ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Self-Evaluation Reporting in Scotland's Colleges. A Report by HM Inspectorate of Education for the Scottish Further and Higher Education Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Colleges,Educational Quality,Quality Assurance,Learner Engagement,School Culture,Improvement,Evaluation Methods,Institutional Evaluation,Self Evaluation (Groups),Program Implementation,College Faculty,Teamwork,Strategic Planning

This publication follows the August 2007 publication of the final report of the Joint Quality Review Group (JQRG) of the Scottish Funding Council members. The JQRG report: &quot;sets out the Joint Quality Review Group's final proposals for quality enhancement and assurance processes in the college and university sectors.&quot; The overall model for the quality system proposed in the JQRG report is based on the three key principles of: (1) high quality learning across all provision; (2) student engagement; and (3) a culture of quality and continuous improvement. It is intended that these be delivered through three key areas of activity which build on the effective practices which already exist within both the university and college sectors. These are: (1) college and university-led evaluation; (2) external review; and (3) Scotland-wide enhancement activities. The findings and recommendations of &quot;Effective Self-Evaluation Reporting in Scotland's Colleges&quot; are central to discussions in the college sector about how to carry out self-evaluation as effectively as possible, and further develop effective institutional quality cultures, one of the key principles of the JQRG report. The findings and recommendations should therefore be considered in tandem with the JQRG report's focus on the role of internal quality enhancement and assurance systems in meeting the needs of learners. Five appendices present: (1) Other models of self-evaluation; (2) Colleges involved in discussions for this report, and other organisations consulted; (3) Standards and quality in Scottish Further Education (SFC/HMIE); (4) Analysis of grades; and (5) Bibliography. (Contains 33 footnotes.)
Student Learning in Scottish Further Education Colleges, A Report for SFEFC by HMIE
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2004-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Lifelong Learning,Adult Education,Educational Environment,Academic Achievement,Student Attitudes,Program Evaluation,Teacher Attitudes,Teacher Evaluation,Colleges,Educational Quality,Educational Methods,Student Participation,Independent Study

The Scottish Executive's lifelong learning strategy, articulated in &quot;Life Through Learning, Learning Through Life&quot; (2003) emphasises effective learning as the key to bridging the opportunities, skills, and productivity gaps that characterise Scotland's current social and economic environment. This report has been commissioned by the Scottish Further Education Funding Council (SFEFC) to encourage colleges to reflect on what they provide to their learners, paying attention in particular to the nature of student learning and how the learning environment can be enhanced. In preparing this report, HMIE have undertaken a literature review covering the work listed in Appendix 1, analysed subject review findings for the current cycle, including in-depth analysis of the findings in 11 colleges, visited a further five colleges to explore learners' views, and drawn on a SFEFC-funded collaborative project in which four colleges focused on learning and achievement. The report: (1) considers the two quality elements &quot;Teaching and Learning Process and Student Achievement&quot; within the SFEFC/HMIE quality framework by way of background and context; (2) identifies some important messages for further education (FE) colleges contained in recent literature and research on student learning; (3) evaluates the current state of learning in FE colleges by reference to HMIE findings in the current review cycle (2000-01 to 2003-04), staff and student views, sector initiatives, and developments in technology-supported learning; (4) picks up some important messages from a recent FE sector initiative; and (5) makes an initial contribution to the proposed development of an improved framework for evaluating teaching and learning that would place greater emphasis on learning and focus more on the learner than its predecessor. Two appendices present: (1) Bibliography; and (2) Glossary of terms and abbreviations.
ICCS 2009 Asian Report: Civic Knowledge and Attitudes among Lower-Secondary Students in Five Asian Countries
Author: Fraillon, Julian
Date: 2012-00-00
Type: Journal Articles
Subjects: Citizenship Education,Foreign Countries,Early Adolescents,Grade 8,Secondary School Teachers,Secondary School Students,Individual Characteristics,Student Attitudes,Government Role,Cultural Maintenance,Cultural Influences,Asian Culture,Moral Development,Self Actualization,Moral Values,Leadership Qualities,Cross Cultural Studies,Civics,Knowledge Level,Trust (Psychology),Integrity,Public Officials,Administrator Role,Ethics,Ethnicity,Gender Differences

