The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
Connecting evidence based instructional practices to rtiEast Central ISD
This document summarizes information from a presentation on connecting evidence-based instructional practices to response to intervention (RTI). It reviews the basics of RTI including its multi-tiered framework and key components. It then discusses instructional practices for math, writing, and reading that have evidence from research and the courts. Specific math practices summarized include explicit instruction, formative assessment, cooperative learning approaches, and the use of real-world contexts and technology-based tools.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute significantly to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. Both studies used student surveys and collected data at the end of the semester from hundreds of students across multiple courses.
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
ACT and Me - Guidance Counselor PresentationACT, Inc.
The document discusses understanding ACT score reports. It provides information on cognitive data, which assesses students' proficiencies in core subjects and informs recruitment strategies. Non-cognitive data includes interests, extracurriculars, and career interests. Integrating cognitive and non-cognitive data allows for personalized counseling to address strengths, weaknesses, and postsecondary plans. Early ACT testing as a junior increases college access, and students must release their names for full postsecondary opportunities.
This study investigated the effectiveness of a four-week, 20-hour ACT coaching class offered at a large Midwestern high school. Approximately 60 students participated in the class, which was divided into sections focusing on math/science and English/reading. The study compared the ACT score gains of students who participated in the coaching class to a comparable group at the same high school who did not participate. The results showed that students who participated in the coaching class increased their composite ACT score by 1.5 points over their previous highest score, while students who did not participate only increased by 0.65 points, indicating a coaching effect of 0.85 points.
The document summarizes key findings from a study on classroom observation tools conducted as part of the Measures of Effective Teaching (MET) project. The study evaluated five classroom observation tools on their reliability and validity. It found that for high-stakes decisions, multiple observations are needed to reliably measure teacher effectiveness. Additionally, classroom observations should be combined with student achievement gains and student feedback to provide a more complete assessment of teaching quality. Policymakers and practitioners are encouraged to choose tools with clear expectations, ensure observer accuracy, conduct multiple observations, track reliability, and verify that observation scores align with student outcomes.
This is North Central University course OEL-7003-8 (week 8 assignment). It is a sample of a strengths and needs assessment. Components include data analysis, reliability and validity, learning strategies and tools, learning objectives and outcomes, self-directed learning, and standardized posttest. It is written in APA format, includes references, and has been graded by an instructor (A).
Connecting evidence based instructional practices to rtiEast Central ISD
This document summarizes information from a presentation on connecting evidence-based instructional practices to response to intervention (RTI). It reviews the basics of RTI including its multi-tiered framework and key components. It then discusses instructional practices for math, writing, and reading that have evidence from research and the courts. Specific math practices summarized include explicit instruction, formative assessment, cooperative learning approaches, and the use of real-world contexts and technology-based tools.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared student satisfaction and learning outcomes between an online course and equivalent face-to-face course. It found no significant differences in student satisfaction, perceptions of interaction and support, or learning outcomes between the two formats. The non-comparative study identified three factors that contribute significantly to student satisfaction in online courses: clear structure, engaged instructors, and dynamic discussions. Both studies used student surveys and collected data at the end of the semester from hundreds of students across multiple courses.
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
ACT and Me - Guidance Counselor PresentationACT, Inc.
The document discusses understanding ACT score reports. It provides information on cognitive data, which assesses students' proficiencies in core subjects and informs recruitment strategies. Non-cognitive data includes interests, extracurriculars, and career interests. Integrating cognitive and non-cognitive data allows for personalized counseling to address strengths, weaknesses, and postsecondary plans. Early ACT testing as a junior increases college access, and students must release their names for full postsecondary opportunities.
This study investigated the effectiveness of a four-week, 20-hour ACT coaching class offered at a large Midwestern high school. Approximately 60 students participated in the class, which was divided into sections focusing on math/science and English/reading. The study compared the ACT score gains of students who participated in the coaching class to a comparable group at the same high school who did not participate. The results showed that students who participated in the coaching class increased their composite ACT score by 1.5 points over their previous highest score, while students who did not participate only increased by 0.65 points, indicating a coaching effect of 0.85 points.
This report analyzes the impact of North Carolina's Read to Achieve (RtA) program on student reading performance after five years of implementation. The RtA program provides supports for students who do not demonstrate reading proficiency by 3rd grade, including optional reading camps and supplemental tutoring. Analyzing test scores for students first impacted as 3rd graders in 2013-14 and 2014-15, the report finds:
1) Students who participated in RtA showed no significant difference in reading scores one or two years later compared to similar students who did not participate.
2) Students who were retained in 3rd grade also showed no significant difference in later scores compared to students who just missed being retained.
This document summarizes and compares two studies: a comparative study and a non-comparative study. The comparative study compared the effects of multimedia instruction versus lectures for Chinese learning among 41 students in Taiwan. It found no significant differences but that multimedia instruction led to slightly better performance. The non-comparative study examined factors influencing achievement in web-based courses among 99 students in the US. Unexpectedly, it found that learning styles and characteristics did not affect web-based learning achievement. Both studies had limitations such as small sample sizes and relying on self-reported data.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
Comparative and non-comparative evaluation in educational technologysara Al-thihli
This study examined the impact of online instruction versus traditional instruction on K-12 teachers' attitudes toward technology integration and learning performance. Nineteen teachers participated in either an online graduate course or a traditional course. Questionnaires assessed teachers' concerns before and after the courses. While the online course promoted personal growth, there were no other significant differences in concerns between the groups. Both instruction methods were equally effective in improving teachers' attitudes toward technology integration and learning. Student engagement and responses differed between online discussions and face-to-face conversations.
