Academic standards

this project has been funded with support from the european commission in the framework of the lifelong learning programme. this publication reflects the views of the authors only and the commission cannot be held responsible for any use which may be made of the information contained therein.

The purpose of this study was to determine quality indicators for SAE and FFA according to 36 experts across the United States. This is a part of a larger study looking at all components of the traditional three-circle model. The study utilized the Delphi technique to garner expert opinion about quality indicators in Agricultural Education. For SAE, round two resulted in two of the 46 quality statements reaching consensus. In addition, 17 SAE items were determined not to be quality indicators. Four of the 26 SAE statements in round three reached consensus. Also, for FFA, round two resulted in 13 of the 65 quality FFA statements reaching consensus, with 16 of the 65 FFA items determined not to be quality indicators of FFA. Six of the 36 FFA statements in round three reached consensus. This study is valuable in determining a scientific basis for identifying possible indicators of quality SAE and FFA.

23 Print Concepts-Grades K-1 25 Phonological Awareness-Grades K-1 30 Phonics and Word Recognition-Grades K-1-2 36 Fluency-Grades 1-2-3 SECTION THREE-GRADE 2 41 Phonics and Word Recognition-Grades 1-2-3 47 Fluency-Grades 1-2-3 SECTION FOUR-GRADE 3 53 Phonics and Word Recognition-Grades 2-3-4 58 Fluency-Grades 2-3-4 SECTION FIVE-GRADES 4-5 63 Phonics and Word Recognition-Grades 3-4-5 66 Fluency-Grades 3-4-5 REFERENCES 1. Demonstrate understanding of the organization and basic features of print.

This article provides an initial comparison of the Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics by examining the fundamental notion of slope. Each set of standards is analyzed using eleven previously identified conceptualizations of slope. Both sets of standards emphasize Functional Property, Real World Situation, and Linear Constant conceptualizations of slope and describe a similar instructional sequence during the middle grades. However, the elementary and high school standards include differences that reflect alternative approaches to covering key prerequisite notions related to slope and in extending ideas of slope to non-linear functions. Both documents are examined in light of their respective purposes, with careful attention to potentially unintended consequences on the treatment of slope across the curriculum. The findings warrant careful consideration of other key mathematical topics to understand the curricular implic...

The questions swirling about the acceptability of a virtual university as a sanctioned institution of higher learning may be more about imposing outdated regulations upon an entity that uses 21st century technology to serve 21st century educational needs than about educational efficacy.

Master's degrees, as currently configured, offer teachers routes out of the classroom. The National Board for Professional Teaching Standards (NBPTS) is one of the efforts to address the current focus on teacher performance and preparation, and to help with the professionalization and the upgrading of the status of teachers. While traditionally the master's degree is seen as the way to climb the ladder from teaching to a more 'attractive' occupation, the new NBPTS standards provide clear and meaningful benchmarks for a new kind of master's degree. This degree would not focus on preparing teachers to leave the classroom, but on deepening teachers' understanding of content specific pedagogy with the aim of improving student achievement and learning. NBPTS will enable teachers to work as leaders and change agents, enabling them to more effectively work both with an increasingly diverse student population and with ever increasing layers of expectations for teachers and schools. Questions and issues that are critical to this discussion are posed, as are suggestions, recommendations and issues for a future action agenda. (Contains 31 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a quantitative review of classroom physical activity interventions in terms of their physical activity, health and learning outcomes for students, with implications of findings discussed for school personnel.

A highly effective Dean plays a marvelous role in the success of creating Quality oriented culture as a Professional Leader, Strategic Thinker, Effective Manager of the Faculty, staff and Students and raises the standards of academic quality. After a detailed review of the prevailing literature about an Effective Dean, this article proposes a conceptual framework that will help out in promoting a healthy culture of effectiveness in the community of Deans. Issues like strategic planning, curriculum, facilities and research are also part of the responsibilities of Effective Deans. Daydreaming 'offers a positive,simultaneous effect on task performance. Through a wide-ranging attributes of Effective Dean, the probable model as mentioned in Figure No. 6.1, uncovers the Planning, Professional, Leadership, and Managerial,scholarly and effective teaching capabilities of Deans. Adopting continuous Improvement strategy, getting accreditation of the relevant Programs at national as well as...

