ethanporcaro/eric-fulltext-meta huggingface dataset:
Building High-Performing and Improving Education Systems: Curriculum and Assessment. Review
Author: Slater, Liz
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Educational Improvement,Educational Quality,Curriculum,Educational Assessment,Curriculum Development,Institutional Autonomy,Professional Autonomy,School Organization,Educational Objectives,Teacher Competencies,Principals,Parents,Students,Elementary Secondary Education,Foreign Countries

This review deals with the structure and contents of the curriculum; curriculum delivery; the relationship between school structures and the curriculum on offer (&quot;study pathways&quot;); and teaching (pedagogy). The review also deals with assessment. The section on assessment discusses the purposes of assessment (whether formative and/or summative), its timing and methods, as well as the roles and responsibilities of those involved. Decisions about approaches to the curriculum and assessment are closely linked to how many teachers there are, their knowledge and skills, the resources available and quality assurance. A number of key questions are tackled in this review: (1) Why are governments interested in the curriculum and assessment? What are the drivers for change? (2) Why and how have successful and improving education systems changed the duration and structure of schooling alongside curriculum reform? (3) What part do teachers' capabilities play in the design and implementation of changes to the curriculum and assessment? and (4) How much autonomy do schools and teachers have in designing their curricula? Driven by the need to compete economically and to give their population wider and more equitable access to education, high-performing and improving education systems are engaged in a continuing process of reform of their curricula and assessment systems. They see more inclusive and longer access to education not just as good in itself, but also as a means of enabling students to make more effective contributions to the economy. The following are appended: (1) Chile; (2) Hong Kong; (3) Ghana; (4) New Zealand; and (5) Hong Kong. [The National Foundation for Educational Research carried out the scoping and bibliographic work on which this review was based.]
Assessment for Learning: Effects and Impact
Author: Flórez, María Teresa
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Formative Evaluation,Educational Research,Literature Reviews,Learning,Guidelines,Educational Policy,Questioning Techniques,Feedback (Response),Peer Evaluation,Self Evaluation (Individuals),Summative Evaluation,Faculty Development,Academic Achievement,Elementary Secondary Education

The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on assessment for learning. Assessment for learning (AfL)--where the first priority is to promote learning--is a key means of initiating improvement. This review proposes that in order to encourage AfL, subject departments: (1) have an atmosphere in which teachers are expected to watch others in action--to actively support peer observation; (2) recognise and value current skills and help teachers to identify their current formative practice; (3) have meetings where teachers discuss learning; and (4) give teachers time to plan well by encouraging them to mark less, but mark better. The review concludes by identifying two sets of guidelines for policymaking and practice.
From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs
Author: Ainscow, Mel
Date: 2013-00-00
Type: Information Analyses
Subjects: Special Needs Students,Inclusion,Educational Practices,Educational Development,Leadership,Special Education,Cooperative Learning,School Culture,Teacher Aides,Outcomes of Education,Literature Reviews,Foreign Countries

The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on &quot;from exclusion to inclusion.&quot; With a specific focus on children with special educational needs (SEN), this review addresses the forms of classroom practice that can help all children to participate. The review particularly focuses on elements of inclusive education and the implications for schools and school leaders. This paper reviews the international literature on the development of effective ways of including children and young people with special educational needs in schools. It addresses three overall questions: (1) What forms of classroom practice can help all children to participate and learn?; (2) How can such practices be developed?; and (3) What does this mean for school organisation and leadership? The analysis of the literature suggests six key ideas: (1) Schools need to understand clearly what is meant by inclusive education; (2) Inclusive classroom practices involve overcoming barriers to student participation and learning; (3) Engaging with various kinds of evidence can encourage teachers to develop more inclusive practices; (4) Additional support for individual students should be carefully planned; those involved require appropriate training; (5) Inclusive schools can take many forms, but they all have an organisational culture that views student diversity positively; and (6) Leaders have a central role in working with their colleagues to foster an inclusive culture within their schools. (A list of references and further reading is included.)
Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Summary Report
Author: Riggall, Anna, Ed.
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Bilingual Education,English (Second Language),Educational Assessment,Educational Change,Change Agents,Educational Policy,Public Policy,Evaluation,Educational Attainment,Educational Improvement,Educational Practices,Educational Quality,Partnerships in Education,Institutional Role,Intercultural Communication,Language Proficiency,Faculty Development,Capacity Building,Mixed Methods Research

