ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Teacher Placements within Initial Teacher Education: A Report by HM Inspectors of Education
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-10-00
Type: Reports - Evaluative
Subjects: Student Teachers,Student Placement,Preservice Teacher Education,Research Reports,Quality Assurance,Foreign Countries,College School Cooperation,Best Practices,Teacher Supply and Demand,Institutional Role,Partnerships in Education,Change Strategies,Information Sources,Program Attitudes,Teacher Education Programs

In September 2004, the Minister for Education and Young People asked HMIE to undertake a review of student teacher placements, report on good practice and make recommendations for improving the quality and provision of placements. This report is an outcome of that review. Its findings are based on fieldwork in schools and teacher education institutions (TEIs), discussions with the principal stakeholders in teacher education and an analysis of statistical data provided by the TEIs. The report shows that the recent increased demand for more teachers has put a strain on the traditional arrangements for organising student teacher placements. Through the partnership arrangements between the teacher education institutions, education authorities (EAs), and schools, improvements were being made during the period of this review to secure more reliable provision of placements. However, further working in partnership is required by the principal stakeholders to ensure that all student teachers obtain suitable placements. Key Issues and the way forward are presented. Appended are: (1) Key features of effective practice in student teacher placements; (2) Supply and demand of student placements; (3) The views of TEIs; (4) The views of students; (5) The views of schools; and (6) The views of EAs. (Contains 4 footnotes.)
Student Representation in Scottish Further Education Colleges. An Aspect Report for SFC by HMIE
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Research Reports,Foreign Countries,Adult Education,Quality Assurance,Student Participation,Participative Decision Making,Educational Quality,Educational Improvement,Questionnaires,Focus Groups,Self Evaluation (Groups),Institutional Research,Group Membership,College Administration,Educational Practices,Lifelong Learning,Colleges,Consultants,Student Interests,Governance,Committees

All further education colleges in Scotland have arrangements that enable students to contribute to the improvement of the quality of their educational experience. These range from the informal contacts between staff and students to student membership of each college's board of management, which was provided for in legislation. Over the years colleges have adopted systems that have provided them with information about students' views and have given students opportunities to be represented at various levels
in their organisations. The HMIE report &quot;Learner Representation in Quality Assurance Arrangements in Scottish Further Education Colleges&quot; reported on the position in 2002 and made a number of recommendations. Since then, HMIE had introduced a new review model with a more comprehensive approach to engagement with learners. Also, the Scottish Higher Education Funding Council (SHEFC), the Scottish Further Education Funding Council (SFEFC) and, latterly, the Scottish Funding Council (SFC) had provided funding for Student Participation in Quality Scotland (SPARQS) to assist students and institutions to improve the engagement of students in quality processes. SPARQS had recently carried out a mapping exercise into how students were represented across the FE sector in Scotland. Given the welcome emphasis on enhancing the contribution of learners to quality
improvement in recent years, it is timely to look again at the various arrangements in Scottish colleges that ensure the representation of learners. This report describes and evaluates the ways in which students were represented and the ways in which colleges gathered students' views. Finally, the report makes a number of recommendations for improvement. Summary of findings and recommendations for improvement are presented. Appended are: (1) Colleges visited and consulted and other organisations involved; (2) Bibliography; and (3) Glossary. (Contains 8 footnotes.)
Operational Authority, Support, and Monitoring of School Turnaround. NCEE Evaluation Brief. NCEE 2014-4008
Author: Herman, Rebecca
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: School Turnaround,Grants,Federal Aid,Educational Finance,Program Implementation,Educational Improvement,Improvement Programs,School Based Management,School Districts,State Departments of Education,Technical Assistance,Training,State School District Relationship,Administrative Organization,Data,Professional Development,Accountability,Institutional Evaluation,Administrators,Interviews,Surveys,Institutional Characteristics,Comparative Analysis,Federal Legislation