The document summarizes a study on student dropouts from an Advanced Certificate in Pre-School Education program in Sri Lanka. It found that over the years studied, around 20% of enrolled students dropped out. The highest dropout rates occurred among students who failed to submit assignments or their final project, or were unprepared for exams. Personal and family responsibilities, difficulties with the project or exams, and lack of time were cited as major reasons for dropping out. The study concluded that delivering the program through a more flexible structure and providing better student support could help minimize future dropout rates.
The document describes a pilot study conducted to develop and test an assessment tool for library instruction sessions. The goals of the tool were to facilitate pre- and post-tests linked to learning outcomes, and to provide real-time statistical analysis of results. A literature review was conducted and 20 multiple-choice questions were created based on learning outcomes. The tool was piloted with a psychology class to evaluate usability and comprehension. No major issues were found and the full study was conducted with 5 psychology classes and 83 students total. Data analysis found statistically significant improvements and future enhancements are planned to further analyze results.
This study assessed the influence of labeling theory on the school-to-prison pipeline by surveying students in the Newark School District. The survey measured exposure to law enforcement and criminalizing behaviors in school. Statistical analysis showed that as exposure to these labeling tactics increased, graduation rates decreased. Specifically, 45% of students exposed to one labeling tactic graduated with a 90-100% rate, while only 33% of those exposed to three or more tactics achieved the same rate. The study was limited by its small, non-random sample size and lack of generalizability. A larger, random sample was recommended for further analysis.
This document summarizes the evaluation report for Year 4 of the NSF MSP LEADERS project. Key findings include:
1) Teacher leaders showed statistically significant increases in science teaching efficacy and preference for inquiry-based instruction. Case studies showed improvements in implementing project-based science lessons over the school year.
2) District teachers rated LEADERS professional development sessions highly and appreciated access to science resources. Focus groups found the sessions relevant but some needed time to adjust to the instructional approach.
3) While no significant differences were found between student groups, business partners were positive about their involvement and saw potential for improved science education through the partnership.
The CSU AAUP Workload Study examined changing academic workloads and their effects on the CSU system's ability to provide quality education. Data was collected through surveys and interviews from 2009-2010. Key findings include:
- Full-time faculty worked an average of 57 hours per week during the academic year and spent over 5 weeks working during the summer.
- Instructional load credits focused more on teaching than non-instructional activities like research. Faculty expressed a desire for more research time.
- Strategic initiatives increased faculty workload without additional resources, hindering implementation.
- Part-time faculty and librarians reported lower satisfaction than national averages, especially regarding workload, support, and fair treatment
This report is based on a research done to analyse and point out why students of public school generally score less than that of students in private school. a set of variables are tested to conclude on the result.
Standardized Information Literacy AssessmentNicoleBranch
The document summarizes a pilot study conducted at San Jose State University to develop and test an assessment tool for library instruction sessions. It describes the development of multiple choice questions linked to learning outcomes, standardization of the survey questions, and a pilot test of the tool with a psychology class. The pilot found the survey took about 5 minutes to complete and did not significantly impact instruction time. No major technical issues were identified and students found the questions clear.
The document summarizes a study on the association between participation in an El Sistema orchestra program and academic outcomes. The study had a small sample size of 13 participants and was unable to obtain standardized test scores for most participants. While participants in the orchestra program had higher passing rates on standardized tests than other students, the small sample prevented statistical significance from being determined. Future research with larger samples and longitudinal data is recommended to better establish if such programs causally improve academic achievement.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Using Market Research to Improve Student ExperiencesCass Erbs
The document discusses how a school uses market research to improve student experiences. It outlines conducting secondary research by monitoring demographics, competitors, and trends. Primary research includes surveys of parents, students, staff, and alumni to obtain feedback. The school analyzes data and incorporates findings into strategic planning. Research shows high satisfaction rates and helps identify areas for continued focus, such as technology integration. The school then communicates research results and student progress to stakeholders.
This document discusses using predictive student data to identify at-risk students and provide early interventions at Suwannee Middle School. It analyzes data from the 2014-2015 and 2015-2016 school years that showed 23% of students were off-track to graduate. The school established tiered intervention protocols and saw a reduction in off-track students by 11%. Next steps include focusing resources on at-risk 6th graders and implementing mentoring programs and chronic absentee intervention protocols.
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...Bethany Silver
This document describes a study that used student performance on common district assessments to predict scores on high-stakes state tests. The study found moderate to strong correlations between common assessment scores and later state test scores. It then used a six-step process to generate algorithm-based predictions of state test scores from common assessment data, which were reviewed and refined by teachers. Teacher-refined predictions had stronger correlations to actual state scores than algorithm-based predictions alone. The study aims to help teachers and schools proactively address learning needs before state tests.
This document discusses action research and provides guidance on conducting action research. It defines action research as a process of systematic inquiry to improve educational practices or resolve problems in classrooms and schools. It provides the bases and rationale for undertaking action research, including relevant Department of Education orders. It also outlines the typical components and steps in a research process, including developing research questions, reviewing literature, determining methodology, analyzing data, developing an action plan, and establishing a workplan and budget.