During 2012/13, academics from the Department of Education, University of Oxford were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. The evaluation sought to document the various processes of change and improvement within the Bruneian education system between 1996 and 2012, in particular looking at the teaching of English as an additional language in the bilingual system and the involvement of CfBT as an external education provider and change agent. This summary report describes the six &quot;evolutionary paths&quot; identified by the evaluation. Key findings and recommendations are also included in this summary. [For the full report, see ED546822; For the research briefing, see ED546808.]
Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. NCEE 2014-4019
Author: Max, Jeffrey
Date: 2014-09-00
Type: Reports - Research
Subjects: Merit Pay,Incentives,Grants,Federal Aid,Federal Programs,Compensation (Remuneration),Program Implementation,Program Effectiveness,Teacher Effectiveness,Administrator Effectiveness,Recruitment,Job Satisfaction,Academic Achievement,Faculty Mobility,School Districts,Elementary Schools,Middle Schools,Principals,Elementary School Teachers,Middle School Teachers,Elementary School Students,Middle School Students,Teacher Attitudes,Administrator Attitudes,Program Attitudes

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This first of four planned reports provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. Appendices include: (1) Supplementary Information on Study Sample and Design; (2) Survey Response Rates and Characteristics of Respondents; (3) Analytic Methods and Sensitivity Analyses; (4) Supplemental Findings on TIF Design and Implementation for Chapters III and IV; and (5) Supplementary Findings for Chapter V. [For the executive summary of this report, see ED546821. For the NCEE Snapshot of this report, see ED546823.]
Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. Executive Summary. NCEE 2014-4020
Author: Max, Jeffrey
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Merit Pay,Incentives,Grants,Federal Aid,Federal Programs,Compensation (Remuneration),Program Implementation,Program Effectiveness,Teacher Attitudes,Administrator Attitudes,Program Attitudes,Job Satisfaction,Elementary Schools,Middle Schools,Principals,Elementary School Teachers,Middle School Teachers,Academic Achievement,Elementary School Students,Middle School Students,School Districts,Teacher Effectiveness,Administrator Effectiveness,Recruitment,Faculty Mobility

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This executive summary provides highlights from the first of four planned reports providing implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [For the full report, see ED546820.]
Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Full Report
Author: Sammons, Pamela
Date: 2014-02-00
Type: Reports - Research
Subjects: Foreign Countries,Bilingual Education,Case Studies,Partnerships in Education,English (Second Language),Educational Attainment,Educational Improvement,Educational Quality,Public Policy,Educational Policy,Change Agents,Change Strategies,Educational Change,Mixed Methods Research,Trend Analysis,Statistical Data,Interviews,Classroom Observation Techniques,Educational Practices,Educational Assessment,Data Analysis,Student Evaluation,Faculty Development,Capacity Building,Language Proficiency,Code Switching (Language),Language Role,Institutional Role,Expenditures,Intercultural Communication,English Teachers

During 2012/13, academics from the Department of Education, University of Oxford were commissioned by CfBT to conduct an independent evaluation of the CfBT Brunei English teaching programme. This report describes the main findings from a research project that studied the role of CfBT Education Trust in supporting improved English language teaching and outcomes in Brunei Darussalam. A case study approach was used to explore the development of the bilingual education system in Brunei Darussalam and the Ministry of Education's (MoE) collaboration with CfBT in facilitating this since 1984. The study sought to document the various processes of change and improvement within the Bruneian education system, in particular those related to the teaching of English as an additional language in the bilingual system and the involvement of CfBT as an external education provider and change agent. The research adopted a multi-method case study approach that collected and analysed data from a cross-section of perspectives and a range of data sources. These included interviews with key stakeholders of the system (senior officers from the MoE, CfBT management and project leaders, English language teachers from both CfBT and Brunei, school senior management and students) and school visits. Documents related to CfBT's engagement in education initiatives, teaching and learning materials, Bruneian government policy, project reports, previous research, student attainment data and academic literature were also analysed to provide additional perspectives and a wider evidence base. After an Introduction, presented are the Methodology; Key Findings and Analysis; Discussion and Conclusions. Appended to the report are: (1) Timelines; (2) CLIL resources; (3) Interview schedule examples; (4) Coding template with example interview excerpt; and (5) Code definitions and key. [This report was written with Catherine Walter. For the research briefing, see ED546808; For the summary report, see ED546819.]
Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees. NCEE Study Snapshot. NCEE 2014-4021
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Merit Pay,Incentives,Grants,Federal Aid,Federal Programs,Compensation (Remuneration),Program Implementation,Program Effectiveness,School Districts,Elementary Schools,Middle Schools,Principals,Elementary School Teachers,Middle School Teachers,Job Satisfaction,Program Attitudes,Teacher Attitudes,Administrator Attitudes

