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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
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1. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p379849_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2010 - UCEA Annual Convention Pages: unavailable || Words: 1446 words || 
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2. Berends, Mark., Preston, Courtney., Goldring, Ellen. and Cannata, Marisa. "Market Reforms and School Innovation: Comparing Traditional Public Schools and Charter Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <APPLICATION/PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p438011_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Central to arguments for market reforms in education is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. The purpose of this paper is to develop measures of innovativeness and compare the extent to which market policies influence levels of innovation across two school types: traditional public schools and charter schools.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 234 words || 
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3. Meade, Ben. and Gershberg, Alec. "PRONADE schools in Guatemala: The rise and fall of a community schools program and the implications for improving school quality" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p492770_index.html>
Publication Type: Panel Paper
Abstract: This panel will consider the retrospective research conducted by Alec Gershberg and Ben Meade on the National Program of Autonomous Educational Development, or PRONADE program of Guatemala. The PRONADE program were schools created, supported, and in part, managed by community members and received monitoring and support from contracted NGOs rather than the Guatemalan Ministry of Education (MINEDUC). Unlike traditional schools, PRONADE schools were staffed by contracted teachers who were hired by local communities. The schools for the most part were established in areas where primary access to education was inadequate. During this initial expansion of primary education, new PRONADE schools were shown to educate about half of the new students served during this period. At that time, the model appealed to policymakers, because PRONADE schools were faster and less expensive to put into operation than traditional schools. In part due to public dissatisfaction with the program stemming from allegations of corruption and pressure from the national teachers’ union, the program was eliminated in 2008 and PRONADE schools were converted into official schools.
This panel will examine the benefits and pitfalls of the PRONADE model and how the elimination of the program has affected education quality in the country’s rural schools. The panel will share lessons learned from the program and discuss the challenges faced in supporting education quality and school-based management with limited resources given the added difficulty of a weak state authority

2012 - BISA-ISA JOINT INTERNATIONAL CONFERENCE "DIVERSITY IN THE DISCIPLINE: TENSION OR OPPORTUNITY IN RESPONDING TO GLOBAL" Words: unavailable || 
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4. Miller, Raymond. "Does an Interdisciplinary World View Analysis of the Financial Crisis fit within the American School or the English School or some other School or does it matter?" Paper presented at the annual meeting of the BISA-ISA JOINT INTERNATIONAL CONFERENCE "DIVERSITY IN THE DISCIPLINE: TENSION OR OPPORTUNITY IN RESPONDING TO GLOBAL", Old Town district of Edinburgh, Edinburgh Scotland UK, Jun 20, 2012 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p599199_index.html>
Publication Type: Conference Paper/Unpublished Manuscript

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 249 words || 
Info
5. Kaul, Venita. "Are Indian children ready for school? Exploring levels of school readiness prior to school entry" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p556708_index.html>
Publication Type: Panel Paper
Abstract: India’s recent Right to Education and its flagship programme, the SarvaShikshaAbhiyan aim at universalizing elementary education. Although significant progress is reported in terms of enrollment, infrastructure and teacher pupil ratio across states, learning levels, attendance and retention rates are still far from satisfactory. The maximum drop out continues to be between grades 1 and 2 indicating this stage is the most vulnerable. Research now shows that school readiness competencies at school entry stage are predictive of school retention and later academic success; children from more marginalized communities start school with relatively less developed cognitive, language and social skills placing them at risk of early drop out and failure. Preschool education of satisfactory quality can compensate for this early deprivation. To explore this association in the Indian context, using a mixed method longitudinal design, over 6900 4 year olds across three states from different regions of India are being currently pretested for school readiness competencies in terms of cognitive and language skills and concepts; the cohorts would be post tested after a year of preschool and followed up longitudinally in the primary grades with a view to (a) estimate district level estimates for school readiness and relate these to the quality of preschooling made available to them, while controlling for household effects and (b) estimate impact of school readiness levels on primary level outcomes. The paper will present the pretest levels of children and explore association of variance in levels with preschool quality and household effects, using multivariate analysis.

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