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Descriptors:
Learning Disabilities; State Standards; Mathematics Skills; Mathematics Instruction; Elementary Secondary Education; Academic Standards; Mathematics Tests; Outcomes of Education; Mathematics Teachers; Evidence; Intervention; Basic Skills; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students

Abstract:
The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully. (Contains 1 table and 3 figures.) 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:
Innovation; Lifelong Learning; Human Capital; Trend Analysis; Educational Trends; Skill Analysis; Skill Development; Performance Factors; Literature Reviews; Futures (of Society); Alignment (Education); Skill Obsolescence; Relevance (Education); Theory Practice Relationship; Epistemology; Program Content; Influence of Technology; Time Perspective; Basic Skills; Educational Needs

Abstract:
This article explores and discusses key conditions needed to develop skills for innovation. This article analyses five trends that can contribute to fostering the development of skills for innovation within and outside formal educational institutions. These key trends, identified through a literature review, are elements that foster learning and human capital development necessary for an innovative society. These five key elements are: (1) the mismatch between formal education and the challenges of an innovative society; (2) the shift from what we learn to how we learn; (3) the fluctuating relationship between digital technologies and contents; (4) the changing conceptions of space-time and the emphasis on lifelong learning; and (5) the development of soft skills. Finally, this article ends highlighting that the expanded learning and the development of skills for innovation are critical aspects for the future of education. (Contains 1 figure 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:
Classification; Psychomotor Skills; Basic Skills; Reliability; Observation; Rating Scales; Performance Tests; Test Reliability; Children; Undergraduate Students

Abstract:
Mastery of fundamental movement skills (FMS) is an important factor in preventing weight gain and increasing physical activity. To master FMS, performance evaluation is necessary. In this study, we investigated the reliability of a new observational assessment tool. In Phase I, 110 video clips of children performing five locomotor, and six manipulative FMSs were developed. In Phase II, rating scales were developed, and their efficacy was evaluated by comparing judgments of 30 undergraduate students to a standard. The mean weighted kappa (0.71) was considered good (range 0.51-0.85). Of the 11 rating scales, 6 were modified, and 5 remained unchanged. This study sets the foundation for the development of a new observational scale to assess fundamental movement skills. (Contains 2 tables and 2 figures.) 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:
Foster Care; Reading Skills; Educational Needs; Special Needs Students; Student Needs; Middle School Students; At Risk Students; Advocacy; Tutoring; Academic Support Services; Mentors; Student Evaluation; Academic Achievement; Basic Skills; Achievement Gap

Abstract:
Despite our knowledge of poor educational outcomes for youths in foster care, the literature on methods or models for addressing the needs of this vulnerable group of students remains extremely limited. Therefore, the purpose of the present study is to describe a school-based educational support model that provides advocacy, tutoring, and mentoring for middle school youths involved in the foster care system. Preliminary outcomes for youths served are explored, with an emphasis on the use of curriculum-based measures for identifying skill deficits and monitoring progress in basic reading skills. Youths served demonstrated practically significant growth in basic reading skills at a level necessary to close the gap between their and their middle school peers' reading skills. Preliminary outcomes suggest that this model holds promise for addressing the educational needs of youths in foster care. Aspects of the model that could feasibly be incorporated into existing programs are described. 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:
Student Attitudes; Basic Skills; Business Skills; Skill Analysis; Skill Development; Guidelines; Program Implementation; Marketing; Business Education; Program Administration; Experiential Learning; Learning Strategies; Critical Thinking; Organizational Communication; Client Characteristics (Human Services); Performance Factors; Instructional Design; Instructional Development; Educational Strategies; Tutorial Programs

Abstract:
Today's marketing instructors are faced with the challenge of improving their students' soft skills to prepare them for today's business environment. Numerous authors have noted that client-based/-sponsored projects help students improve the soft skills they need to succeed in the business community. This article provides detailed guidelines on how to implement a specific type of client-based project, (i.e., a client-financed project, CFP). The article also discusses the challenges faced by clients, faculty, and students who participate in a CFP. Finally, clients' and students' attitudes about the benefits of participating in a CFP are discussed. (Contains 11 tables and 1 figure.) 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:
Evidence; Medical Education; Foreign Countries; Undergraduate Study; Undergraduate Students; Student Surveys; Medical Students; Skill Development; Skill Analysis; Capacity Building; College Outcomes Assessment; Clinical Experience; Outcome Measures; Teamwork; Information Literacy; Problem Solving; Ethics; Basic Skills

