Relevant bibliographies by topics / Standard critial education

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Standard critial education'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Standard critial education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Standard critial education"

Calle Díaz, Luzkarime. "Citizenship Education and the EFL Standards: A Critical Reflection." PROFILE Issues in Teachers' Professional Development 19, no. 1 (January 1, 2017): 155. http://dx.doi.org/10.15446/profile.v19n1.55676.

Full text

Abstract:

The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become “citizens of the world.” The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given its cross-cultural nature. This article intends to analyze the potential opportunities for the development of global citizenship education in the English as a foreign language classroom through a documentary analysis of the national standards and its connection to the national citizenship competences standards and the UNESCO global citizenship education topics and learning objectives. Finally, important recommendations are given to foster global citizenship in the English language classroom.

APA, Harvard, Vancouver, ISO, and other styles

Forawi, Sufian A. "Standard-based science education and critical thinking." Thinking Skills and Creativity 20 (June 2016): 52–62. http://dx.doi.org/10.1016/j.tsc.2016.02.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Amrullah, Muhlasin, and Khizanatul Hikmah. "Pendidikan Ramah Anak Dalam Standar Nasional Pendidikan Indonesia [Child Friendly Education in Indonesia's National Education Standards]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (April 16, 2019): 1. http://dx.doi.org/10.21070/pedagogia.v8i1.1883.

Full text

Abstract:

The aim of this study is to find out child-friendly education within the framework of national education standards. This research is library research whose main sources are library data, all library data are analyzed by data analysis techniques with comparative descrip- tive techniques and critical analysis. Based on the results of educational research in Indonesia, it must at least meet the standards set by the government or known as BNSP badan nasional standar pendidikan or the minimum criteria must be met by educational institutions in conducting education, including 1) Competency Standards for Graduates, 2) Standard Contents 3 ) Process Standards, 4) Education Standards and Education Per- sonnel, 5) Facilities and Infrastructure Standards, 6) Management Standards, 7) Educa- tion Financing Standards, 8) Educational Assessment Standards, out of the eight criteria, education must fulfill the child-friendly elements, according to children's needs, providing affordable access to infrastructure for children, and providing comfort from all threats that threaten children both psychologically and physically.

APA, Harvard, Vancouver, ISO, and other styles

Speicher, Barbara L., and Jessica R. Bielanski. "Critical Thoughts on Teaching Standard English." Curriculum Inquiry 30, no. 2 (January 2000): 147–69. http://dx.doi.org/10.1111/0362-6784.00160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Peterson, Cynthia K., Maria Browning BSc, Cert Med, and Kenneth Vall DC. "The European Council on Chiropractic Education identification of critical standards to accredit chiropractic programs: a qualitative study and thematic analysis." Journal of Chiropractic Education 33, no. 2 (April 25, 2019): 145–50. http://dx.doi.org/10.7899/jce-18-21.

Full text

Abstract:

Objective: The objectives for this project were to: (1) identify and agree upon “critical standards” that must be “fully” or “substantially compliant” for a maximum 8-year reaccreditation, (2) compare recent compliance for each critical standard for all accredited programs, and (3) identify which standards have lower compliance levels compared to others. Methods: This qualitative study uses thematic analysis. The 37 European Council on Chiropractic Education (ECCE) standards were assessed by the Quality Assurance Committee (QAC) to identify “critical standards” requiring “fully” or “substantially compliant” ratings for the maximum 8-year accreditation time period. These were approved by the entire ECCE. A table identifying specific criteria for each compliance level then was created. The most recent evaluation reports for all accredited programs were reviewed to record compliance levels for each critical standard and identify the number falling below the status of “substantially compliant”. Specific standards with the highest proportion falling below “substantially compliant” also were identified. Results: Eighteen of 37 standards were deemed critical. Two of 10 accredited programs had 0 “critical standards” below “substantially compliant” and two programs had three below this level. The most common standard to fall below “substantially compliant” was “faculty recruitment” with three programs (30%) at “partially compliant.” Conclusion: Identification and approval of “critical standards” requiring at least substantial compliance and the compliance criteria table facilitate implementation of the flexible 8-year reaccreditation period, providing the flexibility needed to work collaboratively with national accrediting agencies. “Faculty recruitment” standard had the highest percentage of programs rated as “partially” compliant.