The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the American Recovery and Reinvestment Act of 2009 (ARRA), supports schools attempting to turn around a history of low performance. School turnaround also is a focus of Race to the Top (RTT), another ARRA-supported initiative, which involved a roughly $4 billion comprehensive education reform grant competition for states. Given the size of these federal investments, the Institute of Education Sciences (IES) is conducting a large-scale evaluation of RTT and SIG to better understand the implementation and impacts of these programs. The SIG component, in particular, focuses on a purposive sample of SIG-eligible schools, including: (1) a group of schools that received SIG to implement one of four intervention models specified by the U.S. Department of Education; and (2) a comparison group of schools from the same districts that are not implementing one of these four intervention models with SIG support. Though the results from this evaluation of SIG are not necessarily generalizable to SIG schools nationwide, they are nonetheless important because they add to the limited knowledge base about the implementation and impacts of SIG-funded school turnaround efforts. This brief focuses on the implementation of SIG by examining three interrelated levers for school improvement: (1) school operational authority; (2) state and district support for turnaround; and (3) state monitoring of turnaround efforts. Two appendices present: (1) Race to the Top and School Improvement Grant: Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); and (2) Table B.1. Characteristics of the State Sample as of 2009-2010 and Table B.2. Characteristics of the District Sample as of 2009-2010. (Contains 33 endnotes, 9 figures, and 4 tables.)
Evaluation of the Personnel Development Program to Improve Services and Results for Children with Disabilities. NCEE 2014-4007
Author: Fiore, Thomas A.
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Staff Development,Federal Programs,Program Evaluation,Special Education,Disabilities,Related Services (Special Education),Early Intervention,Leadership Training,Early Childhood Education,School Personnel,National Organizations,Research and Development Centers,College Programs,Higher Education,Federal Aid,Grants,Educational Finance,Services,Costs,Resource Allocation,Educational Quality,Relevance (Education),Enrollment,Graduation Rate,Dropouts,Interviews,Surveys,Scoring Rubrics,Interrater Reliability

The &quot;Personnel Development Program to Improve Services and Results for Children with Disabilities&quot; is authorized under Section 662 of the Individuals with Disabilities Education Act (IDEA) and is known as the Personnel Development Program (PDP). The PDP is administered by the U.S. Department of Education's (ED's) Office of Special Education Programs (OSEP) in the Office of Special Education and Rehabilitative Services. The program's purposes are: (1) to help address state-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children with disabilities; and (2) to ensure that those personnel have the skills and knowledge needed to serve these children. The PDP provides training grants to institutions of higher education (IHEs) to support their efforts to directly prepare teachers, related services personnel, and leadership personnel. The PDP also funds a series of National Centers that indirectly support the preparation of personnel through capacity-building and the development of evidence-based products and services. ED's Institute of Education Sciences (IES) is authorized by Section 664 of IDEA to conduct evaluations of the implementation and impact of programs supported under IDEA. In 2007, IES awarded a contract to Westat to conduct a descriptive evaluation of the PDP through two distinct substudies--a substudy of PDP National Centers and a substudy of PDP training grant applicants. Chapter 1 provides background on the program. Chapter 2 of this report describes the design for the substudy of PDP National Centers, and chapters 3 and 4 present the corresponding findings overall and by center. Chapter 5 presents the design for the substudy of PDP training grant applicants, and chapter 6 presents the corresponding findings. Seven appendices include: (1) Semi-Structured Interview Protocol for Center Director; (2) PDP National Centers Inventory of Products and Services; (3) PDP National Centers Expert Panel Review Rubrics; (4) Institution of Higher Education Course of Study Survey; (5) PDP Training Grants Expert Panel Review Rubrics; (6) Expert Panel Review Inter-Rater Agreement; and (7) Technical Working Group Members. (Contains 68 tables, 16 footnotes, and 23 figures.)
Report on the Implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 [Summary Sheet]
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-11-14
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Legislation,Inclusion,Special Needs Students,Program Implementation,Program Effectiveness,School Districts,Strategic Planning,Quality Assurance,Transitional Programs,Educational Change,Agency Cooperation,Integrated Services,Individualized Education Programs,Conflict Resolution,Coordination,Family School Relationship,Student School Relationship,Parent Participation,Student Participation,Educational Improvement