This document lists four organizations: Three Sisters/CHEARS Volunteers, Bishop McNamara in Forestville, MD, Holy Cross in New Orleans, and Greenbelt Cap Fire USA Teen Club. No other details are provided about these organizations in the short, bullet point document.
One Circle Diet for Three Sisters Demonstration GardensCHEARS
Describes 14 plants that can make up a complete human diet. CHEARS Three Sisters Demonstration Gardens in Greenbelt, Maryland is featuring these 14 plants for Year 2012.
This report analyzes the impact of North Carolina's Read to Achieve (RtA) program on student reading performance after five years of implementation. The RtA program provides supports for students who do not demonstrate reading proficiency by 3rd grade, including optional reading camps and supplemental tutoring. Analyzing test scores for students first impacted as 3rd graders in 2013-14 and 2014-15, the report finds:
1) Students who participated in RtA showed no significant difference in reading scores one or two years later compared to similar students who did not participate.
2) Students who were retained in 3rd grade also showed no significant difference in later scores compared to students who just missed being retained.
This document summarizes and compares two studies: a comparative study and a non-comparative study. The comparative study compared the effects of multimedia instruction versus lectures for Chinese learning among 41 students in Taiwan. It found no significant differences but that multimedia instruction led to slightly better performance. The non-comparative study examined factors influencing achievement in web-based courses among 99 students in the US. Unexpectedly, it found that learning styles and characteristics did not affect web-based learning achievement. Both studies had limitations such as small sample sizes and relying on self-reported data.
The document summarizes Dwayne Squires' capstone project for his master's degree. It discusses using handheld technology like graphing calculators to help middle school students with graphing, analyzing, interpreting, and communicating math and science data. It outlines the needs analysis, instructional objectives and strategies, technology used, and formative evaluation results which showed the need for some minor revisions. The goal is for students to increase their ability to make inferences from data and communicate scientific procedures and explanations.
Building an Evaluation Model for Online HBSE Social Work CoursesJimmy Young
The document summarizes research on evaluating online social work courses compared to traditional face-to-face courses. Several studies found no significant differences in outcomes or satisfaction between online and face-to-face courses. The document also describes a study that evaluated student learning outcomes in an online human behavior in the social environment course compared to two similar face-to-face courses. The study found that students in the online course scored higher in conceptual knowledge and overall knowledge compared to the face-to-face students.
Comparative and non-comparative evaluation in educational technologysara Al-thihli
This study examined the impact of online instruction versus traditional instruction on K-12 teachers' attitudes toward technology integration and learning performance. Nineteen teachers participated in either an online graduate course or a traditional course. Questionnaires assessed teachers' concerns before and after the courses. While the online course promoted personal growth, there were no other significant differences in concerns between the groups. Both instruction methods were equally effective in improving teachers' attitudes toward technology integration and learning. Student engagement and responses differed between online discussions and face-to-face conversations.
The document summarizes a study on student dropouts from an Advanced Certificate in Pre-School Education program in Sri Lanka. It found that over the years studied, around 20% of enrolled students dropped out. The highest dropout rates occurred among students who failed to submit assignments or their final project, or were unprepared for exams. Personal and family responsibilities, difficulties with the project or exams, and lack of time were cited as major reasons for dropping out. The study concluded that delivering the program through a more flexible structure and providing better student support could help minimize future dropout rates.
The document describes a pilot study conducted to develop and test an assessment tool for library instruction sessions. The goals of the tool were to facilitate pre- and post-tests linked to learning outcomes, and to provide real-time statistical analysis of results. A literature review was conducted and 20 multiple-choice questions were created based on learning outcomes. The tool was piloted with a psychology class to evaluate usability and comprehension. No major issues were found and the full study was conducted with 5 psychology classes and 83 students total. Data analysis found statistically significant improvements and future enhancements are planned to further analyze results.
This study assessed the influence of labeling theory on the school-to-prison pipeline by surveying students in the Newark School District. The survey measured exposure to law enforcement and criminalizing behaviors in school. Statistical analysis showed that as exposure to these labeling tactics increased, graduation rates decreased. Specifically, 45% of students exposed to one labeling tactic graduated with a 90-100% rate, while only 33% of those exposed to three or more tactics achieved the same rate. The study was limited by its small, non-random sample size and lack of generalizability. A larger, random sample was recommended for further analysis.
This document summarizes the evaluation report for Year 4 of the NSF MSP LEADERS project. Key findings include:
1) Teacher leaders showed statistically significant increases in science teaching efficacy and preference for inquiry-based instruction. Case studies showed improvements in implementing project-based science lessons over the school year.
2) District teachers rated LEADERS professional development sessions highly and appreciated access to science resources. Focus groups found the sessions relevant but some needed time to adjust to the instructional approach.
3) While no significant differences were found between student groups, business partners were positive about their involvement and saw potential for improved science education through the partnership.
The CSU AAUP Workload Study examined changing academic workloads and their effects on the CSU system's ability to provide quality education. Data was collected through surveys and interviews from 2009-2010. Key findings include:
- Full-time faculty worked an average of 57 hours per week during the academic year and spent over 5 weeks working during the summer.