APA, Harvard, Vancouver, ISO, and other styles

Utt, Jamie. "A Case for Decentering Whiteness in Education." Ethnic Studies Review 41, no. 1-2 (2018): 19–34. http://dx.doi.org/10.1525/esr.2018.411205.

Full text

Abstract:

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

APA, Harvard, Vancouver, ISO, and other styles

Ahn, Yang Heui. "Critical Thinking and the Standards of Nursing Education." Journal of Educational Evaluation for Health Professions 1 (January 31, 2004): 99. http://dx.doi.org/10.3352/jeehp.2004.1.1.99.

Full text

Abstract:

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

APA, Harvard, Vancouver, ISO, and other styles

Susetyo, Budi. "COMPARING MODELS OF ACCREDITATION AND ACADEMIC PERFORMANCE RELATIONSHIP USING GENERALIZED STRUCTURAL COMPONENT ANALYSIS." International Journal of Research -GRANTHAALAYAH 8, no. 2 (May 28, 2020): 63–71. http://dx.doi.org/10.29121/granthaalayah.v8.i2.2020.185.

Full text

Abstract:

The National Education Standards Board in Indonesia is an independent and professional institution which maintain and control the quality of education. The National Examination is one of indicator which can be used as a basis for evaluating quality of education. National Accreditation Board for Schools conducts assessment to the schools on fulfillment of the established standards through accreditation process. There are several theoretical models of relationship between 8 national education standards for describing causality each other. The objective of this study are (1) to compare and determine the best model of the relationship between eight standards using generalized structured component analysis; and (2) to evaluate validity of indicators of accreditation instrument. It has been concluded that the model published by the Ministry of Education and Culture (2017) was the best model. AVE and Cronbach’s alpha showed that score on Mathematics, Science, English and Indonesian Language are important indicators for academic performance. Critical ratio and variance inflation factor showed that there are 13 of 124 indicators of accreditation instrument are not valid. Analysis of structural model showed that school management has a big influence on standard of teachers and education staff. In addition, curriculum, standard of competency, standard of assessment and standard of process have direct influences to academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

Wyse, Adam E. "A Critical Look into the Beuk Standard‐Setting Method." Educational Measurement: Issues and Practice 39, no. 1 (February 26, 2020): 52–60. http://dx.doi.org/10.1111/emip.12317.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Newman, Michael, and David Hanauer. "The NCATE/TESOL Teacher Education Standards: A Critical Review." TESOL Quarterly 39, no. 4 (December 1, 2005): 753. http://dx.doi.org/10.2307/3588536.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Standard critial education"

Becirovic, Amanda, and Ott Lina Jegenstam. "I toppen av hierarkin : En studie om hur pedagoger förhåller sig till genus på fritidshemmet." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32511.

Full text

Abstract:

Syftet med föreliggande studie är att belysa hur pedagoger tänker kring och arbetar med genus på fritidshemmet. Frågeställningarna behandlar även hur genusordningen på skolan och skolkulturen påverkar verksamheten ur ett genusperspektiv. Som empirisk grund för arbetet har vi gjort fyra kvalitativa intervjuer med pedagoger som arbetar på fritidshemmet på två mångkulturella skolor i Stockholm samt på en svensk skola i ett spansktalande land. Med hjälp av genusteoretiska perspektiv visar resultatet av studien att pedagoger på fritidshemmet tänker och arbetar olika med genus i verksamheten. Vi har sett exempel på att pedagoger bidrar till upprätthållandet av stereotypa könsdefinitioner genom att till exempel tala om flickor och pojkar som två olika enhetliga grupper. I resultatet har vi även sett hur pedagoger kan möjliggöra elevers identitetsskapande genom att inte göra skillnad på elever grundat på föreställningar om kön. Det har också framgått att det råder olika kulturer på varje skola och gemensamt för alla tre skolor i undersökningen är att skolkulturen påverkar hur pedagoger tänker kring och arbetar med genus i verksamheten.
The purpose of this study is to illustrate how educators relate to gender in after-school programs and how school culture affects educators and students. Our questions also deal with gender order in school and how cultural factors affect the gender perspective in after-school programs. As empirical basis for our study we did four qualitative interviews with educators at two multicultural schools in Stockholm and one Swedish school in a Spanish-speaking country. The results of the study show that the educators at the after-school programs relate different to the students in school from a gender perspective. We have seen examples of educators maintaining stereotyped gender definitions by talking about girls and boys as two different uniform groups. The results also show how educators can create possibilities for students to find different identities by not making any differences between the students based on gender. It has also emerged that there are different cultures at each school and common to all three schools in the survey is that the school culture affects how educators think about and work with gender.

APA, Harvard, Vancouver, ISO, and other styles

Blevins, Dawn M. "New Directions in Citizenship Education: Globalization, State Standards and an Ethical/Critical Social Studies Curriculum." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1321839149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Pilling, Barbara O. "A Critical Analysis of the Modern Standards Movement: A Historical Portrayal Through Archival Review, Written Documents and Oral Testimony from 1983 to 1995." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26975.

Full text

Abstract:

This is a historical study of the modern standards movement starting in 1983 with the landmark report, A Nation At Risk: The Imperative for Educational Reform, and concluding in 1995 with the publication of the revised Standards of Learning for Virginia Public Schools in the Commonwealth of Virginia. The study was done through a review of available archival papers, written documents, and oral testimony. The purpose of this study was to analyze critically the modern standards movement as a context to the development and implementation of the revised Standards of Learning for Virginia Public Schools. Objectives of the study were to identify key events and key characters that impacted the standards movement and identify issues that evolved. A main focus of the study was to develop a documentary history that identified themes that linked events and showed connections between past and current events. Phase one of the process involved data collection from appropriate literary sources and writing the history as portrayed in written documents. Phase two of the process was done through the collection of oral testimony from key informers, especially in the Virginia movement and weaving that testimony logically and chronologically into the appropriate documentary history. Phase three of the process concluded with the identification of main themes that linked events and implications for future studies.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

Hudson, Stefanie. "IDENTITY POLITICS, STATE STANDARDS, AND ON THE GROUND REALITIES: A CRITICAL POLICY ANALYSIS OF TEACHING/LEARNING GENDER/SEXUALITY IN A VIRGINIA ELEMENTARY SCHOOL." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5154.

Full text

Abstract:

Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be met. The purpose of this qualitative case study was to examine the policy discourse concerning teaching and learning gender and sexuality issues during early childhood at an elementary school in Virginia. Another purpose was to understand how educators perceive developmentally appropriate timing and content for these topics as well. A combination of critical policy analysis and critical advocacy research was utilized to compare and analyze the written policy discourse as presented within Virginia’s FLE policy to educators’ (teachers, counselors, principals) interpretation and enactment of these written discourses in their classrooms and schools. Findings revealed specific ways the written, spoken, and enacted discourses diverged and coalesced and how these similarities and differences inform future policy and practice. A critical analysis of the written discourses (and silences) suggest Virginia’s FLE curriculum and instruction maintains heteronormative undertones, while the spoken and enacted discourses indicates concern for expanding elementary students’ understanding and acceptance of LGBTQ and/or gender non-conforming children and non-normative family structures. Implications of findings include suggestions for future research and changes in policy and practice that aim to create more inclusive classrooms and schools.

APA, Harvard, Vancouver, ISO, and other styles

Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.

Full text

Abstract:

The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project (PNB) where there is an explicit interest in the promotion of English over all other languages spoken in the country. This dissertation is a critical discourse analysis of the handbook Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras, el reto" (Basic standards for competences in foreign languages: English. Teach in foreign languages: the challenge) published by the Ministry of Education of Colombia. This handbook is aimed at establishing the national standards for the teaching of English in Colombian public schools. The objective of the study is to offer an interpretation of the way in which bilingualism, English, and teachers are constructed through the language used in the handbook. The analysis of data follows Fairclough’s textual analysis and is supported by other written texts and informed by scholarly articles. The analysis of data shows that the official discourse creates a whole new meaning for “bilingualism” since it indexes exclusively the learning of English in Colombia. Along with this, the authors of the handbook perpetuate mainstream concepts and ideas about the symbolic power of English as the one and only necessary tool for academic and economic success. This is achieved by a redundant discourse on the neutrality of English on the one hand, and the benefits it brings to its speakers, on the other. In relation to the portrayal of teachers in this document, the data show that their role is either downplayed or made invisible, which also correlates with the low prestige that school teachers have in Colombia. The study leads to the conclusion that a document that contains national standards for the teaching of a language should include multiple voices where local knowledge gets the same recognition as global knowledge, and where the diversity of the country is represented, respected and promoted. In that way, official institutions would be legislating to benefit the majority of the population, and not the small number of elites of the country.

APA, Harvard, Vancouver, ISO, and other styles

Crossley, Nicola Jane. "The impact of government reform on the conceptualisations of professionalism in compulsory education in England : considering the National Standards of Excellence for Headteachers and the Teachers' standards through the lens of critical discourse analysis." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33060.

Full text

Abstract:

In recent years government reform has focused on the expectations of practice for professionals in the education sector. In the last three years alone, revised standards have been published for Headteachers and Teachers. But what model of professionalism do these standards seek to promote? The focus of the work which follows is concerned with analysing the language used within such policies in order to evaluate whether conceptualisations of professionalism are altered over time, by charting the development of policy from 2004 to 2015 for the Headteachers’ standards and from 2007 to 2012 for the Teachers’ standards. In exploring the language of the standards, the author will also consider the nature of professionalism and discuss whether any conceptualisation can ever be articulated which can produce certainty and consensus of understanding.

APA, Harvard, Vancouver, ISO, and other styles

Higgins, Christine Lorna. "A critical discourse analysis of the standards for the education, competence and professional conduct of educators in British Columbia." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20574.

Full text

Abstract:

This dissertation examines discourses of professionalism and teacher education reform by carrying out a Critical Discourse Analysis of the British Columbia College of Teacher’s Standards for the education, competence and professional conduct of educators in British Columbia (BCCT, 2004). The broader context of the dissertation is the evolution of competing notions of professionalism in teacher education in Canada and the United States in the decades following the release of the influential policy report, A Nation at Risk (NCEE, 1983). It is argued that a more perspicuous understanding of professionalism in teaching will help prospective and practicing educators make better sense of their professional responsibilities, and will also encourage educators to enter into the ongoing discussions about appropriate directions for teacher education reform. The study takes the form of a critical discourse analysis (CDA). CDA is an interdisciplinary form of qualitative research that treats language as a social practice, and interprets texts in accordance with concepts such as discourse, power, and knowledge creation (Fairclough, 1995; Foucault, 1970; Habermas, 1970). The research utilizes the methods provided in Fairclough’s (1995, 2003) three step model of CDA to first describe, then interpret, and finally, to explain the relationships between understandings of professionalism and reform as these are taken up in the Standards text. The key finding from the study is that the term professionalism as it appears in the Standards is part of a discourse best understood in light of the tensions between various conceptions of educators’ responsibilities in an age of accountability. These various and often competing notions of responsibility are intertwined with genres of texts that are described as codes of conduct, manifestos, and standards. Contested perspectives on professionalism are interconnected with offers of membership, stipulations of governance, and regulatory pacts concerning educators’ professional obligations. In conclusion, it is argued that educators’ obligations should be framed in terms of ethical commitments, and specifically as a continual search for balance between notions of individual moral responsibility and professional accountability as defined in such documents as the Standards for the education, competence and professional conduct of educators in British Columbia.

APA, Harvard, Vancouver, ISO, and other styles

Kulsiri, Supanit, and n/a. "A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System." University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.

Full text

Abstract:

The status of English language has increased over the years as a tool for international communication. The Thai government emphasises that English language education has now become part of the full driving force for national development. This research implies that in order to cultivate Thai learners of English to meet social demands, sound theoretical and coherent philosophical bases of curriculum are essential in the curriculum planning process. This research analyses the new official English language curriculum for the Thai school system: "English language learning strands and standards under Basic Education curriculum 2001" (English language standards-based curriculum, ESB Curriculum), which in 2001 was promulgated as the new official English language curriculum. This research reveals both the coherence and incoherence of the theoretical and philosophical bases of the Thai ESB curriculum, identifies strengths and weaknesses of the curriculum and makes recommendations for curriculum revision and curriculum development that could result in positive and effective changes in English language teaching and learning in Thailand. This thesis rests on the premise that principles underlying decisions made in curriculum planning will have a major impact on the effectiveness of the curriculum. It follows that difficulties with foreign language education nowadays are a consequence of the incoherence of philosophical, theoretical, and social bases of curriculum design. This research analyses the English language curriculum by asking questions about who was involved in the curriculum planning process and what were the decisionmaking mechanism and processes involved in its planning. The research is different from other research in curriculum studies in Thailand that aim only at curriculum implementation and evaluation. Three sources of data have contributed to the analysis of the curriculum: curriculum-related documents, interviews with the curriculum committees, and interviews and questionnaires with school teachers. The analysis has shown that (1) the curriculum was developed with input from numerous experts and various groups of stakeholders which affected the underlying principles, philosophical and theoretical bases of education and English language teaching and learning; (2) the theoretical and philosophical bases of the curriculum were found to be incoherent among curriculum elements; (3) the curriculum has problems at the level of meaning and this has led to the difficulty of conveying the philosophy of Thai education to the school level. The study has found that the incoherence of the theoretical underpinnings of the curriculum elements leads to misunderstanding, misinterpretation and misuse of the curriculum. The implication for future research is to stress a critical literacy approach to English language education and curriculum development. In this way, English language is seen as a language for empowerment, knowledge enhancement, social development and development of learners as a part of Globalisation and Information Age in the 2 lst Century as also stated in the Thai National Education Act 1999.

APA, Harvard, Vancouver, ISO, and other styles

Mamatu, Ntombizonke Lydia. "A critical perspective of national norms and standards of school funding in Eastern Cape East London District." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/303.

Full text

Abstract:

Education policies remain a contested terrain in both the social and political environments. They are not neutral instruments and are used both to maintain the existing social order and also to promote varying kinds of change or mobility. The South African Schools Act, 1996 (Act 84 of 1996) hereafter SASA, which is the source of all policies that regulate school issues in South Africa promotes democratic methods of school governing and education provisioning that favours the previously disadvantaged groups. The NNSSF is one of the policies of SASA that makes schooling accessible to the poor through school fee exemptions while attempting to close the gap between the rich and the poor through differentiated school funding created according to researched poverty levels and standardized target lists. This has been designed to fulfil one of the essential human rights of man- education that has been entrenched in the Bill of Rights of the Republic of South Africa Constitution, 1996 (Act 108 of 1996) hereafter, Constitution. Thus, the study’s objective is to evaluate the implementation of the NNSSF policy in public schools focussing on school fee exemptions. The extent to which poor parents and learners are given school fee exemptions as they are supposed to according to the policy will be indicators of whether the NNSSF is justly or unjustly implemented in public schools. Learners are the recipients of the right to education. Parents are given the responsibility to fund the education of their children. However, for poor parents to fulfil that they need advice and assistance from the teachers and SGBs to be able to access the school fee exemptions while they have a right to just administrative action and to human dignity in dealing with them. SGBs and teachers have to create a favourable environment for the just implementation of the NNSSF by advising and xiii assisting deserving parents and learners to access school fee exemptions so that the right to education is fulfilled. The duty of in loco parentis and acting in the best interest of the child enforce teachers to do everything possible to ensure that learners access education. EDOs are supposed to guide, monitor and supervise the implementation of the policy while legal bodies should assist parents and learners to demand their right when it is violated through litigation. The study used the method of survey which is quantitative and interviews which are qualitative. Questionnaires and interview schedules were tools used to collect data that was analysed through statistical methods and represented in the form of tables and pie-charts. Various significant findings were made that had a bearing on the implementation of the NNSSF policy in public schools, most important to note is that some learners who have the right to education are aware of this right but do not know how to ensure that it is not violated. Parents are not given the opportunity to decide whether school fees should be charged in their schools. Above that they are not given the advice they need to be able to access school fee exemptions. Some teachers think that by advising and assisting learners and parents they will be buying cheap popularity- showing ignorance. EDOs do not know how schools implement the NNSSF, they are not involved in anyway. Thus the study views the implementation of NNSSF policy in public schools as unjust and recommends that SGBs and teachers need to be educated, guided and monitored by the EDOs on the policy and its implementation. They in turn will have to educate parents and learners so that they are able to access school fee exemptions thereby receiving education – their right.

APA, Harvard, Vancouver, ISO, and other styles

Schlobohm, Trisha Leigh. "Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2749.

Full text

Abstract:

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Standard critial education"

Using standards and high-stakes testing for students: Exploiting power with critical pedagogy. New York: PETER LANG, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Standaert, Roger. Inspectorats of education in Europe: A critical analysis. Leuven: Acco, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Standaert, Roger. Inspectorates of education in Europe: A critical analysis. Leuven: Acco, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Standaert, Roger. Inspectorates of education in Europe: A critical analysis. Leuven: Acco, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Rubric nation: Critical inquiries on the impact of rubrics in education. Charlotte, NC: Information Age Publishing, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Leneave, Ladd Pam, ed. Teaching idea development: A standards-based critical-thinking approach to writing. Thousand Oaks, Calif: Corwin Press, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

L, Kinkade Sherry, ed. Competency-based orientation for critical care nursing. St. Louis: Mosby Year Book, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Dinah, Chancellor, ed. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Schielack, Jane F. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

Schielack, Jane F. Mathematics in focus, K-6: How to help students understand big ideas and make critical connections. Portsmouth, NH: Heinemann, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Standard critial education"

Hobbel, Nikola. "Standards Talk: Considering Discourse in Teacher Education Standards." In Critical Pedagogy and Teacher Education in the Neoliberal Era, 37–48. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9588-7_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Corwith, Susan R., and Susan K. Johnsen. "Gifted Programming Standards." In Critical Issues and Practices in Gifted Education, 229–47. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Down, Barry. "Reconceptualising Teacher Standards: Authentic, Critical and Creative." In Critical Voices in Teacher Education, 63–80. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3974-1_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reagan, Timothy G., and Terry A. Osborn. "Critical Pedagogy, Social Justice, and National Standards." In World Language Education as Critical Pedagogy, 279–91. New York : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003029267-10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Deniz, Hasan, Ezgi Yesilyurt, Steven J. Newman, and Erdogan Kaya. "Toward Defining Nature of Engineering in the Next Generation Science Standards Era." In Critical Questions in STEM Education, 33–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57646-2_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Moss, Glenda. "Standards, Critical Literature, and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development." In Critical Pedagogy and Teacher Education in the Neoliberal Era, 127–39. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9588-7_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Arguís-Rey, Ricardo. "Positive Education in Practice." In The Palgrave Handbook of Positive Education, 49–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_3.

Full text

Abstract:

AbstractIn recent years, there has been significant growth in positive education programs and experiences around the world. From an international perspective, there is considerable variety in practices in this field. It is encouraging to note that positive psychology is entering the classrooms and becoming an important movement for educators in many countries. But at the same time, it is critical to reflect on the evolution of this movement and assess whether its implementation is having the desired effects. Current practices are varied and not all of them meet necessary quality standards. Furthermore, it is necessary to analyse the enabling and hindering conditions that arise from practice in educational settings, so as to better understand what is working well and what needs to be improved. This chapter discusses these issues, suggests proposals for implementation for practitioners, and highlights the necessity for positive education to be available for all educational settings and contexts, regardless of characteristics or financial resources.

APA, Harvard, Vancouver, ISO, and other styles

Wittmann, Erich Christian. "Mathematics Education as a ‘Design Science’." In Connecting Mathematics and Mathematics Education, 77–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_6.

Full text

Abstract:

AbstractMathematics education (didactics of mathematics) cannot grow without close relationships to mathematics, psychology, pedagogy and other areas. However, there is the risk that by adopting standards, methods and research contexts from other well-established disciplines, the applied nature of mathematics education may be undermined. In order to preserve the specific status and the relative autonomy of mathematics education, the suggestion to conceive of mathematics education as a “design science” is made. In a paper presented to the twenty second Annual Meeting of German mathematics educators in 1988 Heinrich Bauersfeld presented some views on the perspectives and prospects of mathematics education. It was his intention to stimulate a critical reflection’among the members of the community’ on what they do and what they could and should do in the future (Bauersfeld 1988). The early seventies have witnessed a vivid programmatic discussion on the role and nature of mathematics education in the German speaking part of Europe (cf., the papers by Bigalke, Griesel, Wittmann, Freudenthal, Otte, Dress and Tietz in the special issue 74/3 of the Zentralblatt für Didaktik der Mathematik as well as Krygowska 1972). Since then the status of mathematics education has not been considered on a larger scale despite the contributions by Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate. In recent years the interest in a better understanding of the nature and role of mathematics education has also grown considerably at the international level as indicated, for example, by the ICMI-study on ‘What is research in mathematics education and what are its results?’ launched in 1992 (cf., Balacheff et al. 1992). The following considerations are intended both as a critical analysis of the present situation and an attempt to capture the specificity of mathematics education. Like Bauersfeld, the author presents them ‘in full subjectivity and in a concise way’ as a kind of ‘thinking aloud about our profession’. (The present paper concentrates on the didactics of mathematics although the line of argument pertains equally to the didactics of other subjects and also to education in general (cf., Clifford and Guthrie 1988, a detailed study on the identity crisis of the Schools of Education at the leading American universities).)