The Additional Support for Learning Act is a key piece of legislation in Scotland's efforts to achieve a more inclusive society and to give all young people access to the learning opportunities they need in order to meet their potential. The Act also has a key role to play in the day-to-day preventative action that schools can take to be inclusive and to avoid longer-term blights such as not being in education, employment or training when they move on from school. In September 2005, Scottish Ministers asked Her Majesty's Inspectorate of Education (HMIE) to monitor and evaluate the consistency, effectiveness and efficiency of education authorities in implementing the Education (Additional Support for Learning) (Scotland) Act 2004 which came into force on 14 November 2005; and to ensure that procedures for implementation were in line with the duties of the Act 2004 and the associated Code of Practice. This report is the outcome of that evaluation. Its findings are based on fieldwork in local authorities and schools and consultation with a range of voluntary agencies supporting families of children and young people. The main activities of this task were: (1) to undertake an investigation of the implementation of the new legislation on additional support for learning across all 32 education authorities in Scotland; (2) to seek the views of stakeholders as to the effectiveness of the new legislation; (3) to evaluate the impact of the new legislation in improving the quality of learning, progress and achievements of children and young people with additional support needs; and (4) to provide an interim report and a final report to Scottish Ministers on the key findings of the task. [For the full report, see ED544603.]
Review of Teacher Employment in Scotland. HMIE Submission of Evidence
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Evidence,Teacher Employment,Teacher Salaries,Compensation (Remuneration),Negotiation Agreements,Program Implementation,Tenure,Teacher Responsibility,Teaching Conditions,Program Evaluation,Program Effectiveness,Professional Continuing Education,Collegiality,Improvement Programs,Foreign Countries,Faculty Development

From 2001 to 2006, following a request from the Scottish Executive, HMIE gathered evidence about the implementation of &quot;A Teaching Profession for the 21st Century&quot;, the tri-partite agreement prepared in 2001 by Scottish Executive, COSLA and the teachers' unions. This &quot;teachers' agreement&quot; had been drawn up in response to the report of the McCrone Committee of Enquiry into teachers' pay and conditions of service. HMIE published &quot;Teaching Scotland's Children&quot;, HMIE's report on implementation of the Teachers' Agreement, in 2007. Between 2007 and 2010, HMIE published a number of reports focusing on implementation of the agreement, findings of the inspection and review between 2005 and 2008, and findings of an aspect review of initial teacher education in Scotland. The last of these reports, published in 2010, was used by Graham Donaldson and his team as they drew up &quot;Teaching Scotland's Future.&quot; Shortly after this report was published, HMIE set out their response to the report and its recommendations. This submission is firmly based on the findings of these reports and the extensive evidence base which lies behind them. (Contains 17 footnotes.)
External Quality Arrangements for Scotland's Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Quality Control,Quality Assurance,Educational Quality,Educational Indicators,Relevance (Education),Academic Achievement,Learning Processes,Teaching Methods,Learner Engagement,Organizational Culture,Benchmarking,Institutional Evaluation,Leadership Effectiveness,Intellectual Disciplines,Educational Principles,Partnerships in Education,College Outcomes Assessment

This document represents an innovative and radical landmark in the development of external quality arrangements for Scotland's colleges. The quality framework and arrangements for annual engagement, subject-based aspect reports, and external review reflect new thinking nationally, within HMIE, in the Scottish Further and Higher Education Funding Council (SFC),
and in colleges themselves. The indicators in this edition of &quot;External Quality Arrangements for Scotland's Colleges, September 2008&quot; are arranged under the three key principles, established by the report of Scottish Funding Council's Joint Quality Review Group (August 2007), addressing four high-level questions which HMIE is adopting for evaluation purposes: (1) High quality learning: How well are learners progressing and achieving relevant, high quality outcomes? How effective are the college's learning and teaching processes?; (2) Learner engagement: How well are learners engaged in enhancing their own learning and the work and life of the college?; and (3) Quality culture: How well is the college led and how well is it enhancing the quality of its services for learners and other stakeholders? These four powerful questions are set out in a quality framework of nine elements in: (1) &quot;HMIE quality framework, September 2008&quot;: for reference during the external review of Scotland's colleges; and further in the form of challenge questions in: (2) HMIE quality framework, September 2008&quot;: for reference during the external review of Scotland's colleges (interrogative version). The following are appended: (1) The quality indicators: indicative themes for external reviewers; (2) Learner engagement: an overview; (3) Confidence statements; and (4) Rationale for identifying and evaluating potential excellence and potential risks. (Contains 10 footnotes.)
Emerging Good Practice in Promoting Creativity
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Creativity,Best Practices,Evidence,Skill Analysis,Educational Needs,Educational Policy,Creative Activities,Foreign Countries,Teaching Methods,Learning Strategies,Technology Uses in Education,Program Evaluation,Evaluation Criteria,Educational Objectives,Educational Assessment,Educational Indicators,Creative Thinking,Partnerships in Education

