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Relevant bibliographies by topics / School improvement; School effectiveness

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Academic literature on the topic 'School improvement; School effectiveness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School improvement; School effectiveness"

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Hargreaves, David H. "School Culture, School Effectiveness and School Improvement." School Effectiveness and School Improvement 6, no. 1 (March 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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Creemers, Bert P. M., and Gerry J. Reezigt. "School Effectiveness and School Improvement: Sustaining Links." School Effectiveness and School Improvement 8, no. 4 (December 1997): 396–429. http://dx.doi.org/10.1080/0924345970080402.

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Reynolds, D. "The Future of School Effectiveness and School Improvement." Educational Psychology in Practice 11, no. 3 (October 1995): 12–21. http://dx.doi.org/10.1080/0266736950110303.

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Dimmock, Clive. "Reconceptualizing Restructuring for School Effectiveness and School Improvement." International Journal of Educational Reform 4, no. 3 (July 1995): 285–300. http://dx.doi.org/10.1177/105678799500400304.

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White, John. "Philosophical perspectives on school effectiveness and school improvement." Curriculum Journal 8, no. 1 (March 1997): 29–44. http://dx.doi.org/10.1080/09585176.1997.11070760.

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O'Neill, John. "Secondary School 'Effectiveness' and 'Improvement'." Management in Education 14, no. 3 (June 2000): 15–17. http://dx.doi.org/10.1177/089202060001400306.

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Al-Mekhlafi, Abdo Mohamed, and Mohamed El Tahir Osman. "The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman." Malaysian Journal of Learning and Instruction (MJLI) Vol. 16, (No.2) Dec 2019 16, Number 2 (December 24, 2019): 187–200. http://dx.doi.org/10.32890/mjli2019.16.2.7.

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Purpose - This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology - As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings - The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance - The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students’ learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.

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Lyons, Robert. "The Influence of Socioeconomic Factors on Kentucky's Public School Accountability System:Does Poverty Impact School Effectiveness?" education policy analysis archives 12 (August 5, 2004): 37. http://dx.doi.org/10.14507/epaa.v12n37.2004.

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Under the Commonwealth Accountability Testing System (CATS), Kentucky's public schools have been assigned individualized baseline and improvement goal indices based upon past school performance in relation to the 2014 statewide index goal of 100. Each school's CATS Accountability Index, a measure of school performance based upon both cognitive and non-cognitive measures, has then been compared to these individualized improvement goals for the purpose of designating schools as Meet Goal, Progressing, and Assistance Level (Kentucky Department of Education (KDE), 2000). Considered an interim target model, the design of CATS has been intended to negate the biasing effects of socioeconomic factors on school performance on accountability tests through the individualization of school goals (Ladd. 2001). Results of this study showed that 39.9% to 55.5% of the variance of the CATS indices was shared by school socioeconomic factors. Analysis of this interim target model for the 2000-2002 biennium showed that for elementary and middle schools this model negated the biasing effects of socioeconomic factors, but not for high schools. Moreover, analysis of the progress of schools toward their Improvement Goals in 2001 showed that both elementary and high schools from higher poverty backgrounds lagged significantly behind their more affluent peers, indicating inequitable capacity to meet improvement goals between the poorest and most wealthy schools. Adaptations to the present accountability systems were suggested for the purpose of providing more accurate information to the public regarding the effectiveness of public schools in Kentucky.

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Stoll, Louise, and Dean Fink. "School Effectiveness and School Improvement: Voices from the Field." School Effectiveness and School Improvement 5, no. 2 (June 1994): 149–77. http://dx.doi.org/10.1080/0924345940050203.

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Reynolds, David, Pam Sammons, Louise Stoll, Michael Barber, and Josh Hillman. "School Effectiveness and School Improvement in the United Kingdom." School Effectiveness and School Improvement 7, no. 2 (January 1996): 133–58. http://dx.doi.org/10.1080/0924345960070203.

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Dissertations / Theses on the topic "School improvement; School effectiveness"

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Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Wrigley, Terry. "School effectiveness and school improvement : questioning the paradigms." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/27717.

