State Strategies to Improve Low-Performing Schools: California's High Priority Schools Grant Program

2010 ◽  
Vol 112 (7) ◽  
pp. 1897-1936 ◽  
Author(s):  
Thomas B. Timar ◽  
Kris Kim Chyu
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Research Question ◽  
High Stakes Testing ◽  
Organizational Factors ◽  
Structured Interviews ◽  
School Site ◽  
Low Performing Schools ◽  
Program Description ◽  
Priority School

Background School accountability policies and high-stakes testing have created new demands on state policy makers to provide assistance to low-performing schools. California's response was the Immediate Intervention/Underperforming Schools Program (II/USP) and the High Priority School Grants Program (HPSGP). Objective/Research Question/Focus of Study This study explores the effects of the HPSGP on improving academic performance of the lowest performing schools in California. The study focuses on the organizational factors that influenced resource allocation decisions. The discussion addresses what might be done to ameliorate some of the key problems implicated in nonperforming schools. Participants Data for this study came from site visits to 15 schools that received HPSGP funding. Of the 15 schools we studied, 10 were high schools, and the remainder elementary schools. Eleven of the schools were urban, and four were rural. Program Description Schools in the bottom 10th percentile are eligible to apply for HPSGP funds. The State of California provided 655 schools with $400 per pupil each year for three years, with an optional fourth year. Participating schools also could apply for an optional planning grant of $50,000 in the initial year. Research Design Using qualitative case studies of 15 schools in California, the study compares HPSGP recipient schools that made significant academic improvement with HPSGP schools that remained stagnant. The site visits, which took place between February and May 2006, comprised structured interviews with principals, teachers, HPSGP and special program coordinators, and school site council members, as well as classroom observations and focus groups. During a two-day visit, at least five people at each school were interviewed. Conclusion This study found that organizational characteristics, such as leadership of principals, member participation in decision-making, and existence of coherent goals and plans, have a significant influence on the ability of schools to make effective use of grant funding and to achieve higher student performance. The study's main finding was that improving schools were deliberative and purposive in their use of program funds. Nonimproving schools, on the other hand, were opportunistic, lacking a plan or vision for using funding to build effective regimes of teaching and learning.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

scholarly journals Kontribusi UIN Sunan Kalijaga Yogyakarta dalam Studi Disabilitas di Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 71
Author(s):  
Liana Aisyah ◽  
Arif Maftuhin
Keyword(s):  
Inclusive Education ◽  
Disability Studies ◽  
Teaching And Learning ◽  
Research Question ◽  
Group Discussion ◽  
Education Institution ◽  
Structured Interviews ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Research

Sunan Kalijaga State Islamic University (UIN Sunan Kalijaga) Yogyakarta declared its commitment to become an inclusive university in 2007 with the establishment of its Centre for Disability Studies and Services (now Centre for Disability Services). As a higher education institution, this commitment should be reflected on its organizational structure as well as its three main missions, i.e. teaching and learning, research and publication, and community service and engagement. This study was aimed at examining and mapping UIN Sunan Kalijaga’s contribution to research and publication in the field of disability studies and inclusive education. A mixed-method approach was employed to collect data. Item pooling was conducted through literature study and structured interviews as well as focus group discussion. This was followed by a systematic content analysis to answer the main research question: in what forms has UIN Sunan Kalijaga contributed to research and publication in this field. A further analysis was conducted to examine the extent of its contribution in terms the number and kinds of research and publications and their impact to the academic world.[Universitas Islam Negeri Sunan Kalijaga Yogyakarta menyatakan komitmennya untuk menjadi universitas inklusif pada tahun 2007 dengan pendirian Pusat Studi dan Layanan Disabilitas (sekarang Pusat Layanan Disabilitas). Sebagai lembaga pendidikan tinggi, komitmen ini harus tercermin pada struktur organisasinya serta tiga misi utamanya, yaitu pengajaran dan pembelajaran, penelitian dan publikasi, serta layanan dan keterlibatan masyarakat. Penelitian ini bertujuan untuk menguji dan memetakan kontribusi UIN Sunan Kalijaga untuk penelitian dan publikasi di bidang studi disabilitas dan pendidikan inklusif. Pendekatan metode campuran digunakan dalam penelitian ini untuk mengumpulkan data. Pengumpulan dilakukan melalui studi literatur dan wawancara terstruktur serta diskusi kelompok yang terfokus. Penelitian diikuti oleh analisis konten sistematis untuk menjawab pertanyaan penelitian utama: dalam bentuk apa UIN Sunan Kalijaga berkontribusi untuk penelitian dan publikasi dalam bidang ini. Analisis lebih lanjut dilakukan untuk memeriksa sejauh mana kontribusinya dalam hal jumlah dan jenis penelitian dan publikasi serta dampaknya terhadap dunia akademik.]

scholarly journals Norwegian in-service teachers’ perspectives on language corpora in teaching English

2022 ◽  
Vol 9 (2) ◽  
pp. 90-106
Author(s):  
Barry Kavanagh
Keyword(s):  
Corpus Linguistics ◽  
Teaching And Learning ◽  
English Language ◽  
Research Question ◽  
Education Programme ◽  
English Teachers ◽  
Further Education ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Learner Corpus

This study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings. Keywords: English language teaching, pedagogical corpus application, corpora           

Factors Motivating Virtual Lab Simulations Adoption in Secondary School Physics Instruction in Jordan

2021 ◽  
Vol 14 (2) ◽  
pp. 161-167
Keyword(s):  
Secondary School ◽  
Diffusion Of Innovations ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
Research Question ◽  
Practical Investigations ◽  
Diffusion Of Innovations Theory ◽  
School Site ◽  
Virtual Lab ◽  
Secondary School Physics

Abstract: The study investigated the factors that motivate secondary school physics instructors to use virtual lab simulations in teaching and learning in four regions of the Hashemite Kingdom of Jordan. To examine the research question, the study utilized a quantitative survey research methodology using a survey questionnaire consisting of 25 Likert-type scale questions to measure physics instructors' attitudes toward using virtual lab simulations in practical investigations’ preparation and delivery. Contrary to what might be expected, the findings came across a number of variables that were not predictors of statistical significance for a physics instructor's virtual lab simulation adoption: gender; level of education; school site; average class size; ways of acquiring technology skills, for instance, self-taught and computer courses; and perceived barriers. The findings support the prediction that the lack of virtual lab simulations in the Jordanian high-school physics curriculum has an impact on Tawjihi students' achievement in physics. Keywords: Simulation, Virtual lab, Roger’s diffusion of innovations theory.

scholarly journals The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being

2021 ◽  
Author(s):  
◽  
Rawiri Hindle
Keyword(s):  
Professional Development ◽  
Arts Education ◽  
Teaching And Learning ◽  
Research Question ◽  
Holistic Approach ◽  
Structured Interviews ◽  
Resource Teachers ◽  
Implementation Model ◽  
Kaupapa Māori ◽  
The Impact

<p>This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the inter-relatedness of understanding, doing and being in relation to professional development, and teaching and learning in general. With the intention of acknowledging that 'being' is an equally important component in arts education. This research is a qualitative investigation into the phenomenon of Nga Toi Professional Development and is embedded within a Kaupapa Maori paradigm. Eight participants were interviewed using semi-structured interviews. The interviews were transcribed and analysed using themes that arose out of the data itself. The data was categorised into the three areas of doing, being and understanding to allow for an analysis of what the respondents were saying in relation to the research question, 'How can Maori arts education contribute towards a holistic approach of knowing based on the inter-relatedness of understanding, doing, and being?' It is the interconnectedness of these three concepts that allow for a deeper knowing of things. This could be described as a knowing of the mind, body and soul and equates with terms such as realisation or 'in the zone' and enlightenment. The design of the Nga Toi professional development acknowledged and incorporated the allowance for 'being', as interpreted in this study, into the planning. This created some ambiguity in planning as some things emerged through the process and the learning was retrospective or came out of being reflective. Some of the structures, such as the dramaturgy processes assisted in creating an environment which in equal parts challenged yet supported participants to move into unknown spaces. Integrating 'being' as an integral part of arts education challenges current thought that everything has to be assessed and have an outcome. Being challenges this approach to learning as it is often the immeasurable quotient in a performance or action. Being in the arts evokes an emotional or even spiritual response; you know when it's there but can't predict what it will look like or the impact it will have. From the facilitators perspective success in the Nga Toi professional development was expressed through developing skills, understandings and being through experiential or practical workshops and following it up with the theory. A major intention of this study is to create a space and a dialogue for debate and discussion in regards to the inclusion of 'being' in arts education.</p>

