Archived: Raising Standards Of Achievement And Discipline A r c h i v e d I n f o r m a t i o n. America Goes Back to School August 1995. raising standards of Achievement and Discipline. I. Key Facts organizations, and communities are working on raising academic standards to reach the Goals Conduct conflict resolution workshops that teach children how to respond without violence http://www.ed.gov/Family/BTS/pt8.html
Extractions: A r c h i v e d I n f o r m a t i o n America Goes Back to School - August 1995 Areas of Progress. In 1989, the nation's governors, led by then-Governor Clinton and then-President Bush reached agreement that unless the nation established clear education goals and citizens worked cooperatively to achieve them, the United States would be unprepared for the challenges of the 21st century. Congress adopted eight National Education Goals in 1994 and states, national organizations, and communities are working on raising academic standards to reach the Goals. Communities across the country are also adopting fair but rigorous codes of discipline that create classroom environments conducive to learning. High expectations and high standards bring out the best in students and schools. One of the ways that families, communities, and school personnel choose to work together to improve their schools is to help set high academic and occupational standards and help students work hard to meet them. Standards are best set at the state and local levels.
Extractions: Introduction This PEER Information Brief is about standards-based education reform and students with disabilities. Its purpose is to give parents of children with disabilities an introduction to some of the key ideas behind standards-based education reform efforts. It describes the role of standards in improving education and how participation in state standards and the general education curriculum can increase educational opportunities for children with disabilities. PEER Information Brief provides ideas and tools that parents can use to continue to build upon their efforts to improve education for children individually and in program and policy development. Peer Information Briefs are written primarily for parents of students with disabilities, although others who have a concern for quality education for students with disabilities may also find them useful.
October 1998: Black Kappan Home. PDK Home. Inside the Black Box raising standards Through Classroom Assessment. By Paul Black and Dylan Wiliam All teachers make assessments in every class they teach. But there are http://www.pdkintl.org/kappan/kbla9810.htm
Extractions: PDK Home Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement, Mr. Black and Mr. Wiliam point out. Indeed, they know of no other way of raising standards for which such a strong prima facie case can be made. Illustration 1998 by A. J. Garces RAISING the standards of learning that are achieved through schooling is an important national priority. In recent years, governments throughout the world have been more and more vigorous in making changes in pursuit of this aim. National, state, and district standards; target setting; enhanced programs for the external testing of students' performance; surveys such as NAEP (National Assessment of Educational Progress) and TIMSS (Third International Mathematics and Science Study); initiatives to improve school planning and management; and more frequent and thorough inspection are all means toward the same end. But the sum of all these reforms has not added up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Teachers have to manage complicated and demanding situations, channeling the personal, emotional, and social pressures of a group of 30 or more youngsters in order to help them learn immediately and become better learners in the future. Standards can be raised only if teachers can tackle this task more effectively. What is missing from the efforts alluded to above is any direct help with this task. This fact was recognized in the TIMSS video study: "A focus on standards and accountability that ignores the processes of teaching and learning in classrooms will not provide the direction that teachers need in their quest to improve."
Really Raising Standards - Michael Shayer - EBooks Written by experienced teachers and educational researchers Phillip Adey and MichaelShayer, Really raising standards analyses attempts to teach children to http://www.ebookmall.com/alpha-titles/Really-Raising-Standards-Shayer-Taylor-cr.
Extractions: by Michael Shayer Really Raising Standards by Michael Shayer Written by experienced teachers and educational researchers Phillip Adey and Michael Shayer, Really Raising Standards analyses attempts to teach children to think more effectively and efficiently. Their practical advice on how to improve children's performance by the application of the findings of the CASE research project will radically alter the approach of many professional teachers and student teachers as to the education of children in schools. An important contribution to the application of psychological theory in education.