Public school funding in the United States is not a product of intelligent design. Funding programs have grown willy-nilly based on political entrepreneurship, interest group pressure, and intergovernmental competition. Consequently, now that Americans feel the need to educate all children to high standards, no one knows for sure how money is used or how it might be used more effectively. This article shows that Americans can learn how to make more effective use of the money available for public schools. But to do so, states and localities must keep careful track of how money is spent; how children are taught and by whom; and what programs, schools, and teachers are most and less productive. Foundations should sponsor rigorous development and testing of new instructional programs, and every level of government should permit experimentation with alternative uses of funds, reproduce effective schools and programs, and abandon ineffective ones.

The Framing Student Success: Connecting Rigorous Visual Arts, Math and LiteracyLearning experimental demonstration project was designed to develop and test an instructional program integrating high-quality, standards-based instruction in the visual arts, math, and literacy. Developed and implemented by arts-in-education organization Studio in a School (STUDIO), in partnership with the New York City Department of Education, the Framing Student Success curriculum was designed by experienced professional artist instructors collaborating with schoolbased visual arts, math, and literacy specialists and classroom teachers. The Framing Student Success curriculum units were designed to make explicit connections between subjects (visual arts and ELA or math), while maintaining the integrity, depth and rigor of instruction in both subject areas. While students were receiving arts-integrated instruction during each of the twelve six-week units, classroom teachers and arts specialists were rece...

Implementing Standards-based Mathematics Instruction: A Casebook for Professional Development is a rather complex book. Already the target readership is composite. Firstly, the book addresses practising teachers who want to engage themselves in professional development, maybe in groups together with other teachers, in particular teachers associated with one of the reformed curricula in the USA inspired by the so-called NCTM Standards (whether the 1989 or the 1998 version). Secondly, it also addresses inservice teacher trainers and instructors who might choose to base courses on this book. Finally, the potential readership includes mathematics educators at large who are interested in becoming acquainted with the some of the spin-offs of the well-known QUASAR project (Quantitative Understanding: Amplifying Student Achievement and Reasoning) for US urban middle schools (grades 6-8). This project was conducted in the first half of the 1990's at the University of Pittsburgh under the directorship of Edward A. Silver. The authors have all been involved with the research aspects of this project. The book is opened by a thoughtful six-page foreword by Deborah Ball. Next, the structure of the book is pretty complex as well, which does not prevent it from being impressively clear at the same time. The main subject is what is termed 'challenging tasks', which are seen as a special case of an instructional task, i.e. "a segment of classroom activity devoted to the development of a mathematical idea" (p. 7), and the interest is on the cognitive demands on students to complete such tasks. Thus, the focus of the book is on classroom activity, in particular small group work on challenging tasks, as orchestrated and guided by the teacher, rather than on individual student activity and achievement. The book is divided into two main parts. Part I, "The Mathematical Task Framework", (about 30 pages) offers a brief theoretical outline of basis concepts and terms pertinent to challenging tasks, and tools for teachers to detect, analyse, and classify tasks and activities. Part II, "The Cases", forms the bulk of the book (almost 100 pages) and consists of a presentation and discussion of a number of cases of classroom lessons, typically one or two per case. The fact that the book is meant as an aid to foster professional development is reflected by a section of discussion questions placed after each case presentation, and by sections that are specifically addressed to in-service course instructors.

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The NATIONAL ACADEMY OF EDUCATION advances the highest quality education research and its use in policy formation and practice. Founded in 1965, NAEd consists of U.S. members and foreign associates who are elected on the basis of outstanding scholarship or contributions to education. Since its establishment, the academy has undertaken numerous commissions and study panels, which typically include both NAEd members and other scholars with expertise in a particular area of inquiry.

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How can you teach all students to achieve at the same high standards and still respect and accommodate their differences? This book answers that question and introduces you to a field-tested framework for teaching that ensures that inclusion and differentiated instruction are in harmony with ...

The Bookmark method for setting standards on educational tests is currently one of the most popular standard-setting methods. However, research to support the method is scarce. In this report, we review the published and unpublished literature on this method as well as some seminal work in the area of evaluating standard-setting studies. Our review highlights both strengths and limitations of the method. Strengths include its wide acceptance and panelist confidence in the method. Limitations include a potential bias to produce lower-than-intended standards and problems in selecting the most appropriate response probability value for ordering the items presented to panelists. It is clear that more research on this method is needed to support its wide use. Several areas for future research to better understand the validity of the Bookmark method for setting standards on educational tests are presented.

There are a number of reform initiatives underway in Turkey but some of these, which are concerned with curricular and structural changes, have encountered serious difficulties. This paper begins with a brief summary of school effectiveness and school improvement research guiding many educational reforms. It then gives some information about school demographics in Turkey, and the country's performance in some international benchmarking studies. It continues with the shifts introduced as a result of recent curricular reorganisation in Turkey and, subsequently, with various issues related to their implications. Finally, the efforts to legislate some structural changes and the major controversies arising are presented.