scholarly journals AUTHENTIC ASSESSMENT: A REAL LIFE APPROACH TO WRITING SKILL DEVELOPMENT

2020 ◽  
Vol 2 (1) ◽  
pp. 20-30
Author(s):  
Thuong Thi Kim Nguyen ◽  
Huyen Minh Phan
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Real Life ◽  
Authentic Assessment ◽  
Teaching Writing ◽  
Structured Interviews ◽  
Pedagogical Strategies ◽  
Authentic Assessments

 Since assessment is an indispensable part of education, curriculum makers, educators and teachers have engaged in an ongoing discussion of how to address student performance. A variety of assessments including both short-term and long-term ones can be applied during or at the end of the learning process. Among such types, authentic assessment is a prominent approach. This paper is going to advocate authentic assessments as it fosters students' growth and teachers' pedagogical strategies. In addition, it helps to reach the goals of educational practices through the authenticity of equity and innovation when students actively seek their own ways to appreciate what they have learnt. Particularly, in a writing skills class, learners can take this opportunity to improve step by step their own proficiency in the use of written words. The paper, hence, discusses how authentic assessment can be applied to develop college students' writing through classroom observation and a set of semi-structured interviews. The result of the study revealed that using authentic assessment is an effective strategy for enhancing students’ interest in writing process and writing task fulfillment. Students would find it easier to become skillful writers at their English levels. The study, therefore, recommends more uses of authentic assessment in teaching writing skills as well as in teaching and learning the English language in general.

scholarly journals Factors that impact student usage of the learning management system in Qatari schools

2011 ◽  
Vol 12 (6) ◽  
pp. 39 ◽  
Author(s):  
Ramzi Nasser ◽  
Maha Cherif ◽  
Michael Romanowski
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
Management System ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Independent Schools ◽  
Learning Management System ◽  
Structured Interviews ◽  
School Activities ◽  
Learning Management

In an attempt to enhance teacher and student performance in school, a learning management system (LMS) known as Knowledge-Net (K-Net) was introduced in Qatari independent schools. (All public schools in Qatar have transformed to independent schools; the independent schools model is similar to the charter school system in North America.) An LMS is a tool that organizes and regulates classroom administrative tasks, supports teachers and students in the teaching and learning process, and informs parents of their children’s progress and school activities. Despite the benefits of the LMS, research studies indicate that its use by students has been limited because of a number of manipulative and non-manipulative factors that can influence behavior. This study explores the factors that impact student use of the LMS K-Net in Qatari independent schools. Quantitative data were collected through a questionnaire that was administered to students in 37 schools. A total of 1,376 students responded to the questionnaire. Semi-structured interviews were used to collect qualitative data that helped to confirm the results of the quantitative data and to provide additional insight on students’ perspectives regarding the use of the LMS. The results point to a strong relation between ICT knowledge and LMS usage. They suggest that the more ICT knowledge students have, the less prone they are to using the LMS. Attitudinal barriers were not predictive of usage. Student usage was strongly correlated to teacher and parent usage. This study is informative in evaluating LMS usage in Qatari schools. <br /><br />

“The Tail Wagging the Dog”: High-Stakes Testing as a Mediating Context in Secondary Literacy-Related

2020 ◽  
Vol 122 (11) ◽  
pp. 1-47
Author(s):  
Julie E. Learned ◽  
Laura C. Dacus ◽  
Mary Jo Morgan ◽  
Kathryn S. Schiller ◽  
Guher Gorgun
Keyword(s):  
Test Performance ◽  
Teaching And Learning ◽  
Research Question ◽  
Performance Testing ◽  
High Stakes Testing ◽  
Secondary Source ◽  
School Life ◽  
High Stakes ◽  
Promising Alternative ◽  
Alternative Routes