- Instructional load credits focused more on teaching than non-instructional activities like research. Faculty expressed a desire for more research time.
- Strategic initiatives increased faculty workload without additional resources, hindering implementation.
- Part-time faculty and librarians reported lower satisfaction than national averages, especially regarding workload, support, and fair treatment
This report is based on a research done to analyse and point out why students of public school generally score less than that of students in private school. a set of variables are tested to conclude on the result.
Standardized Information Literacy AssessmentNicoleBranch
The document summarizes a pilot study conducted at San Jose State University to develop and test an assessment tool for library instruction sessions. It describes the development of multiple choice questions linked to learning outcomes, standardization of the survey questions, and a pilot test of the tool with a psychology class. The pilot found the survey took about 5 minutes to complete and did not significantly impact instruction time. No major technical issues were identified and students found the questions clear.
The document summarizes a study on the association between participation in an El Sistema orchestra program and academic outcomes. The study had a small sample size of 13 participants and was unable to obtain standardized test scores for most participants. While participants in the orchestra program had higher passing rates on standardized tests than other students, the small sample prevented statistical significance from being determined. Future research with larger samples and longitudinal data is recommended to better establish if such programs causally improve academic achievement.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
Using Market Research to Improve Student ExperiencesCass Erbs
The document discusses how a school uses market research to improve student experiences. It outlines conducting secondary research by monitoring demographics, competitors, and trends. Primary research includes surveys of parents, students, staff, and alumni to obtain feedback. The school analyzes data and incorporates findings into strategic planning. Research shows high satisfaction rates and helps identify areas for continued focus, such as technology integration. The school then communicates research results and student progress to stakeholders.
This document discusses using predictive student data to identify at-risk students and provide early interventions at Suwannee Middle School. It analyzes data from the 2014-2015 and 2015-2016 school years that showed 23% of students were off-track to graduate. The school established tiered intervention protocols and saw a reduction in off-track students by 11%. Next steps include focusing resources on at-risk 6th graders and implementing mentoring programs and chronic absentee intervention protocols.
Using Common Assessment Data to Predict High Stakes Performance- An Efficien...Bethany Silver
This document describes a study that used student performance on common district assessments to predict scores on high-stakes state tests. The study found moderate to strong correlations between common assessment scores and later state test scores. It then used a six-step process to generate algorithm-based predictions of state test scores from common assessment data, which were reviewed and refined by teachers. Teacher-refined predictions had stronger correlations to actual state scores than algorithm-based predictions alone. The study aims to help teachers and schools proactively address learning needs before state tests.
This document discusses action research and provides guidance on conducting action research. It defines action research as a process of systematic inquiry to improve educational practices or resolve problems in classrooms and schools. It provides the bases and rationale for undertaking action research, including relevant Department of Education orders. It also outlines the typical components and steps in a research process, including developing research questions, reviewing literature, determining methodology, analyzing data, developing an action plan, and establishing a workplan and budget.
This document lists four organizations: Three Sisters/CHEARS Volunteers, Bishop McNamara in Forestville, MD, Holy Cross in New Orleans, and Greenbelt Cap Fire USA Teen Club. No other details are provided about these organizations in the short, bullet point document.
One Circle Diet for Three Sisters Demonstration GardensCHEARS
Describes 14 plants that can make up a complete human diet. CHEARS Three Sisters Demonstration Gardens in Greenbelt, Maryland is featuring these 14 plants for Year 2012.
Vicky Hageman (College Park Resident/Local Business Owner) is a member and Chair of Citizens to Conserve and Restore Indian Creek (CCRIC) and works with neighborhoods to save and restore Indian Creek; a beautiful sub-watershed of the Anacostia River. Vicky will talk about the many uses and ways of installing rain barrels at your house and how to control stormwater by Soaking it Up, Slowing it Down and Spreading it Out!
The Art of Teaching: Chestory Virtual ArchiveCHEARS
Teaching should incorporate multiple disciplines to provide a well-rounded education for students. The Center for the Chesapeake Story and Chesapeake Environmental Literacy project aim to promote interdisciplinary teaching about the Chesapeake Bay watershed through their websites and resources. They are projects of CHEARS, which supports education around the Chesapeake Bay region.
Forest Fragmentation: The States of Our Forests & Prospects for ConservationCHEARS
Forest fragmentation reduces habitat area and increases isolation. It progresses from habitat loss to perforation to further reduction in patch sizes. Graph theoretic approaches can assess connectivity through representation of patches as nodes and dispersal corridors as links. For tree canopy in Prince George's County, MD, all patches are connected at 2,300 feet. Top patches providing intra-patch, flux, and connector connectivity are identified. Protecting these high ranking patches preserves around 35-47% of connectivity based on different graph metrics.
Rain Barrels: Harvesting the Heavens Saving StreamsCHEARS
Matt Berres is the Director of Maintenance Operations for Greenbelt Homes Inc. (GHI). He is responsible for developing and implementing GHI’s stormwater management program and supporting efforts to promote sustainability throughout the coop. He has led efforts to encourage rain barrel usage in Greenbelt and designed and implemented numerous bioretention rain gardens in the community. Prior to joining GHI, Matt led watershed education and restoration programs for the Potomac Conservancy, a regional non-profit dedicated to protecting the Potomac River watershed. Matt will talk about GHI’s rain barrel program and its other storm water management activities to reduce the coop’s pollution impact on the Chesapeake Bay Watershed.
