Download or read book An Assessment of Educational Perceptions in Meeting Transitional School Objectives written by Gerald Ottum Skaar and published by . This book was released on 1970 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Transitions to School written by Sue Dockett and published by UNSW Press. This book was released on 2007 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delivers a comprehensive coverage of local and overseas research on transition to school.

Download or read book A Study of Junior High School and Middle School Teachers and Principals Perceptions of the Functions and Learning Foci of a School for Pre and Early Adolescents written by William Bowman and published by . This book was released on 1973 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Transition Year Experience written by Aidan Clerkin and published by . This book was released on 2019 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Parents Perceptions of Their Involvement in Planning the Transition from School to Work for Their Children with Disabilities in Texas written by Patricia Sue Lynch and published by . This book was released on 1992 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Institutional Determinants of Social Inequality written by Frédérique Autin and published by Frontiers Media SA. This book was released on 2016-05-09 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the factors that create and maintain social inequities is a core question in social psychology. Research has so far focused on the role of individual stereotyping, prejudice and discrimination. However, there is no such thing as a "biased" act of prejudiced individuals, structural factors in the reproduction of social inequalities. Indeed, people are immersed in a world, and that is the way forward. In this research topic, we propose to bring together the ideology and practice of the government. This can be done by the researcher, who is responsible for the work of the researcher, the researcher, the researcher, the researcher, the researcher, the researcher, the researcher and the researcher. (Eg, teachers, recruiters, leaders, ...). Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. Grading, tracking, recruitment, ...) and ideologies (eg, meritocracy, individualism, protestant work ethic, ...) shape the psychological experience of (dis) advantaged people. (Eg, teachers, recruiters, leaders, ...). Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. Grading, tracking, recruitment, ...) and ideologies (eg, meritocracy, individualism, protestant work ethic, ...) shape the psychological experience of (dis) advantaged people. (Eg, teachers, recruiters, leaders, ...). Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. ...) shape the psychological experience of (dis) advantaged people. (Eg, teachers, recruiters, leaders, ...). Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. ...) shape the psychological experience of (dis) advantaged people. (Eg, teachers, recruiters, leaders, ...). Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning. Taking the perspective of the company as a whole. This could be the highlight of the process. Perpetuation of the institutional functioning.

Download or read book The Role of interest in Learning and Development written by K. Ann Renninger and published by Psychology Press. This book was released on 2014-02-04 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest is just emerging as a critical bridge between cognitive and affective issues in both learning and development. This developing "interest" in interest appears to be linked to an increasing concern for studying the individual in context, examining affective variables as opposed to purely structural features of text, analyzing the interrelationship of cognitive and social development, understanding practical applications of theories of motivation, and recognizing the importance of developmental psychology for the study of learning. This book addresses both how individual interest and interest inherent in stimuli (books, text, toys, etc.) across subjects affect cognitive performance. While the book's particular emphasis is on theory-driven research, each of the contributing authors offers a unique perspective on understanding interest and its effects on learning and development. As such, each has contributed a chapter in which particular questions in interest research are described and linked to a clearly stated theoretical perspective and recent findings. Relevant material from the broader literatures of psychology and education are analyzed in the context of these discussions. In addition, the introductory and concluding chapters build on the contributions to the volume by providing the basis of a coherent view of interest across genres such as stories and expository text, and domains as varied as play, reading, and mathematics.

Download or read book Teachers and Administrators Perceptions of a New Multi measure Teacher Evaluation System in One Large Urban School District in Texas written by Gladys Smith Moton and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act, and Obama‘s Race to the Top (2009) policy charged districts with increasing academic achievement by improving teacher quality. The problem of teacher quality has plagued the public school system for decades. Stronge and Hindman (2005) suggest, we can greatly improve student achievement if we come to an understanding of what constitutes an effective teacher and then seek out those qualities and behaviors (p. 49). Districts are now compelled to take a closer look at teacher evaluation systems in order to measure teacher quality and effectiveness. Evaluation systems provide the impetus for informing teacher practice, as well as, potentially driving future staff development (Education, 2009). Many states are now requiring teacher ratings to be based on multiple measures of performance, with many states and districts electing to establish performance pay incentive parameters for meeting specific goals (Doherty & Jacobs, 2013). In the backdrop of this transitional educational landscape, at least one large urban school district in Texas embarked upon a project to improve its teacher evaluation system. The 2012-2013 school year marked the deployment of this district‘s newly implemented teacher evaluation system. This newly implemented teacher evaluation system aimed to address both teacher effectiveness and student growth. The purpose of this program evaluation was to: 1) examine teachers‘ and administrators‘ perceptions of the newly implemented teacher evaluation system within a large urban school district and its influence on instructional planning, classroom instruction and professional practice; 2) examine teachers‘ and administrators‘ perceptions regarding the training they received with the newly implemented evaluation system; and, 3) explore teachers‘ and administrators‘ perceptions regarding the newly implemented teacher evaluation system being tied to performance pay. A purposeful sampling of sixteen teachers and five principals from low-performing and high-performing elementary, middle, and high schools within one large urban school district were selected as participants for this study to gain multiple perspectives from teachers and administrators across various contexts. Participants were part of one of the district‘s feeder pattern schools who participated in the pilot year of implementation. Three teacher focus groups were conducted, and each of the five principals were interviewed one-on-one using semi-structured interviews. Transcribed audio recordings from principal interviews and teacher focus groups were coded inductively (Creswell, 2002) and analyzed for emerging themes using the constant comparison method (Glaser and Strauss,1967). Findings revealed teachers and administrators perceived the newly implemented teacher evaluation system to positively influence instructional planning by providing the focus and structure embedded in the Danielson‘s Framework for Teaching and assisting teachers in refining pedagogy. Additionally, both teachers and administrators reported the evaluation system influenced classroom instruction by promoting increased levels of student engagement and moving teachers from teacher-directed instruction to student-driven learning. Findings also revealed the evaluation system provides teachers and administrators opportunities for reflective practice through increased dialog and strengthened relationships. The teachers and administrators perceived some of the training to be overwhelming and confusing due to the large amount of content given at once. Lastly, findings revealed teachers and administrators question the fairness of tying student growth measures to teacher performance pay, and they are unclear about the process for determining teacher performance pay. Implications and recommendations for districts planning to implement new evaluation systems are included in this study. The recommendations include: developing a clear set of teaching standards rooted in best practices for effective teaching when adopting a new teacher evaluation system; assuring the evaluation process encourages frequent observations, goal setting, action planning, and teacher and administrator reflections to promote reflective and improved practice, increased dialog, and strengthened relationships; assuring district leadership across all levels are well-informed regarding the newly implemented teacher evaluation system and are equipped to explain processes and address concerns; forming a district-wide core training team to deliver district-wide professional development rather than relying solely on campus administrators to deliver turn-around training to teachers and other campus level administrators; and, scaffolding training in smaller segments to allow adult learners to synthesis and process information more deeply.

Download or read book Research Studies in Education written by and published by . This book was released on 1972 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educators Perceptions of the Usefulness of the Individualized Education Planning Committee IEPC Process in Special Education in Michigan Public Schools written by Barbara Joyce Griggs Harris and published by . This book was released on 1997 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Vocational Education written by and published by . This book was released on 1979 with total page 894 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Designing Assessment for Quality Learning written by Claire Wyatt-Smith and published by Springer Science & Business Media. This book was released on 2014-03-10 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.

Download or read book The National Union Catalogs 1963 written by and published by . This book was released on 1964 with total page 744 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Journal of the First year Experience Students in Transition written by and published by . This book was released on 2015 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: