by Bethany Rogers & Megan Blumenreich - 2013
This research uses oral history narratives to examine the professional choices and trajectories of Teach for America participants over a twenty-year period, attending especially to individuals’ perceptions of their urban teaching experiences, their beliefs, and their reasons for staying in or leaving the urban classroom, with the aim of better understanding the experiences of such teachers and the implications for staffing urban schools.
by Larry Suter - 2004
As a set, these chapters represent various attempts to develop guidance for teachers on how to better integrate curriculum and assessment practices to improve student learning. Two are based on broad views of the organization of curriculum and assessment (Forster & Masters, Smithson & Porter) and three are based on micro studies of teachers (Black & Wiliam, Frederiksen & White, Wilson & Draney). I will first comment on how each chapter contributes a research basis for applying assessment methods to classroom-level instruction, and then I will provide summary comments on the set.
by Edward Pajak & Angelique Arrington - 2004
In this chapter, we first look at the history of administrative evaluation and instructional supervision within education. Then we review the current context of teacher accountability and the present uses of administrative evaluation and instructional supervision in efforts to improve teacher quality. Finally, to restore a balance between administrative evaluation and instructional supervision that will better ensure teacher quality, we recommend empowering the teaching profession by 1) actively including teachers’ unions as partners in systemic efforts to ensure teacher quality; 2) more fully embracing and expanding a graduate-level medical model of preparation to develop a generation of teachers who are highly qualified in both academic knowledge and pedagogical skill; and 3) adopting national “opportunity to teach” standards to uniformly improve teaching conditions in all schools so that highly qualified teachers remain in the profession.
by Arlene Adams - 2004
This commentary describes some of the logistical issues that have such a profound negative effect on the accreditation of teacher training programs. Of special concern is the very short timeline used to phase in new standards.
by Jacquelien Bos, Nico Verloop, Jan Terwel & Wim Wardekker - 2003
This study focuses on the compatibility of the measurement and pedagogical goals of evaluation in the context of national standards. Using stories of secondary school teachers as a basis, it shows the value of classroom evaluation, since classroom evaluation allows the two goals to be reconciled, albeit to a limited extent. We argue that for a professional application of classroom evaluation, the frame of reference used is historical, and that the content of such a framework is closely related to the teacher's pedagogical content knowledge.
by Ralph Tyler - 1991
This analysis and discussion of program evaluation is based on my experience with the evaluation of education programs. My observations suggest that these experiences can be generalized to a considerable degree to evaluations of other social programs, such as the Poverty Program of the Great Society in the 1960s.
by Gary Griffin - 1978
The difficulty of evaluation of staff development programs is examined in terms of the goals of staff development, the individual and contextual goals, and structural properties inherent in staff development programs. Several guidelines for evaluation are offered.
by Urie Bronfenbrenner - 1974
The 1960s saw the widespread adoption in this country of early education pro¬grams aimed at counteracting the effects of poverty on human development. This article is an analysis of seven early education program studies.
by Joseph McGivney & William Moynihan - 1972
Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.
by Robert Soar & Ruth Soar - 1972
In the preceding chapter Gordon identified similarities and differences across a number of current innovative programs for early childhood education as drawn from their descriptive materials. Description of some of these same programs in terms of observations of actual classroom behavior is one of the objectives of this chapter; the other is to report relations between these observational measures of the intellectual growth of pupils.
by Bruce Joyce, Marsha Weil & Rhoada Wald - 1972
The practices and technologies of educating can be described in terms of models for solving curricular and instructional problems. These models constitute the technology of education and from them training programs for teachers, curriculum-makers and materials-procedures can be selected.
by Ronald Hyman - 1972
A criticism of the Tyler approach to learning which states that one must set up goals and rigidly work toward them. The author feels setting objectives restricts the curriculum; predetermined behavior should be the only acceptable kind; ends should arise from teaching activity.
by A. Larkins & James Shaver - 1972
The research design commonly used by educational researchers is not inappropriate for evaluative research. But narrow or rigid adherence to traditional experimental design can lead to inadequate curricular evaluation.
by Ralph Goldman, William Weber & Harold Noah - 1971
Two fairly speculative models presented in this paper illustrate some less restrictive techniques of economic model-building. The first model is the micro-economic type. It suggests that if a school district wishes to maximize student learning, there may exist an optimal teacher salary-level it should pay, given the student ability to learn, the distribution of abilities in the population of teachers currently "in-the-market," and certain other conditions of supply and demand. The second model is macro-socioeconomic, and suggests possible relationships among higher education curriculum, economic and technological change, and social change.