Background/Context High-stakes testing (HST) weaves through the fabric of school life, stretching beyond the test day. Results have consequences for a school's reputation and autonomy, as well as teachers’ evaluations and students’ graduation and morale. Prior research demonstrates the constraining and inequitable effects assessments can have on students’ learning. Purpose/Objective/Research Question/Focus of Study Recently, scholars have called for more research on students’ and teachers’ perspectives on HST. Responding to this call, we conducted a yearlong study in a high school designated as “persistently struggling” by the state. We examined adolescents’ and educators’ perceptions, reactions, and resistance to HST. We traced participants’ interactions with and about testing over the course of a school year as they prepared for, discussed, and eventually participated in test day. Research Design We conducted a yearlong qualitative study in which participants were 15 focal 11th graders and 9 teachers. We conducted 425 hours of observations and 52 interviews, as well as collected assessment data and classroom artifacts. For this article, we used quantitative survey data as a secondary source and analyzed the responses of 425 11th graders. Conclusions/Recommendations Analysis showed that HST served as a dominant context for literacy-related teaching across disciplines. Participants negotiated tension between their beliefs about education and their efforts to boost test scores. Teachers reported that assessments and their accompanying prescriptive curriculum hindered literacy and content area teaching and learning. Students, although they had diverse opinions about HST's usefulness, reported it created emotional distress, which compromised test performance. Testing contributed to a high-pressure environment in which literacy and content instruction were made reductive. Participants’ perspectives, and ways in which they resisted, provide insights into HST effects, as well as suggest promising, alternative routes toward equitable assessment that supports meaningful learning.

scholarly journals The Maori Arts in Education: The Importance of Being : How Maori Arts Education Contributes Towards a Holistic Approach of Knowing Based on the Inter-relatedness of Understanding, Doing, and Being

2021 ◽  
Author(s):  
◽  
Rawiri Hindle
Keyword(s):  
Professional Development ◽  
Arts Education ◽  
Teaching And Learning ◽  
Research Question ◽  
Holistic Approach ◽  
Structured Interviews ◽  
Resource Teachers ◽  
Implementation Model ◽  
Kaupapa Māori ◽  
The Impact

<p>This thesis examines the impact of the Nga Toi professional development and implementation model on resource teachers of Maori and Maori advisors. It explores the inter-relatedness of understanding, doing and being in relation to professional development, and teaching and learning in general. With the intention of acknowledging that 'being' is an equally important component in arts education. This research is a qualitative investigation into the phenomenon of Nga Toi Professional Development and is embedded within a Kaupapa Maori paradigm. Eight participants were interviewed using semi-structured interviews. The interviews were transcribed and analysed using themes that arose out of the data itself. The data was categorised into the three areas of doing, being and understanding to allow for an analysis of what the respondents were saying in relation to the research question, 'How can Maori arts education contribute towards a holistic approach of knowing based on the inter-relatedness of understanding, doing, and being?' It is the interconnectedness of these three concepts that allow for a deeper knowing of things. This could be described as a knowing of the mind, body and soul and equates with terms such as realisation or 'in the zone' and enlightenment. The design of the Nga Toi professional development acknowledged and incorporated the allowance for 'being', as interpreted in this study, into the planning. This created some ambiguity in planning as some things emerged through the process and the learning was retrospective or came out of being reflective. Some of the structures, such as the dramaturgy processes assisted in creating an environment which in equal parts challenged yet supported participants to move into unknown spaces. Integrating 'being' as an integral part of arts education challenges current thought that everything has to be assessed and have an outcome. Being challenges this approach to learning as it is often the immeasurable quotient in a performance or action. Being in the arts evokes an emotional or even spiritual response; you know when it's there but can't predict what it will look like or the impact it will have. From the facilitators perspective success in the Nga Toi professional development was expressed through developing skills, understandings and being through experiential or practical workshops and following it up with the theory. A major intention of this study is to create a space and a dialogue for debate and discussion in regards to the inclusion of 'being' in arts education.</p>

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