This report presents findings from the Asian regional module of the International Civic and Citizenship Education Study (ICCS), sponsored by the International  Association for the Evaluation of Educational Achievement (IEA). ICCS studied the ways in which young people in lower-secondary schools are prepared to undertake their roles as citizens. Five countries participated in the Asian regional module. These five countries are Chinese Taipei, Hong Kong SAR, the Republic of Korea, Indonesia and Thailand. Data were gathered from approximately 24,000 Grade 8 students and 10,000 teachers in nearly 700 schools. The Asian module focused on the individual characteristics underpinning  &quot;Asian citizenship,&quot; as well as students' perceptions of and attitudes toward the role of government and its responsibilities, the legal system, and preservation of a national traditional culture. The data gathered for this module provide unique evidence on a number of Asia-specific aspects that may be used to improve policy and practice in civic and citizenship education. The data also provide a new baseline for future research in this area. The results of analyses presented in this report revealed that Asian countries place similar emphases on self-cultivation and moral development in their approaches to civic education. The majority of young people surveyed agreed that morality is a critical aspect of both good citizenship and good political leadership, and they showed a strong sense of Asian identity. Some differences across the region were also evident. For example, endorsement of authoritarian government conduct was significantly lower among students in East Asia than those in Southeast Asia. Students with higher civic knowledge scores reported less acceptance of authoritarian government practices and corruption in public service. Appended are: (1) Instrument design, samples, and participation rates; (2) Percentiles and standard deviations for civic knowledge; (3) The scaling of questionnaire items; (4) Item-by-score maps for questionnaire scale; and (5) Organizations and individuals involved in ICCS. (Contains 36 tables, 11 figures, and 18 footnotes.)
Count Us In. Achieving Success for Deaf Pupils. Practical Examples from Primary, Secondary, and Special Schools
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Deafness,Teaching Methods,Student Experience,Educational Quality,Foreign Countries,Best Practices,Educational Improvement,Planning,Academic Achievement,Self Evaluation (Groups),Educational Indicators,Parent Participation,Curriculum,Student Needs,Curriculum Development,Special Schools,Educational Methods,Communication Skills,Excellence in Education,Educational Environment,Active Learning

&quot;Count Us in: Achieving Success for Deaf Pupils&quot; is a timely report. It comes when schools are becoming more confident in dealing with a wide range of additional support for learning needs. Schools are also more aware that they need to personalise experiences in order to meet pupils' learning needs. The report does point to strengths that schools can build on. Her Majesty's Inspectorate of Education (HMIE) can use its inspection evidence both to paint an evaluative picture of the experiences of deaf pupils from a sample of schools while also providing advice on how to improve young people's experiences. This combination of evaluation and advice for improvement is a powerful one. The aim of the publication is to: (1) report on the quality of education currently experienced by deaf children in Scottish schools; (2) to provide examples of good practice; and (3)  to identify signposts for improvement which schools can use when planning for excellence. (Contains 15 footnotes.) [&quot;Count Us in: Achieving Success for Deaf Pupils&quot; has been Produced jointly by HM Inspectorate of Education (HMIE) and the National Deaf Children's Society (NDCS).&quot;]
Native-Language Education: Addressing the Interests of Special Populations within U.S. Federal Policy
Author: Best, Jane
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Native Language Instruction,Federal Legislation,Educational Legislation,Public Policy,American Indians,Alaska Natives,Hawaiians,American Indian Languages,Navajo (Nation),Language of Instruction,Immersion Programs,Spanish,Navajo,Malayo Polynesian Languages,Educational Assessment,Academic Standards,Puerto Ricans

This brief provides an overview of three federal laws that address native-language education and illustrates how these federal laws produce different results when coupled with state laws and other regional circumstances. For the purposes of this brief, native-language education refers to American Indians, Alaska Natives, and Native Hawaiians and uses Puerto Rico as a point of comparison. This policy brief: (1) discusses which federal laws make provisions for native-language education; (2) illustrates how local laws and special circumstances affect the type of language instruction used in different areas; and (3) provides questions for policymakers as they consider native-language education in their region. (Contains 2 footnotes.)
Working Together: Cross Sectoral Provision of Vocational Education for Scotland's School Pupils
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Partnerships in Education,Vocational Education,Secondary Schools,Educational Administration,Teachers,Interviews,School Schedules,Best Practices,Quality Assurance,Program Improvement,Secondary School Students,Summative Evaluation,Outcomes of Education,Student Evaluation,Job Skills,Course Selection (Students),Information Dissemination,College School Cooperation,Transportation,Student Experience,Planning,Teacher Role,Student Personnel Services