This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.

rethinking multicultural education teaching for racial and cultural justice by is just one of the very best vendor books on the planet? Have you had it? Not? Foolish of you. Currently, you could get this remarkable book simply here. Find them is format of ppt, kindle, pdf, word, txt, rar, as well as zip. Just how? Just download and install or perhaps read online in this site. Currently, never ever late to read this rethinking multicultural education teaching for racial and cultural justice.

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children's progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed the body of research for the nature of participants, settings, interventionists, interventions, and alignment with Common Core State Standards. Despite limitations with the body of research, the results of the review indicate a number of promising practices exist for secondary students with EBD in mathematics, including: (a) peer-mediated approaches, (b) interventions that address academic performance as well as behavior, (d) use of technology, and (e) use of strategy instruction to support conceptual understanding. Implications for research and practice are provided. • The need for effective mathematics instruc-tion for all students in the U...

Social and emotional learning (SEL) has as its goals to strengthen a person's ability to understand, manage, and express the social and emotional aspects of life. The authors, all of whom have worked in training teachers in the promotion of students' social and emotional skills, have found that educators often view efforts at building such skills as standing in opposition to the academic focus of their state curriculum standards. This view hinders many wellintentioned teachers from implementing SEL in their classrooms. Thus, it is a valuable consultative tool to be able to demonstrate the overlap of SEL, academics, and curriculum standards. The authors set out a rationale for this overlap and provide examples of how they incorporate this overlap into their training and consultation.

Responding to the impact of globalization on delivering education and the increasing need to adapt to the needs of economic and social life, higher education institutions (HEI) effectiveness is depending on the use of technology and contribution to national development. While increasing access to higher education remains to be an important objective of national development, this paper shows how conscious use of education standards and technology as learning resources can have a significant role in building on changes to the advantage of the country such as training students for global competencies. The focus of this paper is on such positive practices implemented at Zagreb School of Economics and Management (ZSEM). Since its foundation in 2002, the school is promoting the use of technology and demostrating its quest for excellence through internationalization and application of international education standards. Today ZSEM has around 1400 students and about 150 courses with integrat...

Forrewo[rd 11 education is international. Learning and knowledge are connected to cultural systems that encompass the entire globe and beyond. International education begins at home, in the veiy communities and environments most familiar to students. An opportunity to travel to different countries or cultures enables a student to know what it means to be American and to begin to see and truly understand his enormous freedoms and responsibilities. But a student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. As the enclosed poster shows, "Global Wisconsin" is found all around us, in our sister school partnerships, immigrant communities, and local businesses with worldwide exports. Planning Curriculum in International Education shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wisconsin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cultures are part of the fabric of the guide, and they weave their way through all its chapters. All students, as well as all teachers, bring their respective cultures to the classroom. As teacher Mark Wag ler says in the opening essay, "My best global connections are my own students. When I look at them closely, I see the neighborhoods and the world in which we live illuminated with global highlights." Many Wisconsin, national, and international educators contributed to Planning Curriculum in International Education. They provided excellent ideas to develop standards-led curriculum and instruction and to help teachers choose from an imaginative variety of instructional strategies. I sincerely thank the task force authorsSharon Durtka,

To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, we interviewed a diverse sample of 50 1st-and 2nd-year Massachusetts teachers working in a wide range of public schools. We found that, despite the state's development of standards and statewide assessments, these new teachers received little or no guidance about what to teach or how to teach it. Left to their own devices, they struggled day to day to prepare content and materials. The standards and accountability environment created a sense of urgency for these teachers but did not provide them with the support they needed. The absence of a coherent curriculum has implications for student achievement and teacher retention in that students may learn less than they otherwise might, and many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom. This suggests an urgent need to reconsider the curricula and support provided to new teachers.

This study investigated the criteria for admission to teacher education at 50 NeATE accredited undergraduate universities. These universities varied in geographical location, public and private affiliation and size of student enrollment. The study analyzed and evaluated admission criteria in light of recent educational reforms that call for higher standards and more qualified candidates in order to ascertain whether the universities had actually implemented more demanding performance based criteria for teacher candidate selection. Based on the findings, the study identified the absence of standardized admission criteria and consistent policies of ongoing assessment. It proposed a balanced integration of both performance based admission criteria as well as continual evaluation of program goals in the admission and education of preservice teachers.