APA, Harvard, Vancouver, ISO, and other styles

Lehman, Paul R. "The Power of the National Standards for Music Education." In Critical Essays in Music Education, 409–14. Routledge, 2017. http://dx.doi.org/10.4324/9781315095257-24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Butale, Chandapiwa, and Dineo Phana Motswagosele. "A Critical Analysis." In Prevention and Detection of Academic Misconduct in Higher Education, 184–203. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7531-3.ch009.

Full text

Abstract:

The University of Botswana (UB) has set high standards for student conduct aimed at maintaining its vision to be a leading center of academic excellence in Africa and the world. The institution pursues excellence by establishing high entrance requirements and strict regulations governing academic conduct. Students are expected to uphold the tenets of excellence through (among others) accountability for their performance and honesty in their pursuit of academic goals. Despite the high standards, cases of academic misconduct still occur. This chapter explores the reasons behind unsanctioned academic behavior by students. Further, the meaning of academic misconduct at the UB and how it is addressed will be discussed. This work will also interrogate the gap between institutional expectations and student behavior to find mutually beneficial ways to attain excellence.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Standard critial education"

Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

Full text

Abstract:

The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

APA, Harvard, Vancouver, ISO, and other styles

Du, Juanjuan. "Reflection on "Aesthetic Standard of Daily Life" A Critical Interpretation of Current Consumer Society." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Duggan-Haas, Don, Robert M. Ross, Tim White, Alexandra Moore, and Louis A. Derry. "CRITICAL ZONE SCIENCE IS TO SCIENCE AS THE NEXT GENERATION SCIENCE STANDARDS ARE TO SCIENCE EDUCATION." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-308365.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Raman, Arvind Shankar, Dustin Harper, Karl R. Haapala, Barbara S. Linke, William Z. Bernstein, and KC Morris. "Challenges in Representing Manufacturing Processes for Systematic Sustainability Assessments: Workshop on June 21, 2018." In ASME 2019 14th International Manufacturing Science and Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/msec2019-3032.

Full text

Abstract:

Abstract A workshop on Challenges in Representing Manufacturing Processes for Systematic Sustainability Assessments, jointly sponsored by the U.S. National Science Foundation, the U.S. National Institute of Standards and Technology, ASTM International, the American Society of Mechanical Engineers, and the Society of Manufacturing Engineers, was held in College Station, Texas on June 21, 2018. The goals of the workshop were to identify research needs supporting manufacturing process characterization, define limitations in associated education practices, and emphasize on challenges to be pursued by the advanced manufacturing research community. An important aspect surrounded the introduction and development of reusable abstractions of manufacturing processes (RAMP), which are standard representations of unit manufacturing processes to support the development of metrics, methods, and tools for the analysis of manufacturing processes and systems. This paper reports on the workshop activities and findings, which span the improvement of engineering education, the understanding of process physics and the influence of novel materials and manufacturing processes on energy and environmental impacts, and approaches for optimization and decision-making in the design of manufacturing systems. A nominal group technique was used to identify metrics, methods, and tools critical to advanced manufacturing industry as well as highlight the associated research challenges and barriers. Workshop outcomes provide a number of research directions that can be pursued to address the identified challenges and barriers.

APA, Harvard, Vancouver, ISO, and other styles

Gorbacheva, M. M. "FACTORS CONTRIBUTING TO THE EFFICIENCY OF SELF-EDUCATIONAL ACTIVITIES OF UNIVERSITY STUDENTS." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.8-19.

