Extractions: Search all sections About DfT Access for Disabled People Accident Investigation Aviation Crime and Public Transport Freight Logistics Local Transport Railways Road Safety Roads and Vehicles Science and Research Shipping and Ports Sustainable Travel Transport Security Transport Statistics Transport Strategy Understanding People's Needs Understanding People's Needs Local Authorities Motorists Parents, Teachers and Schools Passengers ... Road safety research reports Other Formats: 613 Kb 564 Kb Download help Although this report was commissioned by the Department, the findings and recommendations are those of the authors and do not necessarily represent the views of the Department for Transport. Chapter 15 A more comprehensive register 15.1.1. At present the only compulsory registration for instructors of driving is that of Approved Driving Instructor (ADI). The Register of ADIs is administered by DSA. In order to charge money for providing car driving tuition an instructor must be a registered ADI or currently a PDI and holder of a Trainee Licence. 15.1.2. At present a voluntary register exists for LGV and fleet driver instructors, but not for other classes of vehicle. Such a voluntary registration system may be a useful precursor for a future compulsory system. Such a system could be brought in once:
Extractions: Search all sections About DfT Access for Disabled People Accident Investigation Aviation Crime and Public Transport Freight Logistics Local Transport Railways Road Safety Roads and Vehicles Science and Research Shipping and Ports Sustainable Travel Transport Security Transport Statistics Transport Strategy Understanding People's Needs Understanding People's Needs Local Authorities Motorists Parents, Teachers and Schools Passengers ... Road safety research reports Other Formats: 613 Kb 564 Kb Download help Although this report was commissioned by the Department, the findings and recommendations are those of the authors and do not necessarily represent the views of the Department for Transport. PART A Background to the project 1.1.1. There are a disproportionate number of new and young drivers represented in the roadcasualty statistics. In 1998 seven per cent of driving licences were held by drivers aged 17 to21, yet drivers of this age were involved in 13 per cent of injury accidents. It can be arguedthat better driver training would reduce these numbers, and that to deliver better training,improvements are needed to the way in which driving instructors are themselves trainedand qualified. 1.1.2. The research reported here does not test these arguments, it assumes they are valid. Theresearch was restricted to a review of the current regime for training and qualification ofthose who teach car drivers, formally titled Driving Standards Agency Approved DrivingInstructor (Car) but referred to throughout this report as ADI, and recommendations aimedat improving the standard of ADIs. Other instructors who teach driving other vehicles(including motorcycles) are excluded.
The Brookings Institution detailed in The Great Curriculum Debate How Should We teach Reading and Center AnnualReport on American Education Tom Loveless raising standards or raising http://bookstore.brookings.edu/book_details.asp?product_id=10881
The Brookings Institution raising standards or raising Barriers? Center Annual Report on American EducationTom Loveless The Great Curriculum Debate How Should We teach Reading and http://bookstore.brookings.edu/book_details.asp?product_id=11065
News : Richard W. Riley You also are part of a very long tradition of Bank Street sending only the very bestto teach in America s classrooms raising standards is much more than that. http://www.bankstreet.edu/news/richardriley.html
Extractions: NCATE works to make a difference in the quality of teaching and teacher preparation today, tomorrow, and for the next century. The 21 st century will demand more of our students. The information society requires a higher level of skill and knowledge of all individuals than did the industrial economy, geared to factory production. Individuals should be able to reason analytically, solve complex problems, and gather and synthesize data. Therefore, student performance must rise to a higher level. As the society raises its expectations for student achievement, it must concomitantly raise standards for teachers. Teachers must be able to help all students increase conceptual understanding and analytical ability. Yet every fall, administrators struggle to provide a qualified teacher for every classroom. It is an increasingly difficult taskeven an impossible task in some districts. Administrators often resort to hiring anyone that they can. Teachers are often hired at the last minute, as bureaucratic hiring procedures create roadblocks for qualified candidates. Teachers are assigned to teach out-of-field courses in shortage areas such as math or science. Many legislators see nothing wrong with hiring anyone with a bachelors degree. These policymakers still have the view of teaching as a simple, rote activity that anyone can dono special preparation required. According to the National Commission on Teaching and Americas Future:
Extractions: By Ronald A. Wolk How will parents and the public react when public schools fail large numbers of students and deny seniors graduation on the basis of a test score? Standards-based school reformthe strategy of choice in the United Statesis on a collision course with reality. Forty-nine states and a number of urban districts have set standards for what students should know and be able to do at various points in their school careers. Half the states hold schools accountable and apply sanctions to those whose students fail to meet the standards. At least a thirdwith more soon to followrequire students to score at designated levels on tests to get promoted and/or graduate. This fall, for example, Boston adopted a new student-promotion policy designed to end social promotion. The policy spells out in detail "what courses students must take, what projects and papers they must complete, and what tests they must pass in order to be promoted or to graduate." The requirements are formidable even for kids who can read. New York state has toughened its already tough regents' exam, and students must pass it to get a diploma.
