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Descriptors:
Foreign Countries; Vocational Education; Peer Evaluation; Models; Accountability; Learning Activities; Expertise; Benchmarking; Quality Assurance; Educational Change; Comparative Analysis

Abstract:
Peer learning has already existed for a long time, as an informal as well as a formal practice between people from the same professional area. However, peer learning systems on the macro level are relatively newer concepts. Policy learning can be fostered by various types of organised activities, ranging from peer review frameworks, which often have a focus on accountability and learning, to international learning events, which are based on concepts like the "learning spiral". This article reviews existing international practices of organised governmental learning on the system level, which are also linked to processes on the micro level. It thereby gives a framework to discuss two different VET peer learning activities across Europe which are organised by the European Union (EU) and the European Training Foundation (ETF). (Contains 1 figure, 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Teacher Evaluation; Teacher Competencies; Vocational Education; Context Effect; Faculty Development

Abstract:
A lack of common criteria for comparing education and training systems makes it difficult to recognise qualifications and competences acquired in different environments and levels of training. A valid basis for defining a framework for evaluating professional performance in European educational and training contexts must therefore be established. In this context, the TEVAL project presents a proposal for an evaluation model applied to teaching and training competences. The model is based on a common competence framework and on a holistic concept of the theoretical principles that justify the evaluation process, bearing in mind professional development and system regulation--the Close Evaluation Model. (Contains 2 tables, 1 figure, 5 footnotes, and a bibliography.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Evaluation; Evaluation Methods; Standard Setting; Evaluators; Researchers; Adult Vocational Education; Foreign Countries

Abstract:
Evaluation standards can be useful not only as a framework for the design but as an assessment of particular evaluations. They can also serve as indicators for the developmental stage of evaluation practice in different areas or countries. Until recently, there has not been any large-scale and comprehensive empirical investigation of knowledge and use of evaluation standards for Europe. This article discusses the results of one such study that used the Joint Committee Program Evaluation Standards. The study, which the authors undertook on behalf of the European Center for the Development of Vocational Training, is a Europe-wide empirical study on evaluation standards within the policy field of vocational training and education (VET) that includes reflections from the standpoint of users, evaluators, and researchers in the field of evaluation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Intelligence Quotient; Intelligence Tests; Performance Tests; Scores; Talent Identification; Verbal Tests; Young Children

Abstract:
Patterns of Verbal and Performance Intelligence Quotients (IQ) and subtest scores of young gifted children (N=306) were identified on the Weschler Preschool and Primary Scale of Intelligence (WPPSI). Most students had higher verbal than performance IQs, and the verbal IQ mean was significantly higher than the performance IQ mean. (Author/CB)

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Descriptors:
Elementary Secondary Education; Interpersonal Competence; Learning Disabilities; Social Development; Teaching Methods

Abstract:
Ten suggestions for improving the social skills of learning disabled students include teaching the child to make eye contact while talking, explaining implications of voice qualities, role playing to examine emotions, and providing direct instruction on appropriate responses in social situations. (CL)

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