by Garlie Forehand - 1971
The first purpose of this paper is to examine a range of types of evaluation studies, the circumstances in which they are appropriate, and the information and techniques needed. The second purpose of this paper is to propose that certain programs be instituted by educational institutions.
by Edward Begle & James Wilson - 1970
This chapter begins with a general discussion of evaluation, including the important problem of stating the objectives of mathematics education in an organized fashion. This discussion is followed by brief reviews of a number of projects which have been concerned in one way or another with the evaluation of mathematics programs. The final portion is a detailed discussion of the variety of evaluation procedures used by the School Mathematics Study Group (SMSG), the largest of the mathematics curriculum projects in this country.
by Albert Myers - 1970
The author’s description of the infinitesimal impact of scientific research on action programs is certainly as accurate today as when it was first written, as are his pictures of administrators in search of justifications and teachers fearful of evaluations. Research and evaluation have been welcomed, he says, only by those compelled to submit reports to the Feds. If research programs are ever to have local impact, researchers must cease to be outsiders and become involved with the systems they are attempting to serve.
by Peter Taylor - 1970
Evaluative behaviors are discussed as to the need to establish what constitutes admissible evidence for a given evaluative undertaking.
by William Tuttle, Jr. - 1970
The American Council on Education in its role as a spokesman for higher education is discussed.
by Herbert Walberg - 1970
The author continues The Record's discussion of curriculum evaluation. He confronts the problems of how specific statements of objectives ought to be, what sorts of indicators might help in the judgmental process, and how better instructional methods might be revealed.
by Abraham Tannenbaum - 1968
At a time of increasing interest in community involvement with education, the author's account of a program for training non-professionals to do tutoring work in homes holds many important implications.
by Susan Markle - 1967
This chapter discusses the problems involved in the empirical development of instructional materials. It takes as its point of departure a definition of programed instruction as the application of quality control to the design of instructional materials. Three distinct phases of empirical testing are isolated and discussed: (a) the developmental testing phase, (b) the validation testing phase, and (c) the field testing phase.
by Kenneth Oberholtzer & Richard Madden - 1957
The purpose of this chapter is to present a description and a critique of one city school system's approach to evaluating the social studies in its elementary schools. The experience of the public schools in Denver will be presented as a case study.
by Virgil Herrick - 1957
Most programs of in-service education in schools exist for the dual purpose of helping the members of the staff become more competent to deal with their professional roles as teachers and administrators and of improving the quality of the educational program of the school system. It follows, therefore, that the evaluation of change in programs of in-service education should consider the nature and quality of changes in people as individuals and as professional persons and the nature and quality of the changes made in the educational program itself.
by Verner Sims - 1953
A program for evaluating the progress being made in learning is inherent in any intelligently planned teaching-learning situation. Educational evaluation is a matter of passing judgment on the learnings of pupils and is done for the purpose of aiding in pupil growth. As such, it is an integral part of the process of learning and teaching. Without it, both teacher and student work in the dark, and ineffective learning will surely result. The issue is not one of whether we should evaluate; it is one of how best to do it.
by Frederick Bonser & Leonard Righter - 1913
The reorganization of a school system, large or small, by which the industrial and commercial aspects of life are given adequate provision, is not a simple problem. This problem involves many factors, all of which must be taken into account or disappointment and even serious and costly errors will follow.
by Frederick Bonser & Bertha Gath - 1911
Many of the subjects taught in the elementary schools of today lack worth and interest to boys and girls because they fail to see in these subjects anything worth having or doing, or anything which supplies a felt need either of their own or of the society of which they are a part.
by Jason Endacott & Christian Goering - 2015
Sixteen states require their Departments of Education to assign a single performance indicator such as a “letter grade” to schools within those states. We take a look at the relationship between school grades and poverty in one of these states. Our analysis indicates that there is a moderate negative correlation between poverty and school performance indicators. We discuss the implications for communities and structural poverty and make a plea to reconsider the manner in which single performance indicators are determined.
by Adam Jordan & Todd Hawley - 2016
With this commentary, we add our voices to the rising tide of dissent and resistance to the edTPA. As teacher educators we want to highlight the ways that the edTPA and its proponents represent academic oppression against vulnerable teacher candidates. Additionally we provide resistance in the battle to define good teaching.
by Sarah Bush & Kristin Cook - 2018
This commentary discusses the roots and purpose of both K-12 STEM and STEAM education in the United States. The authors advocate for STEAM as a way to engage more students in mathematics and science, while being guided by the three E's: Equity, Empathy, and Experience.