MLK Day of Service Tree Protection Workday at Buddy Attick ParkCHEARS
This document provides information about a tree protection workday being held on Martin Luther King Jr. Day in Buddy Attick Park in partnership with the City of Greenbelt Department of Public Works and the Chesapeake Education, Arts & Research Society (CHEARS) Greenbelt Forest Stewardship Project. The event will include introductions, information about protecting trees from beavers, managing invasive English ivy, and future volunteer opportunities with CHEARS.
Teacher:
How effective are you at...
How effective is the principal at...
How effective is the principal at...
(5-point scale)
(5-point scale)
(5-point scale)
For each of the 47 tasks
For each of the 47 tasks
For each of the 47 tasks
Also collected:
Also collected:
Demographics
Experience
Training
Demographics
Experience
Training
Demographics
Experience
What are the Relationships Between Time Use, Perceptions of Effectiveness, and Outcomes?
Outcomes:
Teacher retention
Teacher working conditions
Student achievement
Analyzed relationships between
This document summarizes research related to student growth measures and educator effectiveness conducted by OERC over three years. It describes four studies that examined implementation of Ohio's new teacher evaluation systems which incorporated student growth measures. The studies found that early on, teachers supported measuring student growth but lacked understanding of assessment literacy and perceived unfairness in different growth measures. Over time, support waned as concerns grew around use of measures for evaluation with many changes occurring simultaneously. The research aimed to inform state policy and improve implementation.
The phrase "teaching to the test" commonly means the practice of using a state-mandated test as a guide in deciding what to teach and how to teach it. However, this simple definition understates the complexity of the issue. On one hand, teaching to the test can be a case of the tail wagging the dog, where the needs of the test becomes more important than the teaching. It can even indicate an attempt to subvert the testing process, to beat the system. But seen in a positive light, teaching to the test can describe purposeful efforts to teach students knowledge and skills that have been established as important and included in mandated standards and assessments.
Why has this become an important issue?
Almost every state now has mandated tests for students. More and more, test scores are used for accountability-to make decisions about school accreditation, staff job security or pay, and student promotion and graduation. As the tests have became more high-stakes, the practice of teaching to the test has also increased dramatically. School personnel want their students to succeed and show what they know on the tests, and they often feel pressure to use any means available to raise scores. However, while families and the general public are demanding higher standards and higher scores, there is increasing concern, sometimes very vocally expressed, that the time and effort spent teaching to the test is educationally shortchanging students.
What's wrong with teaching to tests?
There's nothing wrong with teaching the general content and skills included on a test, as long as the test is assessing the "right" things and asking students to demonstrate their knowledge in ways that parallel real-world applications. The problem often develops when a test does not match standards for what students should know and be able to do, covers a very narrow set of objectives from the broader base of knowledge and skills included in standards, or includes mostly items that focus on recall of isolated facts. In cases such as these, both experts and practicing educators fear that teaching to the test may:
- narrow or distort the curriculum;
- emphasize use of short-term over long-term memory;
- discourage creative thinking;
When is teaching to the test appropriate?
In general, the better the test, the more it can be used as a guide for good instruction. There is much less controversy about teaching to the test when the test itself:
- reflects solid content standards;
- assesses a broad range of knowledge and skills;
How can we teach to the test the right way?
- Legitimate teaching to the test is not instruction targeted at specific items that will appear on the test, or that appeared on last year's version. Instruction can, however, appropriately be targeted to the general content and skills that will be assessed.
Source: https://ebookschoice.com/teaching-to-the-test/
The document summarizes research on how a Student Success Strategy program developed and contributed to student outcomes in an Ontario school district. It finds that while program elements varied between schools, consistent priorities included supporting grade 9 student transitions, expanding student support roles over time, and administrators driving improvements in teaching/learning. Outcomes included reduced suspensions, improved credit completion, and gains in math scores. Challenges faced included workload issues for Student Success Leads and retaining students in specialized high skills major programs. The research concluded the program was successfully meeting varied student needs through a multi-tiered approach.
National and provincial assessments (NAs) aim to evaluate education systems by testing samples of students, while public examinations (PEs) assess all students wishing to take an exam. NAs have low stakes, cover a few subjects with short tests, and influence long-term policy. PEs have high stakes, extensively test major subjects, and strongly influence immediate teaching. NAs are better for monitoring trends over time, while PEs provide student certification.
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
This document summarizes research on schoolwide projects and new academic standards. It finds that (1) these programs provide additional resources to low-income schools, allowing them to strengthen programs comprehensively rather than categorically. (2) Common components that emerged include reduced class sizes, more staff development, and increased parent involvement. (3) Evaluations of student performance yielded mixed results that tended to be small, and more research is still needed beyond the initial implementation phase.
The document investigates using blended learning to support assessment innovations in law modules at the University of Brighton. Pilot studies introduced online revision materials and formative assessments to replace some face-to-face sessions for Criminal Law and Public Law modules assessed by 100% seen examinations and coursework respectively. Student questionnaires found that most appreciated the flexibility of online learning and perceived it developed their understanding, though its ability to directly prepare for summative assessment was less clear. Analysis of examination marks found average scores increased slightly for topics covered through blended learning. The study concluded blended learning enhances learning experiences without extra resources and supports shifts to greater examination-based assessment.
The document summarizes several studies that examined the impact of educational technology on student achievement. It finds that students who used computer-assisted instruction, integrated learning systems, simulations, or collaborative technologies performed better on tests compared to students without access to such technologies. However, technologies were less effective or ineffective when the learning objectives were unclear or when the focus was not on education. The document concludes that technology is most effective for student learning when it is designed to support clear educational goals.
Designing an evaluation of a tertiary preparatory program soundsphysrcd
The document discusses designing an evaluation of a tertiary preparatory program within a university context. It outlines the benefits of evaluating the program, including identifying areas for improvement and assessing whether the program's objectives are being met. It then describes challenges first-year university students often face and the program's aims to address these challenges. Finally, it proposes a mixed-methods evaluation approach utilizing surveys, academic performance tracking, observations, and focus groups to evaluate the program's effects on students and staff.
Designing an evaluation of a tertiary preparatory program soundsphysrcd
The document summarizes the design of an evaluation plan for a tertiary preparatory program in schools. The plan aims to assess the program's effectiveness in improving students' motivation, skills and career decision-making. It involves collecting academic performance data, student journals, observations and focus groups. Staff surveys and a SWOT analysis will also gather feedback. Ethical considerations like informed consent and confidentiality are discussed.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
This study compared teaching strategies and student learning outcomes between on-campus and distance courses at a Midwest university. Interviews with history professors revealed common challenges for distance students like time management, attendance, and information overload. A survey of 84 on-campus students found most felt online course platforms had little effect on their success. However, the study was limited by not surveying distance students directly.
Errors Found in National Evaluation of UpwardBound- Postive Re-Analysis ResultsCHEARS
Presentation to Council for Opportunity in Education (COE) documents errors in National Evaluation of Upward Bound reports. Eight major errors are identified. Results summarized from re-analysis correcting for sampling and non-sampling errors that found strong positive impacts for the federal TRIO program.
A Permaculture Design for a York PA Old FarmsteadCHEARS
This presentation was prepared as part of a Permaculture Design Certificate (PDC) course. It reviews the history of the farm and presents design ideas for 17 areas of the 35 acre farm established at the end of the 19th Century.
Eleanor Roosevelt High School Career Day presenationCHEARS
The document discusses community-based environmental conservation projects with AmeriCorps. It describes how AmeriCorps engages 80,000 Americans each year in service projects at nonprofits and community groups, focusing on issues like disaster services, education, health, and environmental stewardship. The document specifically profiles a volunteer program coordinator position with the Chesapeake Education Arts & Research Society, noting that the role involves 75% office work like project development and reporting, and 25% field work training volunteers and conducting environmental projects. It recommends a Bachelor's degree and skills in areas like gardening and wildlife identification to work in volunteer program development for environmental conservation.
Stormwater Solutions: Rain Barrels and More!CHEARS
Luisa Robles is the Sustainability Coordinator for the City of Greenbelt and has worked with Public Works since 2008. She has a Ph. D in Environmental Sciences, Sustainable Development and Ecological Economics from the University of Maryland. She is in charge of the City’s recycling programs, the greenhouse gas emissions inventory, is the liaison to the Greenbelt Advisory Committee on Environmental Sustainability (Green ACES), and is in charge of helping the City be more sustainable through various programs, workshops, and outreach efforts. Luisa will talk about watersheds, stormwater runoff, environmental impacts, and what we as a community can do to restore our environment.
Prince George's County Raincheck Rebate ProgramCHEARS
Carole Ann Barth is a senior environmental planner with Prince George’s County Department of Environmental Resources. Her principle focus is to increase County employee, public, and business awareness about sustainability and to promote stewardship through everyday actions at work and at home. Previously, Barth worked in the fields of watershed assessment and restoration planning, as well as environmental site design. She co-developed the nationally-recognized Rainbows to Rain Gardens program. Ms. Barth will speak about Prince George's County Rain Check Rebate program.
This document provides information about two forest insect pests: the red-bellied woodpecker and Callidiellum rufipenne. It describes the signs of damage caused by each pest, including exit holes, suckering, and galleries underneath bark. For C. rufipenne, it outlines its native range, hosts, and lifecycle of laying eggs in late spring that develop into larvae that burrow under bark to feed. The document also provides information about identifying Asian longhorned beetle, noting its size, antennae, coloration, potential blue feet, and signs of heavily infested trees with dime-sized exit holes and frass at the tree's base. Contact information is given if suspicious
The document discusses the Emerald Ash Borer (EAB), an invasive beetle that was first detected in Maryland in 2004. It has since caused extensive damage to ash trees. The summary describes:
1) Eradication efforts were undertaken in 2005 and 2007-2009 after initial detections, but the beetle continued to spread.
2) Monitoring and biocontrol methods using natural predators from the beetle's native Asia are now being used in an attempt to control further spread.
3) Homeowners and municipalities are encouraged to treat high-value ash trees with insecticides, remove low-value trees, and replace lost ashes with non-ash species to maintain urban forests.
