by Sam Chi Ah, Sylvia. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 36-40). / Chapter CHAPTER 1 --- Introduction --- p.5 / Aim of this paper --- p.5 / Quality in educaiton --- p.5 / Why rneasure quality --- p.6 / Multi-dimensional aspect of the measurement --- p.8 / Wbat are we measuring --- p.9 / Chapter CHAPTER 2 --- APPROACHES TO MEASURING EDUCATION QUALITY --- p.13 / By objectives --- p.16 / By meeting social needs --- p.18 / By satisfying student needs --- p.21 / By teacbing quality --- p.22 / Bylearning quality --- p.23 / By nternal process control --- p.26 / By input resources --- p.28 / By output resources --- p.29 / Chapter CHAPTER 3 --- Comparison of models --- p.31 / The USN model --- p.32 / Comparison between models --- p.33 / Chapter CHAPTER 4 --- Applications of the measurements --- p.35 / BIBLIOGRAPHY --- p.36

"August 2003" / Includes biblographical references. / 227 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (D.Nurs.)--University of Adelaide, Dept. of Clinical Nursing, 2004

Sensitivity of Value Added School Effect Estimates to Different Model Specifications and Outcome Measures

Task Comparison Between Career Counselors and Vocational Evaluators| What's the Difference?

<p> The focus of this study was to determine the characteristics of successful re-entry programs for youth as they transition back into the educational mainstream. The study was also used to determine the implementation needed for effective inter-agency coordination of social service systems for students to successfully transition into the educational setting. The NCLB accountability measures were reviewed to discover how the measures influenced educators and created a reluctance to accept delinquent youth when they re-enter public school. The three overarching questions addressed in this study were: What inter-agency involvement is necessary in implementing a successful re-entry program? What are the characteristics of successful school re-entry programs for juvenile delinquents as they transition back into the public school setting? Due to the pressures of NCLB accountability measures, what are the reasons educators are reluctant to accept delinquent youth back into the educational mainstream? This study yielded findings showing few schools had few schools had a transition plan in place. Transition data results revealed the process for schools and juvenile officers differ from that of Division of Youth Services (DYS), with DYS having more proactive transition planning protocols. Inter-agency involvement is necessary for successful re-entry plans and involves transition planning, positive parental involvement, increased inter-agency coordination, and positive relationships. This research study also revealed that successful re-entry programs involve consistent communication, progress monitoring, provide protective factors, parent involvement, meet individual needs of students, and provide positive connections. Schools and various agencies must strive to improve inter-agency coordination and collaboration practices.</p>

<p> The federal government, through NCLB legislation, has provided target proficiency goals schools will be accountable to meet. Missouri public elementary schools use these target goals to determine their success. The focus of this study was to examine the highly effective public elementary schools in Missouri that met or exceeded the 2011 Adequate Yearly Progress (AYP) targets and determine the practices that contributed to their success. The overarching questions were: Can the actions, performance, and knowledge of schools achieving AYP assist other schools to improve their performance on AYP targets? Do Lezotte's correlates of effective schools provide a framework to view successful school performance? With these questions in mind, the purpose of the study was to explore the researched-based programs, characteristics, or reforms used by highly effective elementary schools in Missouri that mirror Lezotte's (2011) correlates of effective schools and comply with NCLB. It was determined that the principals' and teachers' high expectations for themselves and their students were a significant contributor to effective school results. The areas of school focus outlined in the correlates closely matches the goals and procedures effective schools are meeting to be successful. Principals and teachers reported communication arts programs were based on textbooks, with guided reading used to support reading instruction. The math program most used was also the adopted textbook series.</p>

