Academic Accountability—Staff

2018 ◽  
pp. 118-124
Author(s):  
A. Patching
Keyword(s):  
Academic Accountability

scholarly journals An Investigation of Principals' Social and Emotional Learning Beliefs and Attitudes

2020 ◽  
Author(s):  
Kimberly Jones ◽  
Melissa Cater
Keyword(s):  
Public Schools ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Clear Understanding ◽  
Structured Interviews ◽  
Learning Beliefs ◽  
Social And Emotional ◽  
8Th Grade ◽  
Academic Accountability ◽  
Beliefs And Attitudes

With recent educational demands placed on academic accountability, it is difficult for many people to determine or acknowledge where or how focusing on social and emotional learning (SEL) can be beneficial. In this paper we focus on principals’ beliefs and attitudes about social and emotional learning. Principals influence implementation through their school priorities, vision, expectations, and emphases. We used grounded theory techniques and semi-structured interviews with K-8th grade principals of public schools located in a state in the southeastern United States. When describing principals’ beliefs and attitudes, late majority adopters held neutral attitudes and weak beliefs regarding SEL. In addition, a lack of understanding of the SEL concept became evident as principals did not express a clear understanding of SEL. Comprehensive training at the administrative and policy level is needed. Principals should implement targeted staff training providing key strategies for intentionally integrating SEL skills into their current curriculum.

scholarly journals Expressed Values of 4-H Adult Volunteer Leaders

2018 ◽  
Vol 26 (3) ◽  
Author(s):  
Janet Usinger ◽  
Don Breazeale ◽  
Marilyn Smith
Keyword(s):  
Organizational Change ◽  
Rural Communities ◽  
Performance Testing ◽  
Theoretical Framework ◽  
Rural Teachers ◽  
Volunteer Leaders ◽  
Adult Volunteer ◽  
Academic Accountability ◽  
Feeling Overwhelmed ◽  
Collaborative Efforts

Historically, the collaborative efforts between rural teachers and 4-H have provided enhanced opportunities for youth that would not have been otherwise possible. As resources continue to diminish in rural communities, this collaboration is valuable to both schools and the 4-H organization. Currently rural schools are concentrating on the increased demand for academic accountability through performance testing and other evaluation instruments. This trend has resulted in less time for the elective outlets that have traditionally been an important part of school. At a time when 4-H could help fill an important gap in rural communities, changes within the organization have left some volunteers feeling overwhelmed. This article offers a theoretical framework for understanding the feelings and values of rural 4-H volunteers during a period of dramatic organizational change.  

Fiscal and Academic Accountability

ADE Bulletin ◽  
1973 ◽  
pp. 12-15
Author(s):  
Roland Bartel
Keyword(s):  
Academic Accountability

Documenting the Diplomats: The Origins and Evolution of Documents on Canadian External Relations

2003 ◽  
Vol 25 (1) ◽  
pp. 9-28
Author(s):  
Greg Donaghy
Keyword(s):  
World War Ii ◽  
Primary Source ◽  
Foreign Affairs ◽  
World War ◽  
Public And Private ◽  
The Public ◽  
External Relations ◽  
Historical Series ◽  
Policy Objectives ◽  
Academic Accountability

This article explores the origins and evolution of Documents on Canadian External Relations, a primary source compilation of historical material published by Canada's Department of Foreign Affairs and International Trade. It describes the public policy imperatives that prompted the department to launch its historical series in the period immediately after World War II. More important, it explores how the series was shaped and re-shaped through a critical dialogue between public and private historians, as questions of access, declassification, and academic accountability collided with the department's own evolving policy objectives.

Do Student-Written Responses to Reflection Questions Predict Persistence and Performance in Online Courses?

2020 ◽  
pp. 1-21
Author(s):  
Danny Glick ◽  
Anat Cohen ◽  
Hagit Gabbay
Keyword(s):  
Online Learning ◽  
Student Persistence ◽  
Online Courses ◽  
At Risk Students ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
Written Responses ◽  
Academic Accountability ◽  
And Performance ◽  
Quality Learning

Online learning has been recognized as a promising approach to improve learning outcomes in developing countries where high-quality learning resources are limited. Concomitant with the boom in online learning, there are escalating concerns about academic accountability, specifically student outcomes as measured by persistence and success. This chapter examines whether evidence of reflection found in student written responses to a series of skill-building videos predicts success in online courses. Using a text analysis approach, this study analyzed 1,871 student responses to four reflection questions at a large online university in Panama. A binary logistic regression analysis was conducted to explore whether student persistence was affected by evidence of words associated with significant learning found in student written responses to a set of reflection questions. The results suggest that evidence of words associated with significant learning found in student written responses to reflection questions significantly predicts student persistence in online courses. A Kruskal-Wallis test found median final course grade differences between students who showed no evidence of significant learning in their written responses, and those using 1-13 words associated with significant learning. These results strongly suggest that persistence and performance in online courses are affected by evidence of reflection found in student written responses to reflection questions. These results suggest that a set of reflection tasks assigned early in the course may prove effective in identifying at-risk students.

Part 6: Formative and summative evaluation and action research

2019 ◽  
Vol 12 (3) ◽  
pp. 104-119
Author(s):  
Eva Infante Mora
Keyword(s):  
Study Abroad ◽  
Student Learning Outcomes ◽  
Central Feature ◽  
Community Partners ◽  
Evaluation Strategies ◽  
Accountability Movement ◽  
Academic Accountability ◽  
Host Families ◽  
Pedagogical Changes ◽  
Improve Student Learning

Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme’s aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme’s performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.

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