The Virginia Standards of Learning: Where Is Geography for Life?

2004 ◽  
Vol 95 (6) ◽  
pp. 255-260
Author(s):  
ROBERT W. MORRILL
Keyword(s):  
Standards Of Learning ◽  
Virginia Standards Of Learning

Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study

2005 ◽  
Vol 15 (1) ◽  
pp. 99-119 ◽  
Author(s):  
William A. Owings ◽  
Leslie S. Kaplan ◽  
John Nunnery
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
School Leadership ◽  
Principal Leadership ◽  
Significant Relationship ◽  
School Achievement ◽  
Standards Of Learning ◽  
Virginia Standards Of Learning ◽  
Isllc Standards ◽  
Grade Levels

A significant relationship exists between principals’ quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher student achievement than comparable schools headed by lower rated principals controlling for socioeconomic status. Implications for increasing student achievement, developing and keeping a school achievement culture, and improving principal leadership are discussed.

scholarly journals Standardizing Citizenship: The Potential Influence of State Curriculum Standards on the Civic Development of Adolescents

2010 ◽  
Vol 43 (02) ◽  
pp. 351-358 ◽  
Author(s):  
Wayne Journell
Keyword(s):  
Character Education ◽  
Civic Education ◽  
Eighth Graders ◽  
The United States ◽  
Standards Of Learning ◽  
Education Students ◽  
Virginia Standards Of Learning ◽  
Civic Republicanism ◽  
Instructional Content ◽  
Essential Knowledge

AbstractThe rise of state-mandated standards in public education have allowed legislators to answer the question of what constitutes a proper civic education, a debate that has existed in the United States since the turn of the twentieth century. Through the content they employ in their standards, states may indirectly influence the type of citizenship education students receive in the classroom. The present study focuses on the Virginia Standards of Learning for two courses, civics and economics and U.S. and Virginia government, which are commonly taught to eighth graders and high school seniors, respectively. A content analysis of the essential knowledge found in the standards for these courses categorizes instructional content into seven forms of citizenship: civic republicanism, character education, deliberative, social justice, participatory, transnational, and cosmopolitan. Although the results are specific to the Virginia Standards of Learning, the nature of how citizenship is portrayed within the standards may transfer to other states with similar forms of standards-based education within their social studies curricula.

scholarly journals Teachers Voices Interpreting Standards

2003 ◽  
Vol 11 ◽  
pp. 44
Author(s):  
Leo C. Rigsby ◽  
Elizabeth K. DeMulder
Keyword(s):  
Standards Of Learning ◽  
Negative Consequences ◽  
Virginia Standards Of Learning ◽  
National Board ◽  
Teaching Standards ◽  
Teachers Experiences ◽  
Mandated Testing ◽  
Ideal Standards ◽  
K 12 ◽  
Professional Teaching

The State of Virginia has adopted state-mandated testing that aims to raise the standards of performance for children in our schools in a manner that assigns accountability to schools and to teachers. In this paper we argue that the conditions under which the standards were created and the testing implemented undermine the professionalism of teachers. We believe this result has the further consequence of compromising the critical thinking and learning processes of children. We argue this has happened because teachers’ views and experiences have driven neither the setting of standards nor the assessment of their achievement. We use data from essays by teachers in an innovative masters program to compare teachers’ experiences involving the Virginia Standards of Learning with ideal standards for professional development adopted by the National Board for Professional Teaching Standards. We argue that there are serious negative consequences of the failure to include dialogue with K-12 teachers in setting standards and especially in the creation of assessments to measure performances relative to the standards. We believe the most successful, honest, and morally defensible processes must be built on the experience and wisdom of classroom teachers.

A 1585 Oxford Ceremonial Student Oration

2018 ◽  
pp. 48-81
Author(s):  
Janice Gunther Martin
Keyword(s):  
Sixteenth Century ◽  
Standards Of Learning ◽  
University Culture ◽  
Governing Body ◽  
Contemporary Politics ◽  
Jean Bodin ◽  
Master Of Arts ◽  
Important Evidence

Orations from university ceremonial occasions provide important evidence about standards of learning and rhetoric valued in university culture. At Oxford, the most significant yearly ceremony was the comitia, or Act. Preceded by the vesperies ceremony the previous Saturday, the Monday Act marked the occasion when students incepted, that is, received their licences to become masters or doctors and members of convocation, the university’s governing body. However, there are few surviving sixteenth-century speeches from the Act, and indeed few extant orations from other Oxford ceremonial occasions. An anonymous printer published the main master of arts speeches from the Acts of 1585 and 1586 in a single volume. This chapter focuses on the oration of 1585, perhaps authored by Thomas Savile, younger brother of the more famous polymath Henry. Besides being of interest for this possible authorship, it is significant for its connections, as yet unnoted by historians, to contemporary politics and to Jean Bodin.