The main purpose of this study is to research the metaevaluation of special education evaluation in Kaohsiung Area¡¦s elementary schools. The theory was based on a lot of documents to built the metaevaluation standards of special education evaluation in the elementary schools, and then to analyzed the implemented situation in Kaohsiung Area¡¦s elementary schools. This was a questionnaire survey study. The population was school special educators who participate in Kaohsiung Area¡¦s special education evaluation. There were convenience sampling 389 special educators in Kaohsiung Area¡¦s elementary schools to conduct questionnaires. Totally 296 valid questionnaires were collected and analyzed by SPSS 12.0 for Windows. They were also presented by descriptive statistics and examined by t-test and ANOVA. According to the data analysis, the results of the study showed: 1. the implemented situation in Kaohsiung Area¡¦s elementary schools ¡]1¡^As a whole, the situation of implementing special education evaluation in Kaohsiung Area¡¦s elementary schools was fine, and ¡§utility¡¨ standards were the highest ¡]2¡^In ¡§utility¡¨ standards, the ¡§practical procedures¡¨ was the highest, but the ¡§cost effectiveness¡¨ was the lowest. ¡]3¡^In ¡§propriety¡¨ standards, the ¡§service orientation¡¨ was the highest, but the ¡§formal agreements¡®fiscal responsibility¡¨ was the lowest. ¡]4¡^In ¡§utility¡¨ standards, the ¡§evaluator credibility¡®report clarity¡¨ was the highest, but the ¡§evaluation indicators, report timeliness and dissemination¡¨ was the lowest. ¡]5¡^In ¡§accuracy¡¨ standards, the " valid information¡¨ was the highest, but the ¡§reliable information¡®impartial report¡¨ were the lowest. 2. Different background variable difference analysis ¡]1¡^Different genders and positions of elementary school special educators had no significant differences in four perspectives of evaluation standards. ¡]2¡^Different special educational background of elementary school special educators had inconsistent beliefs in ¡§feasibility¡¨, ¡§propriety¡¨ , and ¡§utility¡¨ levels ¡]3¡^Different working years of elementary school special educators had inconsistent beliefs in ¡§propriety¡¨ and ¡§accuracy¡¨,levels. ¡]4¡^Different numbers of special class in schools of elementary school special educators had significant differences in ¡§feasibility¡¨ levels. ¡]5¡^Different school location of elementary school special educators had significant differences in four perspectives of evaluation standards ¡]6¡^Different result of evaluation of elementary school special educators had different beliefs in four perspectives of special evaluation

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 401-408).

<p> The purpose of this study is to explore teacher and administrator perceptions of the effectiveness of the feedback portion of the new Danielson-based teacher evaluation system in terms of improving teachers' instructional practices. This mixed methods study involved collecting qualitative data by interviewing teachers and principals in the Triad Community Unit School District #2 in Troy, IL. It also involved quantitative data by gathering teacher perceptions of the new evaluation process through the use of an online survey. The results of this study conclude: (a) the manner by which observation feedback is given from principals to teachers is perceived as different and better in the new evaluation system as compared to prior methods experienced by the teachers (b) teachers and principals perceived the Danielson evaluation process to be formative but had some concerns about the process (c) principals and teachers reference an increase in student-centered activities that involve higher order thinking (d) feedback involved face-to-face, two-way conversations about teaching between principals and teachers (e) teachers and administrators are aware that evidence following an observation has implications for summative ratings (f) the administrative time needed to implement the new evaluation system is immense (g) principals and teachers have training concerns during the implementation of the new evaluation process. Based on the quantitative data, teachers indicated that receiving both written and face-to-face feedback following an observation propelled them to reflect on their teaching. In general, the results also point to teachers favoring face-to-face feedback as compared to the written feedback from principals following an observation. Implications of this research demonstrate the interaction of principals with teachers following an observation is critical for teachers to find value with the feedback they receive.</p>

<p> The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the <i>Pygmalion Effect Theory, </i> which postulates that instructors create a <i>Self-Fulfilling Prophecy</i> based on the instructors' perceptions of student academic abilities. </p><p> Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions: </p><p> 1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance. </p><p> 2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class. </p><p> 3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses. </p><p> 4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program. </p><p> Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.</p>