy,Citizen Participation,Inspection,Community Development,Educational Improvement,Voluntary Agencies,School Districts,Partnerships in Education,Outcomes of Education,Health Promotion

In May 2002, Her Majesty's Inspectorate of Education (HMIE) published the first self-evaluation framework for community learning and development (CLD) in Scotland. HM Inspectors used &quot;How Good is Our Community Learning and Development?&quot; (HGIOCLD?) to conduct a programme of inspections of local areas within all 32 local authorities. A revised framework, &quot;How Good is Our Community Learning and Development?&quot; (HGIOCLD?2) was introduced in March 2006 and since then a further nine inspections have been carried out, of which six have so far been published. The strategic leadership of CLD has also been inspected within six inspections of the education functions of local authorities. In the period from December 2004, follow-up inspections have been carried out in 28 authority areas. Since February 2002, HMIE has conducted reviews of 25 national voluntary organisations on commission from Scottish Executive departments. This report is based on the evidence from these inspections and reviews. It also takes account of the legislative and policy changes that have impacted on this aspect of public service provision during this period. The intention is that the report illustrates good practice and identifies areas for development as a means of assisting local authorities and their community planning partners to secure further improvements. The main findings of the report are that there is much good practice in CLD in Scotland. All authorities are endeavouring to implement the agenda set out in &quot;Communities: change through learning&quot; and the more recent guidance to community planning partnerships, &quot;Working and learning together to build stronger communities.&quot; CLD providers also have a significant role in implementing the community engagement elements of community planning in line with the &quot;Local Government in Scotland Act 2003.&quot; However, there is too much variation in the overall performance of authorities and their partners and also variation in performance within the CLD national priorities. There is still a way to go for some authorities to match the standards of the best. It is encouraging to find that most CLD partnerships are effective in working across council services and with other statutory and voluntary services to provide more integrated ways of addressing the needs of children, young people, adult learners and communities. A bibliography is appended. (Contains 1 footnote.)
Teacher Made Exam Designs. Research Brief
Author: Walker, Karen
Date: 2006-10-23
Type: Reports - Research
Subjects: Tests,Test Items,Test Construction,Teacher Made Tests,Teachers,Testing,Test Content

What are the purposes of exams? Would teachers give exams if they were not grading students? Exams provide information that should inform the instructional program, let the students know their strengths as well as areas for growth, and tell teachers what information their students know and what they still need to know. When determining how students will be assessed, it was advised in the literature that the following questions be asked: (1) What is being assessed?; (2) Why is the information being assessed?; (3) Why are the students being assessed?; and (4) How will the results be used? Once these queries have been answered, the type of test/exam and its questions should be designed, reviewed and revised. The most common tests are objective, primarily because they are easier to grade than essays. Exam design is more challenging than it might initially appear. Some considerations: (1) include several different types of items; (2) insure that all objectives have been included and are reliable; (3) use language that all students can understand; (4) keep track of the levels of questions so that higher as well as medium and lower levels are included; (5) type it and make certain it is error free; and (6) provide ample space to write answers.
Count Us In: Improving the Education of Our Looked after Children
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Inclusion,Outcomes of Education,Educational Change,Educational Objectives,Agencies,Inspection,Achievement Gains,Best Practices,Foreign Countries,Social Services,Children,Foster Care,Child Welfare,Strategic Planning,Program Evaluation,Childhood Needs,Advocacy,Student Placement,Educational Environment,Family School Relationship,Educational Improvement

&quot;Count Us In: Improving the education of our looked after children&quot; is the latest publication in the series &quot;Count Us In,&quot; which deals with different aspects of inclusive education. The report aims to help local authorities and partner agencies to improve outcomes for looked after children. Local authorities have been working with partner agencies to improve outcomes for looked after children. The importance of raising the achievement of looked after children is clear. &quot;Count Us In: Improving the education of our looked after children&quot; is based on inspection activity and visits to a sample of local authorities to assess the progress being made in improving services and outcomes for looked after children. The report contains evaluations of practice and, most importantly, provides examples of good practice and &quot;signposts for improvement&quot; which local authorities and their partners can use as they continue to strive to improve educational outcomes for our looked after children and young people. Appended are: (1) Signposts for improvement; and (2) Local authorities and organisations visited. (Contains 21 footnotes.)
Improving Enterprise in Education
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-02-00
Type: Reports - Descriptive
Subjects: Instructional Leadership,Social Development,Self Evaluation (Groups),Employment Potential,Job Skills,Accountability,Foreign Countries,Leadership,Entrepreneurship,Partnerships in Education