This document provides information on invasive plant species and plant pests and pathogens. It defines native and exotic plants, and explains that invasive species are non-native species that cause economic or environmental harm. Several common invasive ornamental plants are described, as well as how invasives are introduced and why they are successful. Control methods including mechanical, chemical, and effective herbicide treatments are summarized. The document also provides an overview of plant pests and pathogens, describing different types of damage and examples like gypsy moth, emerald ash borer, and sudden oak death disease.
This document provides an introduction to identifying tree species. It discusses why identifying trees is important for land management, enjoyment and education. The document then describes some basic tree anatomy and different methods for identifying trees, such as leaves, bark, and fruit. It introduces the concept of a dichotomous key and provides a basic leaf key to demonstrate how to identify tree species step-by-step based on leaf characteristics. The key asks questions about whether leaves are broad or needle-like, opposite or alternate, simple or compound, and more, to systematically narrow down possibilities.
This document provides information about forest gardens and succession. It discusses choosing plants for a forest garden based on site conditions, including already existing plants and improved varieties. It emphasizes designing polycultures with layers including fruit/nut, vegetable/herb, nitrogen-fixing, and insectary plants. Diagrams demonstrate a sample forest garden design with these layers arranged for optimal sunlight, growth, and harvesting access. Yield goals and forest garden principles of phasing and succession are also covered.
This document discusses the value of forests and woodlands from both economic and ecological perspectives. It outlines how the UFORE model is used to quantify ecosystem services provided by urban forests, including examples from Prince William Forest Park. The document also addresses threats to forests like invasive pests and climate change, noting models predict most tree species in the park could experience unsuitable climates by the end of the century under higher emission scenarios. Land use change is also discussed as contributing to climate change and forest fragmentation.
The document discusses how forests help improve water quality in Chesapeake Bay. It notes that 39% of Maryland is forested, totaling over 2.46 million acres, and that forests are the best land cover for enhancing water quality by regulating water temperature, providing habitat and food for fish, and influencing sediment flux. It identifies several issues impacting Maryland forests, such as a decline in forest land area, an increase in even-aged forests from diameter limit cutting, and threats from invasive species and pests. The document provides contact information for Craig Highfield at forestryforthebay.org to learn more about their work improving forest management practices to benefit local waterways.
April 6th Presentation: Greenbelt Forest StewardsCHEARS
Here are the key things to assess regarding exposure:
- Sunlight - Note direction of sun exposure and hours of direct sun. This will help determine shade-loving vs. sun-loving plants.
- Wind - Assess prevailing wind directions and speeds. Strong winds may require wind tolerant species.
- Microclimates - Note any areas that receive more/less sun or rain due to structures or landforms. These microclimates allow for more plant diversity.
- Frost pockets - Low-lying areas prone to frost should be avoided for frost-sensitive plants.
Documenting exposure will help select plants adapted to the specific sun/shade, wind and temperature conditions on your site. This improves plant health
Greenbelt Food Forest Phase II Photo JournalCHEARS
A photographic journal celebrating the progress made in Fall 2012 at the joint Springhill Lake Garden Outdoor Classroom and Greenbelt Food Forest sites.
Population and Climate Change: Are They Related?CHEARS
A presentation and discussion by Dr. Eugenia Kalnay, distinguished University of Maryland professor, et al, on the relationship between human population and the environment at the October 2012 meeting of GCAN (Greenbelt Climate Action Network, a project of CHEARS).
Permaculture Design Project for Wild Meadows Farm prepared for Permaculture Certificate Course 2005. Reviews permaculture principles and applies to 195 acre PA farm. Reviews farm characteristics and includes one and 5 year plan for transition to organic management and permaculture management
Wild Meadows Farm engages in veganic permaculture practices to promote sustainability. They grow a diverse variety of crops using biointensive and permaculture techniques without synthetic fertilizers, pesticides, slaughterhouse byproducts or animal exploitation. In addition to selling farm products, they offer educational workshops in permaculture design and forest gardening as well as internships. Their goal is to accelerate the transition to a sustainable human culture through cooperation with other organizations.
Greenbelt Food Forest: Phase I Photo JournalCHEARS
City of Greenbelt Public Works, Camp Fire USA, Citizens to Conserve and Restore Indian Creek (CCRIC), CHEARS – Chesapeake Education, Arts, and Research Society, Ancestral Knowledge, and the Chesapeake Bay Trust are all working together to help improve water quality in our local watershed and throughout the Chesapeake Bay region by establishing the Greenbelt Food Forest.
Phase I of the project consisted of rain garden installation and water quality monitoring workshops linked with a workday at Three Sisters Demonstration Garden. Our goal is to provide safe outdoor classroom spaces to be used for intergenerational education, eco-arts, food production and community gatherings.
The City of Greenbelt was founded on the concepts of community design & “green” planning, in which every acre is put to its best and most sustainable use. Permaculture and other best land management practices are now being formally established throughout the city.
A major focus of Permaculture is Forest Gardening, which looks at the ecological interactions of healthy forest systems and integrates those strategies into our own methods of food production, water capture & storage, development, and energy usage.