Extractions: By Marc Tucker and Judy Codding Standards-based education will not work without incentives and consequences. Almost every state either has academic standards or is producing them. That might lead the casual observer to decide that the move to use standards to boost student performance is nearly complete. That is hardly the case. What the states have produced are content standardsstatements about what students should know and be able to do. Though these standards have some serious flaws, producing them is an achievement. But the main problem is that these content standards are difficult, if not impossible, to use for any practical purposes because they are not performance standards. Performance standards enable teachers, students, and parents to judge whether a particular piece of student work actually meets the standard. Performance standards have three partsa succinct description of what students must know and be able to do (that's the content standard), samples of student work to create a vivid image of what kind of work meets the standards, and commentaries on those samples that explain the features that raise them to the standards. Including examples of student work is the key to making the standards usable by teachers, children, and parents. Any student should be able to look at a performance standard and say, "I understand now. I can learn how to do that."
Extractions: Recommendations Regarding the Implementation of Standards In 1990, the President and Governors agreed on national education goals and committed themselves to a decade of sustained action to meet those goals. With the Congress, they created the National Education Goals Panel to measure and support the nation's and states' progress toward meeting the goals. To meet Goal 3, on Student Achievement, and Goal 5, on Mathematics and Science, a consensus has emerged that as Americans we must agree on our priorities the results we expect from students in core academic areas. In 1993 the Panel stated its support for "content" standards that are rigorous and challenging, reflecting high expectations for what students should know and be able to do. The National Education Goals Panel now extends it past support for developing standards to the next steps in implementing clear, rigorous content standards. The Goals Panel applauds the many states and professional groups that have developed academic standards. The Panel believes, however, that the development of academic standards documents by states is a valuable first step in a longer process that must be accompanied by sustained efforts to support schools, teachers and administrators in their implementation. The Panel and representatives of the organizations working with it advocate the following set of principles, already in effect in some pioneering states and schools, as a sound basis for all states to implement their standards:
Extractions: Raising Standards on the Web - A Conversation with John Shores, Colombia RPCV Peace Corps Online Directory Colombia Peace Corps in Colombia : Raising Standards on the Web - A Conversation with John Shores, Colombia RPCV By Admin1 (admin) on Monday, June 25, 2001 - 01:41 pm: Edit Raising Standards on the Web - A Conversation with John Shores, Colombia RPCV I have always been fascinated with tools and machinery. As a small child, I wanted to know how everything worked. So I took things apart... and usually got them back together, too. When personal computers hit the scene in the early 1980s, I was at Michigan and managed to get involved with the initiative to bring personal computers into the School of Natural Resources. At some moment, everyone has probably complained about training manuals, but I happen to enjoy reading them. I want to know everything a computer can do, what all the applications can do, and how to use them. So reading training manuals was a no-brainer. With the manuals under my belt, I was beginning to help people purchase computers, install new hardware, and learn to use the software.