To help schools and colleges to manage better their partnerships for vocational education and in response to an undertaking in &quot;Lifelong Partners,&quot; HMIE has recently published a self-evaluation guide for use with school-college partnerships. Against this background of policy initiatives, it is timely to examine the current state of play in vocational education for school pupils in S3 and above. This report derives from HMIE inspection and other activities up to the end of the 2004/05 school session. HM Inspectors drew on the findings of published reports and carried out fieldwork in a sample of education authorities, secondary schools, further education colleges, and other training providers. They held discussions with a wide range of education authority officers, school staff, including head teachers, other school managers and teachers, and college managers and teaching staff. They also interviewed pupils who had participated in, or were participating in, vocational programmes delivered by their local college or other provider. The report describes and evaluates the planning processes in which schools, education authorities, and colleges engage. It describes current provision and identifies strengths and areas for improvement. It examines factors which contribute to successful vocational education. Finally, the report makes a number of recommendations for improvement and
enhancement. Appended are: (1) Examples of Good Practice; (2) Organizations Visited and Consulted; and (3) Sources of Support. (Contains 7 footnotes.)
Safeguarding Arrangements and Practice in Scotland's Colleges. An Aspect Report by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-06-25
Type: Reports - Evaluative
Subjects: Foreign Countries,Colleges,School Safety,School Responsibility,Legal Responsibility,Learner Engagement,College Environment,Best Practices,School Policy,Recruitment,Information Security,At Risk Students,Disclosure,Staff Development,Work Experience Programs,School Culture,School Surveys,Safety,Educational Practices

This report identifies the approaches, main features, and best practices in safeguarding arrangements within Scotland's colleges, and makes recommendations for improvement. The report addresses this through: (1) Investigating the level of understanding of safeguarding held by college managers and their staff both with regard to specific responsibilities and legal requirements, and also more generalised responsibilities concerning duty of care; (2) evaluating the impact of safeguarding approaches on those designated as vulnerable groups, both from the perspective of protection and engagement in learning and the wider college environment; (3) identifying excellence and sector-leading and innovative practice; and (4) making recommendations for improvement to current practice. A summary of findings is reported, as well as main issues for emerging colleges to take forward. Appended are: (1) Safeguarding/child protection pro forma; (2) Colleges involved in fieldwork for this report; (3) Key documents and websites; (4) Vulnerable young people; and (5) Glossary of terms. (Contains 19 footnotes.)
Securing the Adoption of Good Practice in Scotland's Colleges. A Report by HM Inspectors of Education for the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Adult Education,Educational Administration,Program Evaluation,Best Practices,Case Studies,Higher Education,Colleges,Rural Schools,Program Improvement,Benchmarking,Quality Assurance

The purpose of this report is to describe the main mechanisms currently in use in Scotland's colleges to ensure that the adoption of good practice actually happens. It investigates how colleges identify and promote good practice in their own institutions; how they develop strategies and processes to ensure good practice is shared, adopted and implemented effectively; how they gain awareness of and access to sector-leading and innovative practice in other institutions; and how they evaluate the impact of this activity on learners. The report makes reference to research and activity elsewhere in the UK in relation to the sharing and adoption of good practice, to identify what can be learned. Finally, the report makes a number of recommendations for improvement. A summary of findings is presented, identification of good practices is provided, and recommendations for moving forward and for improvement are given. Appended are: (1) Colleges which took part in the consultation and other organisations consulted; (2) Bibliography; and (3) Glossary. (Contains 13 footnotes.)
ESEA Flexibility: Department of Education Criteria and State Responses
Author: Dunlap, Allison
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Language Arts,Mathematics Achievement,English Instruction,Academic Achievement,Public Agencies,Federal Government,Federal Aid,Teacher Effectiveness,Teacher Qualifications,State Departments of Education,College Readiness,Career Readiness,Expectation,Accountability,Teacher Evaluation,Administrator Evaluation,Teachers,Principals,Recordkeeping,State Standards,Academic Standards,Educational Objectives,Measures (Individuals)

As the deadline set forth by No Child Left Behind approaches, it is clear that the goal of proficiency in English language arts and mathematics for all students by 2014 will not be met. As a result, the U.S. Department of Education has offered states the option of applying for flexibility on parts of the law. This policy brief outlines those options and their criteria, how some states are meeting the criteria, and recommendations for states that wish to apply. The flexibility package allows qualifying states to waive 10 of the requirements, including: the 2014 deadline; the procedures for identifying and working with schools and districts in need of improvement; the requirements for highly qualified teacher (HQT) targets; and certain requirements for how states spend federal funds. In turn, State Education Agencies (SEAs) must meet four criteria: (1) Demonstrate they have adopted college-and career-ready expectations for all students; (2) Develop and implement a system of differentiated recognition, accountability, and support; (3) Commit to developing, adopting, piloting, and implementing educator evaluation systems and support; and (4) Remove duplicative and burdensome reporting requirements that have little or no impact on student outcomes. This brief discusses the Department of Education's criteria, highlights state responses to those criteria, and provides recommendations.
Preparing for Work: A Report on the &quot;Skills for Work&quot; Pilot Programme
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Program Effectiveness,Self Esteem,Adolescents,Curriculum Design,Quality Assurance,Vocational Education,School Schedules,Skill Development,Outcomes of Education,Teaching Styles,Cognitive Style,Cooperative Learning,Self Evaluation (Individuals),Partnerships in Education,Pilot Projects,Interpersonal Communication,Financial Support,Fund Raising,Experiential Learning,Job Skills,School Community Programs,Program Administration,Cooperative Planning,College Faculty,Teacher Role,Safety,Correctional Education,Institutionalized Persons