Pesticide Report of Green Aces (Greenbelt Committee on Enviromental Sustaina...CHEARS
Report of Greenbelt Advisory committee on environment on pesticide use in Greenbelt. Contains 12 recommendations adopted by City Council as guides for decision making and reduction of use. Recommends organic land care
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-2009 by M Cahalan and S Stout
1. A 8–Year Review and Lessons Learned from Federal Education Evaluations: 2002-2009 Prepared by: Margaret Cahalan Sharon Stout Prepared for: AEA Meeting November 13 2009 Draft not for Quotation or Citation: All views and data presented are solely those of the authors and do not reflect any review or authorization from the US Department of Education
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4. Published Reports from IESCEE and OPEPD/PPSS: 2002-2009 117 ---Evaluation Reports IES/NCEE: Primarily experimental design 27 reports (2003 to 2009) OPEPD/PPSS: Primarily Implementation Studies 90 reports (2002-2009) 15 Studies (study with multiple reports counted once) 50 Studies (study with multiple reports counted once)
14. Effects Summary 23 PPSS Studies that report comparative effects or outcomes
15. 15 IES/NCEE Studies Topics Effects Summary Reading 6 studies (one 9 th grade positive; 3 small positive on decoding not comprehension; 2 not detected; findings that practices were different but not outcomes; the one study with positive involved more time on reading—9 th grade study) DC Voucher 1 study --First two years no effects; third year began to see some effects for reading not for math; 26 percent did not take opportunity Mentoring 1 study-- not overall positive effects--some positive for some subgroups—60 percent of controls also had mentoring; Reading and Math Software 1 study ( not detected positive overall ) Teacher—Reading PD, Induction, Alternative Certification 3 studies (not detected overall on student outcomes; some on teacher practice for reading) 4 Math Curricula 1-study 2 curriculum’s had positive effects—relative to each other Afterschool 2 studies—1--not effects on academics or behavior; second study—positive on math not reading–48 hours more instruction
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17. K-12 PPSS Studies Topics Effects Summary Title 1-general & Funding Proficiency increased; however most states will not meet goals by 2013-14; Over 1100 schools in need of improvement by 2006 and most were in advanced stages of corrective action; did not show changes in time on subjects; poorest schools get less per capita; federal more targeted than state and local Teacher Over 90 percent of teachers met highly qualified; however those in high poverty have less experience and less likely to have degree in subject teaching and less professional development than less poverty schools; Supplemental ED Services (SES) Increase in number of schools eligible; however participation rate is stable--about 17 percent taking advantage ; Those who participated were more likely to show growth than eligible non-participants in sub-study of districts—selection effects issues; Waiver studies—mixed results—higher proportion eligible participating when district service—in two large districts do better in two small did not do better Choice/Voluntary School Choice About 1 percent of students participating; Mixed results—some show no difference in outcomes when compared with those not participating; one that students did better. Most districts kept choice within district and most did not go to high performing schools when transferred out of low performing schools Reading First More time on reading and adopted practices; limited evidence 3rd and 4th graders increased reading more than those not in programs; regression discontinuity
18. K-12 PPSS Studies (continued) Topics Effects Summary Charter Facilities study found loans were given to schools that served more needy population than other charter schools in areas; most would not have qualified for private loans-too high risk Descriptive study on characteristics focus on accountability Comprehensive School Reform No effects for those who got grants; evidence that those who implemented practices and longer term had increase in growth especially in math Small Learning Communities and class size Primarily implementation study; performance reports before and after for schools found increase in and decrease in violence incidence; 9 th grade indicators and drop out rate; plains for college; no change in test Even Start Random assignment—no difference detected on major child or parent outcomes; counter factual issues Technology Meta-analysis found significant effects for on-line courses; small number of studies; extensive reports on status of technology use access in schools and class rooms. Documents growth of use computer and internet and also less use in poorer schools. Use generally not related to test score differences Teaching History & Libraries History professional development---most who took were experienced teachers; increased knowledge. Library grants increased materials and associated with higher than expected growth in test scores
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20. Part 2: Example of Issues Faced in Using Evaluations for PART and Budget PPSS Postsecondary College Access and Retention Studies Case History
23. PPSS College Access and Postsecondary Studies Topics Effects Summary and Policy History Student Support Services (SSS) Propensity matching found positive impact for participation in SSS supported services whether funded by the SSS project or some other sources on college retention and completion Moderately effective- 2003 Talent Search Propensity matching found positive impacts in 3 states using longitudinal data bases on high school completion, financial aid and postsecondary entrance Moderately effective-2005 GEAR Up Matched comparison of 7 th graders in original cohort when re-surveyed in 8 th grade found increases in parent knowledge and aspirations and student knowledge. Did not find impact on academic grades or course taking. Found impact on course taking for some sub-groups. Adequate- 2003 Upward Bound Math/ Science Propensity matching found positive impacts on college entrance, 4-year degree completion, planning to major in math or science and majoring in social science; majoring in math or natural science not statistically significant although positive direction—small n’s
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32. Bias in Favor of Control Group: Imbalance in Project 69
34. Uncontrolled for Bias in Favor of Control Group in Overall Sample with project 69 included
35. Impact Estimates from Two Stage Instrumental Variables Regression for Percent Obtaining a BA in +6 years based on UB Random Assignment Evaluation Note: All estimates significant at the .01 level or higher. Estimates based on 66 of 67 projects in sample representing 74 percent of UB at the time of the study. One project removed due to introducing bias into estimates and representational issues.
36. Estimated tax impact of UB compared to estimated cost based on average length of participation Increased taxes collected are 4.9 times higher than per participant cost of program