Standards And Curriculum Resources from businessas-usual and toward raising standards and getting for Music Educationlists national standards for music and tutors to learn to teach the basic http://edreform.com/education_reform_resources/academic_standards.htm
Extractions: Website: http://www.edexcellence.net The Fordham Standards Project ( http://www.edexcellence.net/standards/best.html ) looks at state standards across the country, including an overview of the way specific subjects are treated throughout the nation, as well as a look at the best out there. Achieve, Inc., Resource Center on Standards, Assessment, Accountability, and Technology Website: www.achieve.org Achieve, a private, not-for-profit organization, assists Governors and business leaders in their efforts to improve student achievement to world class levels through the development and implementation of high academic standards, assessments, and accountability systems and the effective use of technology to achieve standards. Achieve is developing a national clearinghouse of information and research on academic standards. No Excuses Campaign
CER Frequently Asked Questions: Local Reform Efforts See also The American Education Diet and ELC s The standards Primer raising teacherQuality. of teachers lack the training they need in the subjects they teach. http://edreform.com/school_reform_faq/education_reform.htm
Extractions: About State and Local Reform Issues The following are answers to frequently asked questions (FAQ) about what is being and can be done at the state and local level to encourage districts and individual schools to provide better education services and be more accountable. The answers to these FAQs are intended to provide only an introductory overview of key issues. Links are provide to take you to areas with additional information. Raising Standards What Are Standards? There are 2 kinds of standards, (1) content and (2) performance. The first is the most important. Good content standards are clear expectations for learning and teaching. They clearly identify what is information and concepts are important to the students, teachers, parents, test-developers, and text authors. How are States Responding to the Demand for Higher Standards? The National Education Commission on Time and Learnings 1994 report Prisoners of Time accentuates an important point. For years the modern secondary public education wrongly emphasized time rather than mastery. We lacked a standards-based education. For more information visit Academic Standards and Curriculum Research and Resources . See also The American Education Diet and ELC's The Standards Primer Raising Teacher Quality What is the Condition of Teacher Quality Today?
The Ohio Federation Of Teachers raising standards for obtaining a license to teach and revamping teacherpreparation programs at Ohios colleges and universities,. http://oft-aft.org/who/who.htm
Extractions: The Ohio Federation of Teachers Who we are What we do The Ohio Federation of Teachers (OFT) represents over 20,000 teachers, school employees, higher education faculty and social service professionals in 53 local unions. They include large and urban affiliates and small, rural locals. OFT is affiliated with the American Federation of Teachers (AFT) and the AFL-CIO. OFT strives to represent the full range of members professional concerns. We strive to raise professional standards, including salaries, and to improve teaching and learning conditions. Our policies and programs reflect our members need for economic security, fair treatment and job satisfaction along with their professional commitment to meeting the needs of their clients. OFT is committed to quality education and other public services, and supports reform and innovation that serve those ends. Our locals have a solid record of using the collective bargaining process to improve quality. OFT locals have negotiated: The countrys first peer assistance and evaluation programs for teachers, Teacher career ladder plans that cultivate and reward advanced knowledge, skills and professional leadership roles
Extractions: Are you confused by terms that educators use? The Lexicon of Learning might be just what you need. Do you need help understanding terms in No Child Left Behind? See the Glossary at Education Place Research Corner The Research Corner, a supporting page of resources associated with State and National Standards, begins with information about Scientifically Based Research and Efforts to Determine Product Effectiveness. You will also find research and resources related to: Get Adobe Acrobat Reader , free software for pdf files, which appear on this page. NCLB and Scientifically Based Research HOT : No Child Left Behind legislation calls for educators to employ researched-based instructional materials and methodologies in their instruction that get results. The U.S. Department of Education has set up the What Works Clearinghouse (WWC) to provide easily searchable databases containing this scientific evidence. During its first year, the WWC focused on seven topics: interventions for beginning reading; curriculum-based interventions for increasing K-12 math achievement; preventing high school dropout; increasing adult literacy; peer-assisted learning in elementary schools for reading, mathematics, and science gains; interventions to reduce delinquent, disorderly, and violent behavior in middle and high schools; and interventions for elementary school English language learners.