A License To Teach: Raising Standards For Teaching 1999, soft cover, 225 pages Order ALTTWEB $23.00. A License to teach RaisingStandards for teaching. Linda Darling-Hammond, Arthur E. Wise Stephen P. Klein. http://www.nprinc.com/legacy/catalog/spec-ed/classmgt/license.htm
Extractions: Raising Standards for Teaching This practical, incisive volume argues that the current process for teacher licensing does not always guarantee competence in the classroom. Too often, states have failed to create and enforce standards based on valid measures of who can teach effectively. The authors of this book provide a comprehensive blueprint for developing a better system of teacher licensing. You will find examples of real-life standards, exams, assessments, and other useful tools. 1999, soft cover, 225 pages
The Standards Site: Publications Gender and mathematics what can research tell us about how we teach mathematicsto Cowen In site location , raising standards in narrative writing in KS2, http://www.standards.dfes.gov.uk/ntrp/publications/
Extractions: @import url(/static/NTRP/NTRP.css); Skip over navigation Research summaries from the Teacher Research Conference 2004 can be downloaded from this page. A description of the content of each one is available on our Conference page Some users are experiencing difficulty in downloading these files. We are working to rectify this problem, but in the meantime if you would like a summary to be emailed to you, please contact us and let us know which one. Publication name Description Download Use the mouse to right-click over the link and Save target as (or a similar command). Sort by: A-Z DATE Anderson Thinking skills in the classroom: Using the odd one out to develop and understanding of fiction 2549 KB 493 KB back to top ^ Arrowsmith and Hay Creating a research culture in school â with an insight from a teacher new to research 2956 KB 83 KB back to top ^ Arthington Using data to ensure gifted and talented students achieve their full potential in Design and Technology 3205 KB 1812 KB back to top ^ Bartley Developing learning strategies in writing French at KS4 854 KB 66 KB back to top ^ Baumfield and Butterworth Developing and sustaining professional dialogue about teaching and learning 2443 KB 87 KB back to top ^ Gender and mathematics: what can research tell us about how we teach mathematics to boys and girls?
Teachers And GOALS 2000 -- Raising Standards raising standards. and in our community to move every child toward those standards? inan age of information overload, what teachers will teach? asks Gloria http://www.ed.gov/G2K/teachers/standard.html
Extractions: A r c h i v e d I n f o r m a t i o n Teachers and GOALS 2000: Leading the Journey Toward High Standards for All Students Raising Standards I t's no secret: Many children in this country can learn more than they currently do. Helping children learn more begins with higher expectations. But is it realistic to expect all students to reach high standards? Sharon LeBlond, a Chapter 1 teacher in rural Norway, Maine, tells about low-performing students who achieved dramatic gains on state assessments. It happened after she began using the National Council of Teachers of Mathematics standards to guide improvements in instruction. (Satellite Town Meeting, U.S. Department of Education, September 1993) Eileen Barton of Chicago's Sullivan High School says that "By requiring that all our students demonstrate the competencies we had earlier demanded from only a few, we found they not only could meet our expectations but were willing to work harder than ever before to do so." (Horace, Coalition of Essential Schools, Jan 93) It's not just currently low-performing students. Many students who now earn decent grades must be challenged to stretch for the higher levels of learning that they are capable of reaching. Consider: Only 7 percent of our students take the Advanced Placement in biology, while more than four times that percentage of students in other countries take comparably challenging biology tests 31 percent in England and Wales, 43 percent in France, 37 percent in Germany, and more than 40 percent in Japan. How many students
Archived: Appendix IV: Regional Education Laboratories in raising standards for American raising education standards will promote a dialogue among educators, parents, and the public that redefines what should be taught and how to teach http://www.ed.gov/pubs/IASA/newsletters/standards/pt2.html
Extractions: A r c h i v e d I n f o r m a t i o n Improving America's School: A Newsletter on Issues in School Reform - Spring 1996 The standards setting process typically includes the development of the following three components: The experiences of state and local educatorsincluding superintendents, curriculum directors, school administrators, and teachersshow that standards setting can accomplish three important goals. First, committing to high academic standards makes the unequivocal statement that all students are expected to excel academically. Second, standards setting engages parents and community members in a broad-based debate about what students should know and be able to do and strengthens the connections between state and local education reforms. Third, standards setting involves classroom teachers, parents and other members of the school community in the educational improvement process. Participants in standards settingwhether classroom teachers, parents, or business leadersreport that the process inspires a sense of community ownership and an immediate classroom response: North Dakota teacher, Linda Corner, observed, "The standards make clear what we should be achieving at the end of each grade." A citizen member of Massachusetts' standards setting team, Clifton Reed, reports: "You have more teachers attuned to where you are trying to go and how it will cut across the various disciplines;" and Cynthia Bianco, Niagara City Public Schools assistant to the superintendent, explains, "We asked the community to tell us what they expected us to do for them. As a result of that process, everything we do is tied into a standard, or we shouldn't be doing it."