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School Effectiveness and School Improvement have achieved a hegemonic position as paradigms of educational evaluation and development, both as research paradigms and as discursive practices shaping policy and practice. This is true internationally but with particular strength in the governance of English schools, thus the texts which constitute this doctoral submission – namely a book and several journal articles, and an extended commentary upon them – are grounded specifically in that context. The concept of paradigm is deployed in order to question systematically their (often tacit) methodological and political assumptions and to establish some foundations and justification for alternative models of school quality and educational change. A particular emphasis is placed upon the neglect, within these dominant paradigms, of educational and social aims, curriculum and pedagogy, and their inadequate framing of the relationship between schools and social context. These texts also focus strongly upon the situation of schools serving inner city and other high-poverty neighbourhoods, as a kind of border situation which exposes the limitations of these paradigms.

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Graham, Khalil. "CALIFORNIA TURNAROUND SCHOOLS: AN ANALYSIS OF SCHOOL IMPROVEMENT GRANT EFFECTIVENESS." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/6.

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The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America’s lowest achieving schools. SIGs (i.e., up to $2 million per school annually over 3 years) to the nation’s persistently lowest achieving public schools required schools accepting these awards to implement a federally prescribed school-reform model. Of these models, the school turnaround model is the most aggressive and least used. Using data from CA, the researcher analyzed student achievement results in reading and mathematics at six high schools in CA over a three-year span between their pre- and post-SIG-award year.

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Dingle, Angela Mary. "How did a school improve? : a study of a north-eastern comprehensive school." Thesis, University of Newcastle Upon Tyne, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299665.

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Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.

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This study examines the proposition that values and beliefs about teaching and learning are of critical importance in determining pupil outcomes. Using a sample of teaching staff from 32 primary schools, I attempt to identify these beliefs and their links with school effectiveness and school improvement. School effectiveness is measured in terms of pupil progress on Suffolk Reading Tests taken at 6+ and 8+ from 1994-6. Data about pedagogical values and beliefs were collected using interviews, questionnaires and Ofsted reports. An outlier framework was used to analyse effectiveness and improvement, and to determine if either was associated with a pedagogical culture based upon the ideology of progressivism which the work of Plowden and Piaget supposedly spawned during the early 1970s. It has been argued that this ideology still continues to influence primary practice and has been largely responsible for a perceived decline in standards of literacy. The results of this study suggest that differences in pedagogical culture between outlier groups are not nearly as wide ranging as some critics of primary practice suggest. However, although the differences may be few, they may still explain the apparent divergence in effectiveness since they appear to relate to pedagogical goals, methods, and certain leadership strategies. Differences between schools in which the rate of pupil progress improved substantially between 1994-6 and those in which it declined, appeared even less marked. This study also explores the challenges involved in linking research into school effectiveness with school improvement, and suggests that the lack of synergy between the two, particularly in the sphere of teaching and learning, can be partly transcended through the concept of pedagogical culture which is common to both fields of enquiry. The study concludes by positing a model that uses pedagogical culture to link both the school effectiveness and school improvement paradigms.

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Homadzi, Joseph Atsu. "The applicability of the school effectiveness and school improvement approaches to school reform in Africa." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/3654.

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Boodhoo-Eftekhari, Chitra Nalini. "Investigating school effectiveness and school improvement in secondary education in Guyana : a qualitative study." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313980.

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Chan, Shun-ching Mary. "Perceptions on changes and strategies striving for school effectiveness : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887065.

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Parker, Beverly Adams Lancaster. "A Synthesis of Theory and Research on Principal Leadership, School Culture, and School Effectiveness." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/74301.

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The national push for increased accountability, the demand for academic achievement for all students, as defined by high-stakes testing, and sanctions imposed on public schools create significant challenges for the school principal. The principal is charged with leading improvement efforts to improve student achievement and school effectiveness. Striving for excellence is a collaborative, inquiry-based quest, in which the principal must engage all stakeholders in the development of a productive learning culture designed to improve teaching and learning. To do this, educational practitioners must glean and use improvement strategies from well-grounded theory, educational research, best practices, and evidence-based decision making. This study is an investigation and synthesis of the relationships among leadership behaviors, school culture, and school outcomes, including student achievement, in an effort to determine direct and indirect effects. It is based on the premise that school leadership has a direct effect on school culture, and school culture has a direct effect on school effectiveness, including student achievement. Schein's model of culture was selected as the operational definition of culture. The concept of school climate is based on environmental factors and is included within the larger concept of school culture. The resulting work is the development of a theory of school effectiveness, based on a review of educational research, theory, and best practices synthesized from multiple studies. The work is intended to serve as a resource for those involved in school leadership and school improvement efforts. Evidence for supporting direct effects of leadership on school effectiveness, including student achievement is very limited in the literature. However, results indicate that the principal does have a direct effect on school culture and climate through strategic intervention strategies and behaviors. A review of studies examining the relationships between school culture and student achievement indicate that there is a significant moderate effect between school culture and student achievement in K-12 public schools in the United States. Although there remains limited evidence that the school principal directly affects student achievement, there is sufficient evidence to indicate that school culture is a significant mediating factor between principal leadership and school effectiveness.
Ph. D.