Full text

Abstract:

The study of the principles and approaches to the organization of self-educational activities in a university, the determination of its place in the process of professional training is one of the relevant topics of psychological, pedagogical and methodological research in the modern Russian scientific field. At the same time, such an aspect of the problem being studied as the development and justification of a complex set of factors contributing to the efficient organization of the self-educational activities of university students in the face of changing requirements of state standards and the development of modern professional education requires additional research. The article presents the results of a theoretical study of factors contributing to the efficiency of self-educational activities of university students. The first factor determining the efficiency of the self-educational activities of university students is the integrative nature of educational tasks. Students' self-educational activity, based on this approach, demonstrates efficiency when observing the following provisions: setting goals that involve an independent search for contradictions and identifying ways to solve them; development of a strategy of self-educational activity, taking into account the personality characteristics of the student and the level of his/her training; the goals of self-educational activities should be formulated in such a way that their achievement requires the student to use the full range of competencies acquired in the process of mastering individual academic disciplines: social, communicative and specialized; a clear structuring of the types and levels of integration in the curriculum of self-educational activities on the basis of gradually complicated problem-oriented tasks of the activity; providing the student with the right to choose the means and the algorithm for achieving the goal, taking into account his personal potential. The second factor contributing to the efficient flow of self-educational activities of university students is the formation of their motivation-value attitude to this type of activity through the development of motivation for professionalism, abilities and achievements. The authors consider the motivational component of the structure of self-educational activity as a key, giving rise to the entire learning process. The third factor that determines the efficient development of the skills of self-educational activities of university students is the use of telecommunication technologies, aimed at developing critical thinking and activating mental abilities. The authors believe that the described factors are basic and should be subjected to a more detailed analysis, which will become the basis for substantiating the set of pedagogical conditions for organizing this type of educational work.

APA, Harvard, Vancouver, ISO, and other styles

Zeps, Arturs, Juris Iljins, and Leonids Ribickis. "Integration of EFQM Excellence Model in RTU Development Strategy: Pilot Project Review." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.044.

Full text

Abstract:

Research described in this article provides analysis of potential improvements gained to management process of higher education institutions and strategic planning by applying EFQM model and European Standarts and Guidelines (ESG). This research indicates the most crucial process elements of strategic planning in higher education institutions. Authors have analyzed pilot project where the EFQM excellence model and ESG are applied to the process of the strategic planning. Based on Riga Technical University’s pilot project this article describes the role of EQFM excellence model and its impact on reaching the strategic targets set by the higher education institution. Authors have analysed and within focus groups explored the EFQM excellence model and ESG, identifing most critical aspects and facotrs of application process to strategic planning and quality assurance. Based on lessons learned authors have suggested a set of activities Riga Technical University should introduce to improve the strategic planning, structure of internal processes and quality management.

APA, Harvard, Vancouver, ISO, and other styles

Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

Full text

Abstract:

Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.

APA, Harvard, Vancouver, ISO, and other styles

Koohang, Alex, Kevin Floyd, Julie Santiago, Steve Greene, and Keith Harman. "Design Development and Implementation of an Open Source Learning Object Repository (OSLOR)." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3255.

Full text

Abstract:

This paper presents the birth of an open source learning object repository (OSLOR) from design to implementation. Critical design issues such as user interface, type of LOR, standards, metadata, and the programming language were considered in the process. These issues revolve around the essential characteristics of LOR, i.e., interoperability, reusability, and accessibility. Conclusion and recommendations are made for future advancement of the OSLOR and its sustainability.

APA, Harvard, Vancouver, ISO, and other styles

Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

Full text

Abstract:

The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.

APA, Harvard, Vancouver, ISO, and other styles

Gharib, Mohamed, Benjamin Cieslinski, Brady Creel, and Tala Katbeh. "A Model Engineering-Based STEM Learning Program." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10360.

Full text

Abstract:

Abstract Over the years, various programs have been created to entice students to the STEM disciplines at early stages of their education. This paper gives insight to STEM education pedagogy through a model STEM program — named “Future Engineers”. Future Engineers was developed and implemented at Texas A&M University at Qatar with the aim of developing and channeling students’ critical thinking skills to apply science and engineering approaches to a real-life problem. The theme of the program was aeronautical engineering and it enabled the students to apply what they have learned in hands-on activities and competitions that challenged the students into performing an objective analysis approach to their designs. Throughout the program, students learned about the advancements of flight instrumentation and how aviation evolved into today’s specialized career field. In addition, the program topics included the standard atmosphere, airplane flight principles, structural concepts, airplane stability, material selection, aerodynamics, and wing airfoil selection. The program encapsulates concepts related to physics, mathematics, engineering, 3D CAD modeling, and 3D printing. This paper identifies the different phases of the program development and the program outcomes in terms of projects created. Future Engineers displayed a significant impact toward the students’ motivation to explore and learn more about science and engineering.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Standard critial education"

Schlobohm, Trisha. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2750.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

Full text

Abstract:

Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!