Raising Standards For Teachers An Imperative cation.Continued on page 2Raising standards for teachers An ImperativeTSenator Jeff teachers are prepared to teach to high standards.More states are realizing the usefulness of http://www.ncate.org/pubs/qtf98.pdf
Extractions: Sign in Register Go to: Guardian Unlimited home UK news World news Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs Life MediaGuardian.co.uk Money The Observer Online Politics Shopping SocietyGuardian.co.uk Sport Talk Travel Audio Email services Special reports The Guardian The weblog The informer The northerner The wrap Advertising guide Crossword Dating Headline service Syndication services Events / offers Help / contacts Information Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer The good news At primary level, the gap between the highest and lowest performing schools is narrowing. Inspectors judged teaching to be poor in fewer than one in 25 lessons last year - the lowest yet The number of schools failing to provide pupils with an acceptable standard of education is falling. Some 137 schools were placed in special measures, compared with 230 in the previous year Headteachers and senior staff in primary schools are better at analysing and responding to assessment data, but the setting of curricular targets remains weak
Extractions: Sign in Register Go to: Guardian Unlimited home UK news World news Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs Life MediaGuardian.co.uk Money The Observer Online Politics Shopping SocietyGuardian.co.uk Sport Talk Travel Audio Email services Special reports The Guardian The weblog The informer The northerner The wrap Advertising guide Crossword Dating Headline service Syndication services Events / offers Help / contacts Information Living our values Newsroom Reader Offers Style guide Travel offers TV listings Weather Web guides Working at GNL Guardian Weekly Money Observer There is a hard core of children and schools for whom raising standards is an almost impossible challenge, the education watchdog said today. According to Ofsted chief David Bell, most schools have some pupils with no social skills, whose language is "offensive" and who have "little or no understanding of how to behave sensibly". A shortage of staff qualified to teach particular subjects in secondary schools has exacerbated the problem, he indicated in his first annual report since taking over the job last May.
Evaluating teachers are at the heart of raising standards. Wherever standards are excellent wesee excellent teachers involved. they can fit into the way you teach; we can http://www.rm.com/Primary/Products/Story.asp?cref=IS725&catref=4220.127.116.1106
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Raising Standards Of Achievement In Science techniques which have proved effective in raising standards of achievement have alongterm effect in raising achievement with information about how to teach it http://www.scre.ac.uk/rie/nl64/nl64harlen.html
Extractions: Research in Education No. 64 Spring 1999 WHAT HAS RESEARCH to tell us about approaches and techniques which have proved effective in raising standards of achievement in science? This was the question posed for a review of research into science teaching in upper primary and lower secondary schools undertaken by SCRE for the Scottish Office. It was conducted in the wake of findings from national and international surveys of student achievement that showed deficiencies in Scottish pupils' performance, particularly at the end of the first two years of secondary school and to some extent at the end of primary school. However, the findings have relevance beyond the context of science in Scottish schools. "Learners bring pre-existing ideas to new experience and if these are non-scientific they are often difficult to change." Teaching science is multifaceted; there is no single variable which can be changed without affecting other aspects or even a collection of variables which can be manipulated as a whole in the expectation of improving achievement. Research studies have each focused on one or two aspects, leaving the combined effect of changes in several aspects as outcomes which can only be inferred. In the review eight different aspects which have been the focus of research studies were considered. This article attempts to look across these aspects at the several themes that emerged: practical work, the use of computers, changing pupils' ideas, increased emphasis on reflection and meta-cognition, assessment, planning, questioning, and improving teachers' understanding of science and of teaching and learning science.
SCRE Press Releases raising standards of Achievement in Science The Research Evidence. lessons, integratinginformation about subject matter with information about how to teach it http://www.scre.ac.uk/pr/pr99003.html
Extractions: The Research Evidence There is research evidence to show how change in various aspects of science teaching in lower secondary and upper primary schools can increase its effectiveness. This is the conclusion of a research review of science teaching conducted by one of the UK's most respected science educators, Professor Wynne Harlen. The review, published by the Scottish Council for Research in Education tomorrow, looked in particular at UK and international research into eight aspects of science education with an impact on pupils' achievement: practical work; the use of computers; approaches to constructivism; assessment; planning, questioning and using language; cognitive acceleration; the curriculum; and improving teachers' understanding of science. These are among the points made by Professor Harlen: "Science education in school has to fulfil two roles: to prepare future scientists and technologists and to provide all citizens with sufficient knowledge and understanding to enable them to make sensible decisions about science-related issues that affect all our lives. The first role has had a strong influence on school science in the past but it is now generally agreed that in the future far more attention should be given to the second.