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LaCognata, Joseph A. Laymon Ronald L. Berg Richard C. "Superintendents' perceptions of their role in the process of increasing school effectiveness." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234464.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Ronald L. Laymon, Richard Berg (co-chairs), Patricia A. O'Connell, Rodney Riegle, Kenneth Strand. Includes bibliographical references (leaves 82-84) and abstract. Also available in print.

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Books on the topic "School improvement; School effectiveness"

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Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

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Harris, Alma. School effectiveness and school improvement: A practical guide. London: Pitman, 1996.

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Townsend, Tony, ed. International Handbook of School Effectiveness and Improvement. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5747-2.

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The road to improvement: Reflections on school effectiveness. Lisse: Swets & Zeitlinger Publishers, 1998.

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Newmann, Fred M. Accountability and school performance: Implications from restructuring schools. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Reynolds, David. Failure-free education?: The past, present, and future of school effectiveness and school improvement. New York: Routledge, 2010.

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Reynolds, David. Failure free education?: The past, present, and future of school effectiveness and school improvement. New York: Routledge, 2010.

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David, Reynolds. Failure-free education?: The past, present and future of school effectiveness and school improvement. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Failure-free education?: The past, present and future of school effectiveness and school improvement. Milton Park, Abingdon, Oxon: Routledge, 2010.

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Christopher, Downey, ed. Using effectiveness data for school improvement: Developing and utilizing metrics. New York: Routledge, 2011.

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Book chapters on the topic "School improvement; School effectiveness"

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Reynolds, David, Bert Creemers, and Gerry Reezigt. "School effectiveness and improvement." In Encyclopedia of psychology, Vol. 7., 173–76. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-070.

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Reynolds, David. "School Effectiveness, School Improvement and Contemporary Educational Policies." In Education Policy and Contemporary Politics, 65–81. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403920010_5.

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Scheerens, Jaap. "Recapitulation and Application to School Improvement." In Educational Effectiveness and Ineffectiveness, 291–332. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_12.

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Mestry, Raj, and Tsediso Michael Makoelle. "School effectiveness and improvement in the South African school context." In School Leadership for Democratic Education in South Africa, 37–69. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-4.

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Scheerens, Jaap. "The School Effectiveness Knowledge Base as a Guide for School Improvement." In International Handbook of Educational Change, 1096–115. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_51.

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Reynolds, David, and Annemarie Neeleman. "School Improvement Capacity – A Review and a Reconceptualization from the Perspectives of Educational Effectiveness and Educational Policy." In Accountability and Educational Improvement, 27–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_3.

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AbstractIt is argued that the field of school improvement (SI) has developed rapidly over the last 30 years, but that it needs to develop further to help in the development of educational systems around the world. Specifically: (1) The early focus in the field which argued for ‘contextually variable’ interventions needs to be rediscovered in a world where solutions are increasingly regarded as universals (as in the PISA discourse); (2) The field needs to focus more on classrooms and teaching given that contemporary analyses show much greater explanatory variance there than at the (much studied) school ‘level’; (3) The field needs to move beyond using simplistic formulations about what makes ‘good’ schools to embrace formulations that concern how to make schools ‘good’; (4) The field needs to move beyond the simplistic early analyses of either the home determinants of learning or ‘school’ ones and acknowledge that both schools and communities/homes need to be synergistically the focus of our improvements efforts. There are therefore questions to ask about the current utility of SI for professionals in education who may be orientated to a different skill set than that of educational effectiveness and improvement currently.

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Reynolds, David. "“World Class” School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice." In International Handbook of Educational Change, 1275–85. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_60.

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Kyriakides, Leonidas, Bert Creemers, and Evi Charalambous. "The Impact of the European School Improvement Study on Quality and Equity in Education." In Equity and Quality Dimensions in Educational Effectiveness, 151–80. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72066-1_7.

