scholarly journals Education Improvement Technique

2019 ◽  
pp. 144-148
Author(s):  
Prasanta Roy ◽  
Keyword(s):  
Education Improvement

scholarly journals Rationales for First Nations Run Schools in Ontario : a Content Analysis

2021 ◽  
Author(s):  
Hiona Murray
Keyword(s):  
Content Analysis ◽  
First Nations ◽  
Education System ◽  
Research Study ◽  
Economic Conditions ◽  
Learner Outcomes ◽  
Education Improvement ◽  
Latent Content

The purpose of this research study was to address the question: how do First Nations leaders and scholars articulate the rationales for First Nations run schools in Ontario? Documents were collected from two First Nations websites, Assembly of First Nations and Chiefs of Ontario, and subjected to a manifest and latent content analysis. Three themes representing rationales emerged from the findings: self-governance over education, improvement of socio-economic conditions and sustainability. An underlying rationale that linked the three themes indicated that First Nations need recognition of self-government in order to control their education system, improve its quality and enhance learner outcomes.

scholarly journals CONCEPT OF CURRICULUM EVALUATION IN EDUCATION PROGRAM OF ELECTRICAL ENGINEERING USING AUN-QA AS BENCHMARKING

2020 ◽  
Vol 3 (1) ◽  
pp. 1-5
Author(s):  
Vice Pramutia Dolly ◽  
Riki Mukhaiyar
Keyword(s):  
Quality Assurance ◽  
Electrical Engineering ◽  
Comparative Method ◽  
Educational Institution ◽  
Curriculum Evaluation ◽  
Study Program ◽  
Quality Program ◽  
Education Improvement ◽  
The University

Qualified graduates is supported by an efficient process of education, improvement of competence on an ongoing basis, and appropriate curriculum. The curriculum becomes an important part in education. Each educational institution graduates expect superior quality, good morals, knowledge and competence of skilled labor. Quality of qualified graduates will increase the demand of stakeholders to recruit workers in the industry related. It is necessary to implement a quality program in an effort to provide the best service for educational activities. This study discusses the program carried out by educational and vocational study program in electrical engineering (EEVE) achieve the goal to do assessment by AUN-QA (ASEAN University Network-Quality Assurance) in evaluating the curriculum. AUN-QA aims to conduct quality assurance of courses that a member of AUN, as well as guiding and guide the university to improve and maintain the quality of the university. Researchers use qualitative research using the comparative method of ex-postfacto with the kind of correlational study. The study was conducted with data collection, such as observation, interviews, field observation and documentation study. This research resulted in the development of curriculum in vocational and educational courses in electrical engineering (EEVE), in terms of meeting the basic needs for qualified graduates, competent and professional in accordance with the standards of the AUN-QA. Through this research is expected to be a pattern for other courses to evaluate the curriculum for graduates scored an excellent, competent and qualified

Elementary Teachers’ Knowledge and Use of Interventions and Barriers to Promoting Student Self-Determination

2010 ◽  
Vol 45 (3) ◽  
pp. 149-156 ◽  
Author(s):  
Hyun-Jeong Cho ◽  
Michael Wehmeyer ◽  
Neal Kingston
Keyword(s):  
Academic Achievement ◽  
No Child Left Behind ◽  
Elementary Teachers ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
Student Academic Achievement ◽  
Left Behind ◽  
Education Improvement ◽  
Perceived Importance

The No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004) emphasize accountability to improve student academic achievement. Promoting self-determination has been proposed as a means to achieving this outcome. Elementary teachers in 30 states were surveyed to measure (a) their perceived importance of self-determination, (b) to what extent they teach it, and (c) the barriers that inhibit them from teaching it. Both general and special educators assigned considerable importance to self-determination instruction and reported at least occasionally providing such instruction. The authors found a lack of congruence between the value teachers place on promoting self-determination and the time they devote to teaching it. Limitations and implications are discussed, and suggestions for future research are offered.

A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

2019 ◽  
pp. 46-65
Author(s):  
Reid Taylor ◽  
Carol Fleres
Keyword(s):  
Special Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
General Education ◽  
Linguistically Diverse ◽  
Educational Planning ◽  
Culturally And Linguistically Diverse ◽  
Primary Language ◽  
Education Improvement

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.

Career and Technical Education in Light of the No Child Left Behind Legislation

2009 ◽  
pp. 495-507 ◽  
Author(s):  
Edward C. Fletcher Jr. ◽  
Chris Zirkle
Keyword(s):  
No Child Left Behind ◽  
Career And Technical Education ◽  
Recent Literature ◽  
Technical Education ◽  
Educational Legislation ◽  
Content Areas ◽  
Career And Technical ◽  
Left Behind ◽  
Education Improvement ◽  
Academic Content

The No Child Left Behind Act of 2002 is considered to be the most comprehensive and highly scrutinized piece of educational legislation that has been enacted in history. With its focus on core academic content areas, the CTE community has desired to understand its impact on CTE programs. Based on a review of the recent literature on NCLB and CTE, this chapter examines the primary NCLB legislation provisions, presents the issues and challenges that have manifested as a result of the enactment of NCLB, investigates its impact on CTE, and assesses the coordination of NCLB and the new Carl D. Perkins Career and Technical Education Improvement Act of 2006. This chapter concludes with solutions and recommendations for further research.

State Systemic Improvement Planning: Impact on System and Student Outcomes

2020 ◽  
pp. 104420732093254
Author(s):  
Dawn A. Rowe ◽  
Catherine H. Fowler ◽  
Cesar D’Agord ◽  
Frank Horiuchi ◽  
Miles Kawatachi ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Student Outcomes ◽  
Department Of Education ◽  
Marshall Islands ◽  
Accountability Systems ◽  
Improvement Plan ◽  
Accountability System ◽  
Education Improvement ◽  
The Republic ◽  
Systemic Improvement

In the wake of reports of continued gaps between youth with and without disabilities in regard to graduation rates and postschool outcomes, the U.S. Department of Education (USDOE), Office of Special Education Programs (OSEP) began examining their process for monitoring state implementation of the Individuals with Disabilities Education Improvement Act (IDEA). OSEP’s revised accountability system, known as Results-Driven Accountability, better aligns accountability systems to support states in improving results for infants, toddlers, and youth with disabilities and their families. Currently required from states, is a comprehensive multiyear State Systemic Improvement Plan (SSIP) focused on improving results for students with disabilities. The purpose of this article is to describe the phases of the SSIP and provide an example of how this new accountability system is working in the Republic of the Marshall Islands (RMI). As with all other states, territories, and freely associated states, RMI is required to develop and implement an SSIP.

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