This evaluation of the pilot phase of &quot;Skills for Work&quot; courses demonstrates many strengths. The report includes many examples of innovative good practice, which HMIE will disseminate and promote through events and a range of media. It is particularly encouraging that almost all learners had a very positive experience and gained increased confidence and maturity. Strategic partnerships between local authorities, schools, colleges, and other providers, had been formed or extended with clear rationales designed to meet the vocational needs of young people. In many of these partnerships there remained scope to improve continuity in the curriculum and learning and teaching, and to develop more concerted approaches to quality assurance and improvement. In these cases, the most problematic practical issues were around transforming timetable arrangements to enable all learners to fully engage in &quot;Skills for Work&quot; courses. &quot;Skills for Work&quot; courses offer the prospect of real educational gain for young learners and resultant advantages to the economy and society. The findings in this report suggest that Scottish education is well placed to build on the good progress that has been made in this area. Appended are: (1) Centres visited; (2) &quot;How good is our school?&quot; and &quot;Skills for Work&quot; courses; and (3) Signposts to improvement. (Contains 10 footnotes.)
Report on the Implementation of the Education (Additional Support for Learning) (Scotland) Act 2004
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2007-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Legislation,Program Implementation,Inclusion,Program Effectiveness,Special Needs Students,School Districts,Strategic Planning,Quality Assurance,Agency Cooperation,Integrated Services,Educational Change,Transitional Programs,Program Evaluation,Intervention,Student Evaluation,Individualized Education Programs,Eligibility,Family School Relationship,Student School Relationship,Advocacy,Parent Participation,Student Participation,Conflict Resolution,Coordination,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 the 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 the risk of not being in education, employment or training when they move on from school. This report recognises that education authorities and schools have taken significant steps towards ensuring that all children and young people receive a more personalised education aimed at maximising success for all. The importance of intervention at the early stages, as well as prompt intervention at all stages is widely recognised by authorities. In that respect, the role of professionals such as school nurses, family support workers and home-school link officers adds an invaluable dimension. This report identifies ways in which the Scottish Government, authorities, and schools can take action to improve the quality of partnership working between agencies, and the support provided for children and young people with additional support needs. Provided are 7 key points to consider when taking action to improve services. (Contains 2 graphs and 20 footnotes.) [For the summary sheet, see ED544587.]
The Common Core: Are State Implementation Plans Enough?
Author: Best, Jane
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: State Standards,Academic Standards,Educational Objectives,Instructional Materials,Curriculum Design,Lesson Plans,Program Implementation,Student Evaluation

This policy brief outlines the Common Core implementation plans for 15 states, including the professional development and resources/tools--such as instructional materials, toolkits, frameworks, crosswalks, and curriculum guides--that each state is providing. The authors suggest that supplemental resources like McREL's Common Core &quot;quick-start&quot; guidebooks can help teachers at all levels in developing lesson plans and classroom activities that support the standards and learning objectives, including aspects most likely to be new to them.
ICCS 2009 User Guide for the International Database. Supplement 1: International Version of the ICCS 2009 Questionnaires
Author: Brese, Falk
Date: 2011-00-00
Type: Tests/Questionnaires
Subjects: Academic Achievement,Citizenship Education,Questionnaires,School Surveys,Teacher Surveys,Student Surveys,National Surveys,Foreign Countries,Civics

This document presents Supplement 1 of &quot;The International Civic and Citizenship Education Study (ICCS) 2009 International Database,&quot; which includes data for all questionnaires administered as part of the ICCS 2009 assessment. This supplement contains the international version of the ICCS 2009 questionnaires in the following seven sections: (1) School Questionnaire; (2) Teacher Questionnaire; (3) Student Questionnaire; (4) European Module Questionnaire; (5) Latin American Module Questionnaire; (6) Asian Module Questionnaire; and (7) National Context Questionnaire. [For the &quot;ICCS 2009 Technical Report,&quot; see ED544622.]