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Kyriakides, Leonidas, Bert Creemers, and Evi Charalambous. "The Rationale and Theoretical Background of a European School Improvement Study on Promoting Quality and Equity in Education." In Equity and Quality Dimensions in Educational Effectiveness, 127–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72066-1_6.

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Scheerens, Jaap. "School Effectiveness and School Organization." In The SAGE Handbook of School Organization, 285–300. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n17.

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Conference papers on the topic "School improvement; School effectiveness"

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Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.

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Bhatt, Apoorv Naresh, Rahul Bhaumik, Kumari Moothedath Chandran, and Amaresh Chakrabarti. "IISC DBox: A Game for Children to Learn Design Thinking." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98066.

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Abstract Design thinking (DT) can be a valuable tool for nurturing problem-solving abilities in school children. The objective of the paper is two-fold. The first is to evaluate the effectiveness of the DT process as a potential tool for open-ended problem-solving for school children; the second is to test the effectiveness of gamification of the DT process in terms of the extent of comprehension and learning of the process enabled by gamification. The paper presents a framework for IISC, a Design Thinking Process developed by the authors, and compares two gamified models of the DT process against one another using empirical studies that involved school children in the age-range of 14 to 18 (8th to 12th years of their twelve years of school education) playing the games. Feedback from the students and their mentors during the game was used as data for evaluation. The paper also discusses the limitations identified and suggested improvements of the two gamified models, and implications of these for designing more effective games.

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Kao, Chien-Hui, Tzu-Hua Wang, and Tsai-Ju Wang. "STUDY THE EFFECTIVENESS OF MOBILE LEARNING ON THE IMPROVEMENT OF MATHEMATICS LEARNING INTEREST OF THE SECOND GRADERS IN A PRIMARY SCHOOL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1831.

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Mahwai, Lerato. "THE IMPORTANCE AND EFFECTIVENESS OF SCHOOL-BASED COUNSELLING PROGRAMMES AS AN INTERVENTION FOR THE IMPROVEMENT OF BASIC EDUCATION IN SOUTH AFRICA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1300.

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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.

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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.

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KOH, Noi Sian, Swapna GOTTIPATI, and Venky SHANKARARAMAN. "EFFECTIVENESS OF BITE-SIZED LECTURE ON STUDENT LEARNING OUTCOMES." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8027.

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Bite-Sized Teaching approach uses relatively small learning units with short term focused activities. The paper presents the effectiveness of Bite-Sized lecture pedagogy on learning outcomes for an analytics course offered by the School of Information Technology at Nanyang Polytechnic. The methodology involves breaking a typical 1 hour lecture into 3 to 4 short lectures followed by related tutorial/practical exercises relevant to each respective short lecture. The results from the exercises show statistically significant improvements in the assessed learning outcomes for the Bite-Sized lecture over the traditional 1 hour lecture. 75% of the surveyed respondents agreed that the speed of the course materials presented in the Bite-Sized lecture was just right. Majority of the repondents agreed or strongly agreed that Bite-Sized lecture helped them to learn better. Although this paper is primarily based on education experiences made within an analytics module, the findings presented are applicable to any other computing related courses or even mathematics related courses in general.

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DeBartolo, Elizabeth A., Margaret B. Bailey, Sheryl A. Gillow, William Scorse, and Richard Liccion. "An Evaluation of the Effectiveness of Traveling Engineering Activity Kits in Pre-College Classrooms." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12871.

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The focus of this paper is assessment of the effectiveness of Traveling Engineering Activity Kits (TEAK) in engaging pre-college students in engineering-related activities. This includes a discussion of the challenges in assessing such a brief interaction with groups of middle school students with widely varying backgrounds as well as a discussion of how past assessment has led to modifications in TEAK activities. Program assessment has evolved from pre- and post-visit quizzes on technical content and interest in engineering to instructor observation of student engagement during TEAK visits relative to engagement during a typical class period. Initial results from pre- and post-visit quizzes showed that the vast majority of students self-reported an increased interest in engineering but that the percentage of students showing an increased understanding of engineering topics was highly dependent on the background of the students. Students who did well on the pre-visit quizzes would show less improvement after a TEAK visit, because their initial level of knowledge was higher. In the present model of rating levels of student engagement during TEAK visits, results seem much more promising, with teachers indicating that, during TEAK activities, their students are more engaged and ask more and better questions than during a typical class.