The National Priorities, published in 2001, highlight important outcomes of education in Scotland. National Priority 5 sets a clear expectation that teachers will &quot;encourage creativity and ambition&quot; in their pupils. &quot;A Curriculum for Excellence&quot; (Scottish Executive, 2004) also stresses that pupils need to be able to &quot;think creatively and independently&quot; to become &quot;successful learners&quot;. In implementing the National Priorities, many schools have responded enthusiastically to the idea of promoting creativity. They have engaged in imaginative and wide-ranging practices to promote and develop creativity in learners and teachers. However, at the same time many
teachers have been concerned by a lack of clarity about what creativity means and remain uncertain about the best ways to promote it. Schools and education authorities have also struggled to know how to evaluate their success in promoting creativity and have been unsure about what might be considered as evidence of that success. In response to a request from the Scottish Executive Education Department, HMIE has gathered evidence: (1) to identify and analyse emerging good practice in promoting creativity; and (2) to provide advice on a range of issues related to creativity including learning and teaching, assessment, and current practice in evaluating success in promoting creativity. This report is based on evidence from inspections of pre-school centres, primary and secondary schools, and community learning and development (CLD). HM inspectors visited establishments to observe good practice. They gathered views from student teachers, teachers, headteachers, educational psychologists, subject advisers, and HMIE colleagues. They attended staff development events organised by education authorities and Tapestry and met professional staff involved with Chartered Teacher accreditation and the Scottish Qualification for Headship (SQH). In addition, they collected evidence of some specific
projects identified by teachers as contributing to the development of pupils' creative skills. (Contains 10 footnotes.) [This report was originally published in March 2006.]
Creative Digital Industries. A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-10-16
Type: Reports - Evaluative
Subjects: Foreign Countries,Colleges,Institutional Evaluation,Program Evaluation,Art Education,Design,Information Technology,Graphic Arts,Illustrations,Photography,Animation,Interactive Video,Creativity,Postsecondary Education,Noncredit Courses,Computer Assisted Design,Educational Experience,Student Recruitment,Courses,School Business Relationship,Job Skills,Computers,Social Networks,Teacher Qualifications,College Faculty,Collegiality,Art Teachers,Academic Persistence,Employment Qualifications,Secondary Schools,Industry

The HMIE publication, &quot;External quality arrangements for Scotland's colleges,&quot; specifies that HMIE will produce a number of subject aspect reports over the four years 2008-12. These aspect reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of external review of colleges. Colleges should act on the recommendations contained in these reports and college inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges. They will also wish to discuss issues arising from subject aspect reports during annual engagement visits. This report evaluates programmes in the creative digital industries delivered within art and design departments in Scotland's colleges. For the purposes of the report, this covers programmes in graphic design, illustration, photography and digital-imaging, and, in a small number of instances, creative and design aspects of animation and interactive media. These are programmes which use digital technology as a primary tool to realise creative concepts. They are offered at levels from Scottish Credit and Qualifications Framework (SCQF) level 4 to level 9, though the report only evaluates non-degree programmes at level 9. The programmes provide education and training for a rapidly developing industry sector which makes a significant contribution to Scotland's economy and provides employment for a large number of people. The report includes recommendations and provides case studies of sector-leading, innovative or excellent practice. Examples of learner work illustrate the report throughout. Appendixes provide: (1) Glossary of terms; (2) Colleges and organisations involved in fieldwork for this report; and (3) Bibliography. (Contains 19 footnotes.)
Computing. A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2009-10-16
Type: Reports - Evaluative
Subjects: Foreign Countries,Institutional Evaluation,Stakeholders,Computer Science Education,Learning Processes,Instructional Effectiveness,Academic Persistence,Educational Attainment

The HMIE publication, &quot;External quality arrangements for Scotland's colleges,&quot; specifies that HMIE will produce a number of subject aspect reports over the four years 2008-12. These aspect reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of external review of colleges. Colleges should act on the recommendations contained in these reports and college inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges. They will also wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of ten colleges, drew on the findings of published HMIE reviews of colleges, and examined other relevant publications and reports. They consulted with key stakeholders, including The Scottish Qualifications Authority (SQA), college practitioners, and Scotland's Colleges. This aspect report identifies important areas for discussion and debate and evaluates current practice. It identifies excellent practice where HM Inspectors have found it and sets out areas for development. An appendix provides a list of the colleges visited in the preparation of this report. (Contains 7 footnotes.)