&quot;Improving Enterprise in Education&quot; evaluates enterprise in education using a framework developed in direct response to a recommendation in &quot;Determined to Succeed.&quot; The framework comprised quality indicators, chosen from the second edition of &quot;How good is our school?&quot; to focus on key features of enterprise in education: learners' experiences, achievements and attainments, how well their needs were met, their wider personal and social development, and the effectiveness of planning for improvement. HMIE inspected enterprise in education in 36 centres, chosen to represent a broad range of practice. The sample included primary, secondary and special schools. It also included early education centres and community learning and development (CLD) programmes, to provide broad coverage of the contexts for enterprise in education for young learners aged 3-18. HMIE also drew on the wider findings of its general inspection programme, and from a range of HMIE activities relevant to enterprise in education. The inspection was timed to be carried out after &quot;Determined to Succeed&quot; had had a reasonable period to impact on practice. It took place over 2006/07, building on insights gained by HMIE over the period 2004 to 2006. Over that earlier period, inspectors had focused on identifying, disseminating and promoting good practice in enterprise in education, including through major national seminars. In contrast, &quot;Improving Enterprise in Education&quot; records strengths where these exist, but also identifies aspects where further development is needed. It aims to contribute to debate on the future direction for enterprise in education, as part of young people's overall experience within &quot;Curriculum for Excellence.&quot; Appended are: (1) Centres visited; (2) The ten dimensions of excellence; (3) The four capacities as portrayed in &quot;Excellence through Enterprise&quot;; and (4) Improving Enterprise in Education: a self-evaluation tool. (Contains 14 footnotes.)
Improving: Services for Children
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Health Services,Child Welfare,Social Work,Young Adults,Youth,Adolescents,Self Evaluation (Groups),Quality Control,Caregivers,Guides,School Personnel,Transportation,Leisure Time,Interdisciplinary Approach,Family Programs,Foreign Countries,Social Support Groups,Health Promotion,Access to Education,At Risk Persons,Program Effectiveness,Program Evaluation

This guide to self-evaluation and improvement builds upon the advice given in the publication &quot;A Guide to Evaluating Services for Children and Young People Using Quality Indicators&quot; (HMIE, 2006) (A summary of the quality indicators is reproduced in Appendix I). Local authorities, agencies and professionals who have responsibilities for providing services to young carers and their families can use this guide to help evaluate and improve the services provided. It provides guidance and support to local authorities and agencies and recognises the individual and joint responsibilities of local social work, education, health and voluntary sector agencies and leisure and transport services in supporting young carers effectively. While individual services will be able to use the guide to help self-evaluate the services they provide, it will be most effective when used in partnership with all agencies involved in supporting young carers. This partnership approach will provide a full picture of the support available to young carers in a local area. Ensuring that the issues concerning young carers are part of the mainstream agenda provides the most effective means of delivering real and lasting improvements for them. The aim of this guide is to assist services individually, and working in partnership to evaluate and improve the quality of the work we do with young carers and their families. The audience for this publication includes social workers, social care staff, NHS (National Health Service) staff, teaching staff, educational authority staff, leisure and transport services, voluntary sector and senior managers in young people services and agencies. Appended are: (1) The quality indicators; (2) The six-point evaluation scale; and (3) Useful references. (Contains 8 footnotes.)
Improving the Odds, Improving Life Chances
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Academic Standards,Students,Numeracy,Foreign Countries,Literacy,Achievement Gap,Early Intervention,Cooperation,Leadership Effectiveness,Teachers,Principals,Teacher Administrator Relationship,Teacher Student Relationship,Disadvantaged Youth,Student Improvement,Academic Achievement,Achievement Gains

Why is it that some schools are more successful that others in improving achievement in literacy and numeracy for those pupils who have barriers to their learning? What is it that makes the difference for the lowest achieving 20% of pupils? Her Majesty's Inspectors visited a number of schools that were making a significant difference for lower-achieving groups of pupils, often in less advantaged communities. Inspectors wanted to find out what these schools had in common and what good practice could be found and shared. Inspectors found common characteristics of effective practice in raising achievement for the lowest attaining 20% of pupils. These characteristics are described in this publication. The characteristics of effective practice which make a difference to young people's lives by improving their literacy and numeracy skills are not new or innovative. They are characteristics that should be present in every school, in every class, and in every lesson. This report is intended to stimulate discussion. It is hoped that it will enable practitioners in all schools to reflect on the quality of those core aspects of their work that make a difference to learning. (Contains 3 footnotes.)
Improving Outcomes for Learners through Self-Evaluation
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Foreign Countries,Outcomes of Education,Improvement Programs,Program Improvement,Learning Experience,Educational Needs,Educational Indicators,Educational Quality,Benchmarking,Inspection,Quality Assurance,Quality Control,Self Evaluation (Groups),Early Childhood Education,Educational Assessment,Evaluation Methods,Educational Improvement

This document supplements the advice given in &quot;How good is our school?&quot; (HGIOS)--third edition and &quot;The Child at the Centre&quot;--second edition which set out comprehensive quality frameworks and provide helpful advice on the process of improvement through self-evaluation. In particular, this document provides advice on the application of the three reference QIs--1.1 Improvements in performance, 2.1 Learners' experiences and 5.3 Meeting learning needs. It also provides advice on applying QI 5.9 Improvement through self-evaluation. Its purpose is to help staff in schools and pre-school centres to take a closer look at these four QIs. It has been written for pre-school centres and primary, special and secondary schools. The focus is upon QIs 1.1, 2.1 and 5.3 as they have been selected as the principal quality indicators for inspections of school and pre-school centres from 2008 in the Scottish Government's National Performance Framework (NPF). The NPF sets out 15 National Outcomes and 45 National Indicators to be used to evaluate the performance of public services in Scotland. One of the indicators relates to the inspection of schools and another relates to pre-school centres. The NPF is annexed to the Government's Concordat with COSLA, which covers those public services provided by local government. Appended are: (1) The six-point scale; and (2) The Four Capacities. (Contains 1 figure and 11 footnotes.)
The Workforce Education and Development in Taiwan
Author: Lee, Lung-Sheng
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Productivity,Labor Supply,Supply and Demand,Education Work Relationship,Workplace Learning,Performance,Competency Based Education

Workforce education and development (WED) can be broadly defined as those formal, informal and nonformal activities that prepare people for work. In Taiwan, it includes technological and vocational education (TVE), human resource development (HRD), public vocational training and adult education. In order to promote information exchanges and further discussion, this paper, based on literature review, states the main workforce challenges which Taiwan faces and the major trends (i.e., new directions) in the TVE and HRD in Taiwan. Consequently, two workforce challenges which Taiwan faces are firstly identified as follows: (1) Productivity burden in Taiwan's workforce is increasing; and (2) Taiwan faces a quality workforce shortage. Then, the following three trends are identified: (1) TVE focuses on the link between students' learning and employment; (2) Human resource development (HRD) paradigm shifts to workplace learning and performance; and (3) Competency-based education and training (CBET) has been increasingly valued. It is suggested that WED serves as not only a lever, a simple machine, to address the workforce challenges but also a place for its educators/trainers to effectively help students/trainees leverage their competencies for successful careers.
College Prep Skills Development Programs for High School Students [and] Colleges and Universities Using Alternative Admissions Criteria and Providing Support for Students with Academic Needs. Research Brief
Author: Education Partnerships, Inc. (EPI)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Admission Criteria,Academic Support Services,Study Skills,College Preparation,College Bound Students,High Schools,Colleges,College Admission,Higher Education

Increasingly, colleges and universities have begun to recognize the potential of students who do not meet standard admissions criteria, or who, despite their talents and abilities, come from educational backgrounds that did not prepare them adequately for the rigors of higher education. As a result, many of these institutions use alternative admissions criteria and provide academic support for students with specific skill needs. Despite this new admissions stance, the best preparation for college is still a solid high school educational program that provides both a rich content background and the opportunity to develop academic and study skills that help assure college success. Many high schools offer these college preparatory skill programs to their students, and a growing number of colleges provide "transition" programs for students entering their school. This research brief departs from others in this series in that it provides a list of school-based programs designed to enhance academic skills for college-bound students and also showcases colleges and universities that make a special effort to recruit, retain and develop students entering under alternative admissions criteria. It is divided into three sections: (1) High School Skills Development Programs; (2) College-based Skills Development Programs for College-Bound Students; and (3) Postsecondary Institutions with Alternative Admissions Systems and Criteria. (Contains 73 online resources.)
District-Run Public Charter High Schools: What Do We Know? Research Brief
Author: Bleyaert, Barbara
Date: 2010-04-06
Type: Reports - Descriptive
Subjects: Academic Education,Student Recruitment,High Schools,Graduation Rate,Charter Schools,Academic Achievement,Public Schools

Successful district-run charter high schools, ones where there is a higher than expected achievement and graduation rate, share three characteristics: (1) a clearly articulated focus or mission for the school; (2) a rigorous academic curriculum for all students that emphasizes relevance, critical thinking, and problem-solving; (3) an emphasis on relationships and creating a sense of belonging for the students (Cotton, 1996; Gamoron, 1996; Nathan & Febey, 2001; Newmann, 2008). There is little research on issues of student recruitment, expectations or curricular alternatives. There are, however, numerous examples of successful district-run charter high schools. These schools provide useful examples of policies addressing these issues. References and Online resources are included.
Dropout Rate. Research Brief
Author: Muir, Mike
Date: 2004-01-11
Type: Reports - Descriptive
Subjects: At Risk Students,Dropouts,Experiential Learning,Dropout Rate,Dropout Prevention,Educational Environment,Basic Skills,Interpersonal Competence,High School Equivalency Programs

There is no one magical, quick fix solution to the dropout problem. The problem is complex and requires a complex array of solutions. Dropouts have dissimilar characteristics and therefore need different kinds of programs that respond to their individual circumstances and needs. Programs, to be effective, need to provide one-on-one intensive attention to at-risk students, who often must be convinced that they are competent and can be successful in school. The curriculum should include basic educational skills, social skills, and experiential education. In addition, the interrelated causes and multiple problems associated with dropping out call for comprehensive communitywide, multi-service approaches and multi-component programs. &quot;Reducing the Dropout Rate&quot; developed by E. Gregory Woods at the North West Regional Educational Laboratory briefly reviews the educational policies and practices whose effectiveness or ineffectiveness in reducing the dropout rate have been shown. These policies and practices include the following: (1) Elements of Successful Programs; (2) Ineffective Practices; and (3) Other Factors from the Research Impacting Dropout Rate. (Contains 5 online resources.)