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Peter, Geoffrey J. "The Effectiveness of Mechanical and Manufacturing Engineering Technology Programs for Full-Time Employed Industry Students." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12348.

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The Oregon Institute of Technology (OIT), Portland Center, has been offering Manufacturing Engineering Technology (MfgET) and Mechanical Engineering Technology (MET) undergraduate programs for students around the greater Portland Metropolitan area for the past ten (10) years. A Master’s degree in Manufacturing Engineering Technology (MMfgET) is also offered. These programs are extensions of programs offered at OIT main Campus in Klamath Falls. Portland Campus programs are designed specifically to cater to students employed full-time in industry. This paper discusses engineering technology programs and their direct application in training local company fulltime employees to become engineers and managers. Most of these employees have associate degrees and years of experience in their respective companies. A discussion of engineering-related, hands-on work experience and understanding of engineering principles and their applications presented. The effectiveness of special instruction techniques, custom-developed for students with limited time availability, while maintaining ABET accreditations is also discussed. Discussion-oriented learning and teaching models and the impact of adding dimensions to these instructional models, with the industry-experienced students in mind, is emphasized. Case studies are presented to show improvement in student engagement, curiosity, and application of new knowledge to actual day-to-day, work-environment problems. Advantages and disadvantages of night school are discussed.

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Komariah, Aan, Mawardi Mawardi, and Abubakar Abubakar. "School Effectiveness - Situational Leadership and School Cultures." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050409010906.

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Ferrante, Linda, Simona Normando, Daniela Florio, and Barbara De Mori. "Animal welfare and Ethics course for post-graduate at Veterinary School: how to improve assessment methodologies with a bottom up approach." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5535.

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Animal Welfare, with its strong ethical component, is increasingly central to public debate and in all sectors dealing with animals has become a key expertise to acquire. This paper presents a post-graduate level course on animal welfare and ethics assessment delivered by the Veterinary School of Padua University, Italy. The course was delivered at Garda Zoological Park, Italy, allowing students to do an experience with wildlife in a peculiar management system. Teachers used an inquiry-based approach to lead students ‘construct’ their experience in welfare assessment. At the end of the course students, divided into groups, had to develop a protocol for the assessment of the animal welfare of a species in the zoo. The analysis of these final works and a pre-test and post-test questionnaires were used to assess the effectiveness of the course. Results highlighted a growing awareness of the complexity of assessment methodologies and more attention on animal based indicators. Students found difficulties using a bottom-up approach but were satisfied at the end of the course. Improvements can be done to promote reflections on reasons to assess animal welfare and its ethical component, on the utility of such assessment and on a balanced use of tools and methodologies.

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Reports on the topic "School improvement; School effectiveness"

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Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Angrist, Joshua, Parag Pathak, and Christopher Walters. Explaining Charter School Effectiveness. Cambridge, MA: National Bureau of Economic Research, August 2011. http://dx.doi.org/10.3386/w17332.

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Deming, David. Using School Choice Lotteries to Test Measures of School Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2014. http://dx.doi.org/10.3386/w19803.

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Abdulkadiroglu, Atila, Parag Pathak, Jonathan Schellenberg, and Christopher Walters. Do Parents Value School Effectiveness? Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23912.

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Rowan, Brian, Richard Correnti, Robert Miller, and Eric Camburn. School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs. Consortium for Policy Research in Education, August 2009. http://dx.doi.org/10.12698/cpre.2009.sii.

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Hanushek, Eric, and Ludger Woessmann. The Role of School Improvement in Economic Development. Cambridge, MA: National Bureau of Economic Research, January 2007. http://dx.doi.org/10.3386/w12832.

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Wesolek, Michael L. Evaluation of the Effectiveness of Flight School XXI. Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada465655.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Mizala, Alejandra, and Miguel Urquiola. School Markets: The Impact of Information Approximating Schools' Effectiveness. Cambridge, MA: National Bureau of Economic Research, November 2007. http://dx.doi.org/10.3386/w13676.

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Robinson, Marian. Growing School Networks for Instructional Improvement in Jordan, 2009-2010. Consortium for Policy Research in Education, August 2011. http://dx.doi.org/10.12698/cpre.2011.rr70.

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