The Relations Between Teasing and Bullying and Middle School Standardized Exam Performance

2016 ◽  
Vol 37 (2) ◽  
pp. 192-221 ◽  
Author(s):  
Anna Lacey ◽  
Dewey Cornell ◽  
Timothy Konold
Keyword(s):  
Middle School ◽  
Student Engagement ◽  
Student Perceptions ◽  
School Level ◽  
Standards Of Learning ◽  
Pass Rates ◽  
School Students ◽  
8Th Grade ◽  
Path Models ◽  
Learning Test

This study examined the relations between the schoolwide prevalence of teasing and bullying (PTB) and schoolwide academic performance in a sample of 271 Virginia middle schools. In addition, the study examined the mediating effects of student engagement. A three-step sequence of path models investigated associations between schoolwide PTB and state-mandated Standards of Learning test pass rates, with effects examined both directly and indirectly through student engagement while controlling for important school-level characteristics. Separate models were examined for two 7th-grade and four 8th-grade tests. Results indicated that higher levels of both teacher and student perceptions of schoolwide teasing and bullying were significantly associated with lower achievement pass rates and student engagement. The relationship between perceptions of schoolwide teasing and bullying and achievement was partially mediated by student engagement. These findings bring new support for the need for schoolwide interventions to reduce teasing and bullying among middle school students.

scholarly journals ХМАРО ОРІЄНТОВАНІ ЕЛЕКТРОННІ ОСВІТНІ РЕСУРСИ ПІДТРИМКИ НАВЧАЛЬНИХ ФІЗИЧНИХ ДОСЛІДЖЕНЬ

2015 ◽  
Vol 49 (5) ◽  
pp. 106 ◽  
Author(s):  
Oleksandr V. Merzlykin
Keyword(s):  
Data Storage ◽  
Learning Objects ◽  
Educational Resources ◽  
Standards Of Learning ◽  
Storage Device ◽  
Learning Tools ◽  
Desktop Virtualization ◽  
System Virtualization ◽  
Definition Of ◽  
Information Components

The definition of cloud educational resource is given in paper. Its program and information components are characterized. The virtualization as the technological ground of transforming from traditional electronic educational resources to cloud ones is reviewed. Such levels of virtualization are described: data storage device virtualization (Data as Service), hardware virtualization (Hardware as Service), computer virtualization (Infrastructure as Service), software system virtualization (Platform as Service), «desktop» virtualization (Desktop as Service), software user interface virtualization (Software as Service). Possibilities of designing the cloud educational resources system for physics learning researches support taking into account standards of learning objects metadata (accessing via OAI-PMH protocol) and standards of learning tools interoperability (LTI) are shown. The example of integration cloud educational resources into Moodle learning management system with use of OAI-PMH and LTI is given.

Project Based Activities to Attract Students to Marine Engineering and Technology Careers

2008 ◽  
Author(s):  
Alok K. Verma ◽  
Ameya S. Erande
Keyword(s):  
High School ◽  
High School Students ◽  
Aging Workforce ◽  
School Students ◽  
Virginia Standards Of Learning ◽  
Career Information ◽  
Marine Industry ◽  
Career Opportunities ◽  
Marine Engineering ◽  
And Training

During the past several years, workforce issues have immerged as a dominant concern for shipbuilding and repair companies. Related issues include concern about “aging” of the workforce, lack of basic technical education, career transition processes, recruitment and training of the new workforce, retention and training of the incumbent workforce, image of the industry, and lack of career information for middle and high school students. Large turnover combined with retirement of aging workforce is anticipated to create large demands for qualified workforce. The Shipbuilding and Repair Career Day Events (SBRCD) project was conceived in response to this critical need of workforce in shipbuilding and repair industry. This project was funded by the National Shipbuilding research Program to increase awareness about careers in marine industry. The paper discusses the multi-pronged effort within the SBRCD project to inform and engage middle and high school students, teachers and counselors about career opportunities in this industry. The paper also discusses the design and development of four simulation activities known as marine kits to engage students in shipbuilding related projects. These activities are tied to Virginia Standards of Learning (SOL) so teachers can use them in classrooms without loosing time. The Marine Kits were pilot tested and results are discussed.

Recasting the Vision for Achieving Equity

2016 ◽  
Vol 49 (3) ◽  
pp. 297-313 ◽  
Author(s):  
T. Anthony Walker
Keyword(s):  
Student Outcomes ◽  
Standards Of Learning ◽  
Reform Agenda ◽  
Expectation Gap ◽  
Expected Performance ◽  
Standards Based Reform ◽  
Accountability In Education ◽  
Perverse Incentives ◽  
Policy Work ◽  
Significant Measure

This article explores past and current education testing frameworks as a pretext for constructing a policy platform with the efficacy to transform systems and structures that hinder opportunities and resist equitable practices. The rise of accountability in education public policy has brought about intended and unintended outcomes. As prescribed, it has facilitated a significant measure of uniform clarity regarding standards of learning and mechanisms for measuring teacher and leadership impacts on student outcomes. However, perverse incentives, such as persistent or widening group outcome achievement disparities, demonstrate the need for policy work that extends beyond the identification of expected performance to address the execution of deliverables. More recently, scholars have suggested the need to move from a standards-based reform agenda to a supports-based reform agenda. The policy exploration in this study articulates the presence of an expectation gap—a disconnection between accountability expectations and support availability, identifying and analyzing the components necessary to transform a system of public education, which prioritizes accountability for results to one that also emphasizes the implementation of sound processes, which align the support structures and practices necessary to achieve results.

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