Download or read book British Columbia School Administration and Evaluation written by British Columbia. Department of Education and published by . This book was released on 1971 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book British Columbia School Administration and Evaluation written by British Columbia. Division of Educational Programmes - Schools. Curriculum Development Branch and published by . This book was released on 1965 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Leadership Implications of a Ministry of Education Evaluation in Three School Districts written by Graham Stewart Dickson and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Turbulence in the British Columbia education system encouraged Ministry and School District administrators to develop a holistic, formative evaluation process for school districts. Called the Information Profile System (IPS), the process was intended to assist district administrators with improvement of accountability, professional teamwork and commitment, decision making, and gain of public support for education. However, the literature also suggested that while formative evaluation holds great theoretical promise for administration, the practical results are often disappointing. Examination of a first pilot confirmed this viewpoint. The central problem of the study therefore became to ascertain whether the IPS could be refined and reformatted to act as an effective leader-substitute in British Columbia; for the literature on both administration and evaluation suggested that the IPS could be considered a "leader-substitute" evaluation process, a series of tasks, procedures, and processes intended to enhance leadership effectiveness through stakeholder involvement in evaluation. To solve the problem action research employing the IPS in evaluations of three school districts was conducted during the 1988-89 school year. Interviews of stakeholder participants in each district evaluation and other data were naturalistically evaluated in order to solve the main problem and three sub-problems: (1) how could the IPS be refined to improve the achievement of its goals; (2) what factors limited the IPS's effectiveness; and (3) what insights can be gathered into the leader-substitute construct of leadership? The IPS procedures and processes are described and critiqued in three district evaluation case studies. Meta-evaluation of the cases produced findings related to the restructuring of the IPS, its effectiveness, and the role of formative evaluation in administration. The research suggests that a substantially reconstituted IPS can assist administrators with accountability, but only marginally effect the other purposes envisaged for the evaluation unless ownership and follow-through amongst the larger community of stakeholders is developed. The research also suggests that senior administrator commitment, moral fibre, and management of meaning skills are major factors limiting the success of formative evaluation. Finally, the research suggests that the "leader-substitute" construct of leadership has some conceptual merit as a characterization of the IPS, and for the dynamics of leadership; a characterization commensurate with a "subjectivist", or "humanistic" view of administration.
Download or read book Evaluating Selecting and Managing Learning Resources written by British Columbia. Ministry of Education and published by British Columbia Ministry of Education. This book was released on 2000-01-01 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Evaluation of the Reorganized System of Local School Administration in British Columbia written by J.F.K. English and published by . This book was released on 1956 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding School System Administration written by Kenneth A. Leithwood and published by Psychology Press. This book was released on 1991 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the work of Chief Education Officers, what they do, why they do it and some of the consequences of their work. The research is based on Canadian schools but it is hoped that some of the material may be extrapolated and applied to schools in other countries.
Download or read book School Leadership in the Context of Standards Based Reform written by Louis Volante and published by Springer Science & Business Media. This book was released on 2012-05-16 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: “Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That’s what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl)
Download or read book Annotated Bibliography of Education History in British Columbia written by Valerie Mary Evelyn Giles and published by . This book was released on 1992 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bibliography lists books (including pamphlets), theses (including some Master of Education major papers), and articles. Where possible, these sources have been sorted into the following time frames: the colonial period: 1849 to 1871; the late 19th century and early 20th century: 1872 to 1918; the interwar years: 1919 to 1939; the forties and fifties; and the sixties to the present.
Download or read book CRM written by and published by . This book was released on 1997 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Evaluation of School based Management in British Columbia Schools written by John Hannah and published by . This book was released on 1985 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Program Evaluation and Performance Measurement written by James C. McDavid and published by SAGE Publications. This book was released on 2018-10-16 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt: Program Evaluation and Performance Measurement offers a conceptual and practical introduction to program evaluation and performance measurement for public and non-profit organizations. The authors cover the performance management cycle in organizations, which includes: strategic planning and resource allocation; program and policy design; implementation and management; and the assessment and reporting of results. The Third Edition has been revised to highlight the current economic, political, and socio-demographic context within which evaluators are expected to work, and includes dynamic public policy exemplars such as the evaluation of body-worn police cameras.
Download or read book Report of the Cooperative Study of the Greater Victoria School System written by University of British Columbia. Center for the Study of Administration in Education and published by . This book was released on 1966 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Instruction Assessment and Learning written by British Columbia Teachers' Federation (BCTF) (Canada) and published by . This book was released on 2009 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fundamental goal of teachers in public schools in British Columbia (BC) is to ensure all students of every age, through the principle of continuous learning, have an equal opportunity to develop their full capacity for artistic, cultural, emotional, intellectual, and physical growth. BC public school teachers believe that the primary purpose of assessment is to support and promote students' learning. They know it is important to use a variety of methods to assess students' progress and meet students' needs. Classroom instruction and assessment practices must be congruent with a belief that learning happens when the individual child is central to, engaged in, and excited by learning. With this focus, and through a series of finely tuned and complex decisions, the teacher's responsibility is to make curricular, instructional, and assessment choices to foster the growth of the whole child. Ongoing classroom assessment allows students to demonstrate, in a variety of ways, what they are learning and thereby informs teaching and learning. Teachers know that learning is a complex process, and that students learn in different ways and at different rates. The proliferation of mandated, district-wide, and provincial testing has taken time away from teaching and learning and has had an effect on the "taught" curriculum, by both narrowing it and making it shallower. The workload on teachers has increased dramatically, adding stress to the job, and forcing some to choose to teach part-time in order to be able to comply with the requirements imposed on the system. The misguided use of school district data has not improved the learning conditions of children nor increased the resources necessary for effective instruction to ensure success for students. The so-called accountability or achievement agenda has not produced any tangible improvements for the education system as a whole nor for the children who attend schools. Teachers are committed to ensuring the best possible education for every child. It is because of this commitment that they are so concerned about the current practices in, and direction of, the public education system. If teachers are being pressured to act in ways that are harmful to children, causing children undue stress, short-changing them on exciting educational opportunities, labeling them as failures because of their language, class, or gender then there is a need to change what is being done. This paper contends that educational policy and practice must shift away from standardization and return to focusing on student's individual learning needs.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book British Columbia Economic and Statistical Review written by and published by . This book was released on 1992 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of the School Principal written by Patrick J. Renihan and published by SAEE. This book was released on 2006 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book IJER Vol 4 N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 1995-10-01 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