Extractions: There's been a lot of talk lately about the funding crisis our school may soon be facing. Our administration officials are worried cuts in funding, when we are already under-funded, will impair K-State's ability to teach all the extra new students who everybody says are coming in the next few years. What to do? Without money, K-State can't pay enough faculty. Without enough faculty, K-State can't provide a good education. Without providing a good education, both the students and the school's reputation will suffer. Wefald and others have a couple solutions to offer. Let's take a look ... Reward teaching: Apparently, some of our professors don't really like doing all that pesky research that brings reputation, and, in some cases money, to our school. So, says the administration, let them teach. Don't punish those teachers who wish to spend more time educating their students than mucking about with research. The best thing is that this will allow those teachers who really want to do only research to focus more on their own projects.
What Policymakers Can Do New teacher Assessment and Support Consortium are leaders in raising standards foraccreditation because teachers stay in the profession and know how to teach. http://www.glef.org/php/article.php?id=Art_794&key=039
Raising The Bar What makes a great teacher? raising the bar. I hope that these standards will maketeachers in the county teach psychology in a scientific point of view http://www.apa.org/monitor/sep03/raising.html
Extractions: Print version: page 53 Teaching psychology as a science has always been important to high school psychology teachers Marie Smith, PhD, and Faye Johnson. That's why the two led a drive to make APA's National Standards for the Teaching of High School Psychology a required part of psychology teaching in their Maryland school district, Montgomery County Public Schools. The district is field testing the standardswhich emphasize psychology's research and methodology in theories and conceptsin its 23 high schools through Advanced Placement and experimental psychology courses. "I hope that these standards will make teachers in the county teach psychology in a scientific point of view rather than an emotional point of view," says Johnson, who teaches psychology at Paint Branch High School in Burtonsville, Md. "Sometimes people feel psychology can be more of a way of therapy or support, but that's really not what high school psychology is about at all. We need to encourage students to become better critical thinkers."
Review: NLS Paper. The debate is far from shallow, but is at the heart of raising standards. It alsostates that successful teaching should teach all aspects of literacy http://www.spellingsociety.org/journals/j23/nlspaper.html
Extractions: [See other articles about NLS , and by Chris Jolly The Implementation of the National Literacy Strategy published August 1997 for the National Literacy Strategy by the Department for Education and Employment (London), 55pp. This 55 page document sets out the Government's strategy for raising literacy standards in England and Wales. It is the successor to documents published at a consultative conference in February 1997 which was attended by Chris Upward and myself.
Raising Standards. Chris Jolly's keynote speech to the British Council conference in Brunei in October 2003. raising standards is what everyone wants raising standards. He will also look at it in more depth in http://www.spellingsociety.org/media/jolly1.html
Extractions: [See Journal and Newsletter and SPB articles, radio interview and press release by Chris Jolly.] British Council conference, Brunei, Thursday 9th October 2003. Raising standards is what everyone wants, is it not? In practice it is not so simple. Experts have different views about what 'raising standards' means. Creativity and expression may be thought to conflict with learning skills and facts. There is a need to balance the limitations of time, and more especially of money. We need to ask who should drive the raising of standards? Should it be government through a specified curriculum, or to what extent should teachers be informed and given the decision making - and then be evaluated on their results? What role for private education and the market place? Chris Jolly will explore these conflicting issues in raising standards. He will also look at it in more depth in his own field of publishing, the use of phonics to teach reading and writing, where differences of view have long been played out.
Key Stage 3 of my colleagues teach other subjects and cannot come to ICT subject meetings.What should I do? It is difficult for a subject leader to raise standards if http://www.standards.dfes.gov.uk/keystage3/faq/?faq_id=1680