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This National Center for Education Evaluation and Regional Assistance (NCEE) Study Snapshot describes the findings of the first of four planned reports that provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [IES develops these study snapshots to offer short, accessible summaries of complex technical evaluation reports. For the full report with technical details: Max, Jeffrey, Jill Constantine, Alison Wellington, Kristin Hallgren, Steve Glazerman, Hanley Chiang, and Cecilia Speroni (2014). &quot;Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay for Performance After One Year&quot; (NCEE 2014-4019), see ED546820.]
What Are Institutions Spending on Assessment? Is It Worth the Cost? Occasional Paper #18
Author: Cooper, Tammi
Date: 2013-08-00
Type: Reports - Research
Subjects: Educational Assessment,Colleges,Accreditation (Institutions),Expenditures,Online Surveys,Two Year Colleges,Public Colleges,Private Colleges,Correlation,Statistical Significance,Comparative Analysis,Compensation (Remuneration),Computer Software,Expenditure per Student

Assessment activities have proliferated over the last decade at institutions of higher education. While assessment is useful for institutional improvement, this proliferation has in part been due to greater pressures from regional accreditors on institutions to meet assessment requirements. These higher expectations have led to new expenditures on college campuses. This paper discusses a research project aimed at determining how much institutions are spending annually on assessment and whether the perceived benefit is worth the cost. An online survey was administered to assessment professionals across the country to determine institutions&apos; spending in seven expenditure categories related to assessment. In addition to presenting overall expenditures by category, the authors broadly describe the differences in spending between institutions with different enrollments, two-year and four-year institutions, and public and private institutions. Differences in spending appeared to be related to institution size rather than type or control. Smaller institutions reported spending more on assessment per student than larger universities. While the majority of survey participants responded that the cost of assessment was worth the benefit, within the sample, the correlation between overall assessment spending and perceived benefit was not found to be statistically significant. Perceived value appears to be derived more from using the data for improvements than from spending. The following are appended: (1) Methodology and Limitations; (2) Assessment Expenditures Survey; and (3) Comparison of Average Spending Across Enrollment by Expenditure Category.
Integrated Student Supports and Equity: &quot;What&apos;s Not Being Discussed?&quot;
Author: Center for Mental Health in Schools at UCLA
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Integrated Services,Intervention,Equal Education,Educational Policy,Educational Improvement,Well Being

Connecting school, home, and community resources is essential to the well-being of children and youth and to enhancing equity of opportunity for them to succeed at school and beyond. With this in mind, many initiatives and policy reports have focused on addressing the widespread fragmentation of supports for families and their children. Considerable policy emphasis has centered on the notion of integrated student supports. While most of the discussion of integrated student supports is well-intentioned, the examples most frequently cited have little chance of enhancing equity of opportunity for students across the country. Moreover, as practiced, serious unintended negative consequences have been observed. This set of policy notes stresses the need and directions for moving forward.
Bringing New Prototypes into Practice: Dissemination, Implementation, and &quot;Facilitating Transformation.&quot; A Center Report
Author: Center for Mental Health in Schools at UCLA
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Intervention,Information Dissemination,Program Implementation,Best Practices,Clinical Psychology,Public Health,Public Education,Educational Change,Organizational Change,Schools

It is encouraging to see increasing attention to improving interventions in fields such as mental health, public health, and education. This includes the growing emphasis on transferring evidence-based interventions into practice. The trend continues to be stimulated and supported by the high priority endorsement of federal, state, and local governments, foundations, and third-party payers. All of the work has reinvigorated research in what are commonly referred to as the translation, dissemination, and implementation problems. Much of the discussion in the literature focuses on bringing a specific prototype developed and researched in a rarified setting into the &quot;real world.&quot; An eventual aim in most instances is to replicate the prototype on a large scale and often in diverse settings. And, in some instances, the aim is not just to replicate a practice or program but to transform the nature and scope of a field. In these latter cases, the problems of translation, dissemination, and implementation become enmeshed with the problems of institutional transformation and sustainability. Not surprisingly, the aims, nature, and scope of how knowledge transfer problems are discussed varies greatly within and between disciplines and fields, and at this juncture, little cross fertilization is apparent. However, there are some common themes. One is that of preserving the integrity of the prototype by ensuring fidelity in translating research into practice. Another theme is the influence of context. This report is made up of three sections. In the first section, Efforts to Improve Dissemination and Implementation of Good Practices, the authors highlight prominent examples from clinical psychology, public health, and education and indicate a sampling of major organizations that intend to advance implementation research. In the second section, Enhancing Basic Dissemination and Implementation Research, they outline some basic matters that warrant greater attention by implementation researchers. In the final section, Focusing on &quot;Facilitating&quot; Institutional Transformation: Our Center&apos;s Pursuit of New Directions for Student &amp; Learning Supports, the authors (1) differentiate &quot;direct&quot; implementation from the process of &quot;facilitating&quot; implementation; and (2) differentiate implementation of a &quot;specific practice or program&quot; from efforts to &quot;transform institutions&quot; such as schools. A list of references cited in this report and others that have informed the authors&apos; understanding of transforming prototypes into regular practice is included.