Abstract:
The development of generic capabilities or graduate attributes in communication, teamwork, critical analysis of information, problem solving and ethical practice is widely recognised as a desired outcome of higher education. This emphasis on generic capabilities has emerged despite ongoing debates about the concept and development of such capabilities. A recent review of comprehensive audits of Australian universities has found little evidence that such outcomes are being achieved. We used data from four different evaluations, both qualitative and quantitative, to explore whether these important generic capabilities are being learned by undergraduate students in the University of New South Wales (UNSW) new Medicine Program. University of New South Wales medical students are significantly more positive than other UNSW students that their university experience is developing several generic capabilities. Measurements concerning generic skills development from the Australian 2009 Learning and Teaching Performance Fund process support these findings. Analyses of qualitative data from two methodologically different student surveys found consistent evidence that medical students value generic capability development in the UNSW program. Furthermore, we report evidence that current UNSW medical students rate their clinical learning in professional placements as a significantly better experience than students in the previous discipline-based program. We believe this is a consequence of generic capability learning in the early years of the new program, such that our students are better prepared to maximise the value of learning from professional experiences. Our results represent consistent evidence of successful generic capability development as a result of a program-wide innovation in undergraduate education. To validate further our conclusions, external assessments of our graduates' generic capabilities in-action in the workplace are currently being obtained. (Contains 4 tables and 2 figures.) 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:
Learning Disabilities; Response to Intervention; Program Implementation; Fidelity; Instructional Design; Skill Analysis; Ability Identification; Skill Development; Difficulty Level; Scaffolding (Teaching Technique); Models; Student Motivation; Educational Assessment; Feedback (Response); Teacher Response; Basic Skills; Remedial Instruction

Abstract:
Response to Intervention provides a continuum of instruction across intensity levels through multitiered intervention models. A lot of work to date has been devoted to how to configure tiers to ensure the appropriate increases in intensity. Much less work has been devoted to making adjustments "within" tiers to attempt to forestall the need for moving students to a more intense level of instruction when the student is not making adequate progress. This article provides a simple model for evaluating the current instruction to look for areas in which it can be adjusted before more restrictive measures are taken. The model draws from the literature on functional assessment of academic performance. Teachers and consultants are advised to check (a) the skills targeted for instruction, (b) guided practice, (c) independent practice, (d) implementation fidelity, and (e) the motivating conditions that are present during instruction. The role of each area in student learning and progress is discussed, and recommendations are made for adjustments. (Contains 1 table.) 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:
Mathematics Achievement; Number Concepts; Grade 6; Cognitive Development; Numeracy; Basic Skills; Grade 1; Grade 2; Kindergarten; Elementary School Mathematics; Computation; Comparative Analysis; Stimuli; Symbols (Mathematics); Foreign Countries

Abstract:
Various measures have been used to investigate number processing in children, including a number comparison or a number line estimation task. The present study aimed to examine whether and to which extent these different measures of number representation are related to performance on a curriculum-based standardized mathematics achievement test in kindergarteners, first, second, and sixth graders. Children completed a number comparison task and a number line estimation task with a balanced set of symbolic (Arabic digits) and non-symbolic (dot patterns) stimuli. Associations with mathematics achievement were observed for the symbolic measures. Although the association with number line estimation was consistent over grades, the association with number comparison was much stronger in kindergarten compared to the other grades. The current data indicate that a good knowledge of the numerical meaning of Arabic digits is important for children's mathematical development and that particularly the access to the numerical meaning of symbolic digits rather than the representation of number "per se" is important. (Contains 4 tables and 1 footnote.) 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:
Vocational Education; Academic Education; Inclusion; Disabilities; High School Students; Comparative Analysis; Vocational High Schools; Active Learning; Basic Skills; Teaching Methods; Team Teaching; Teacher Collaboration; Relevance (Education); Teacher Student Relationship; Repetition; Classroom Techniques; Individualized Instruction; Special Education; Educational Legislation; Federal Legislation

Abstract:
Secondary schools continue to face significant challenges as they work to support increasing numbers of students in inclusion settings. Career and Technical Education (CTE) high schools have typically offered students with special needs valuable learning opportunities. Nevertheless, little research has been done to identify the strengths and needs of inclusive instruction in these vocational settings. In a qualitative study, three data sources--observation, consultation, and surveys--were used to compare the strengths and weaknesses of inclusion in academic classrooms and CTE/vocational classrooms. Based on findings, recommendations to support inclusion in the CTE/vocational secondary school include: (a) increasing active learning in traditional academic classrooms; (b) providing basic skills support in all content areas; (c) increasing teachers' repertoire of strategies and modifications that support the performance of students with disabilities; (d) understanding special education laws, issues, and students; (e) enhancing co-teaching and collaboration among teachers; and (f) improving behavior management and community building. (Contains 3 figures.) 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:
Vocational Education; Semi Structured Interviews; Educational Quality; Educational Policy; Conflict; Policy Analysis; Basic Skills; Discourse Analysis; Educational Attitudes; Teaching Methods; Educational Practices; Schematic Studies

Abstract:
This paper explores the various meanings embedded in the notion of quality when it is used in reference to the teaching and managing of post-compulsory education and training. Based on a study, which explored the views of practitioners working in further and adult education colleges graded as good or outstanding during their most recent office for Standards in Education inspection, the text traces the contours along which they experience the tension between quality as something to which they aspire in contrast to quality as something demanded from them by policy. This axis, between quality as aspired to and quality as demanded, was influenced by another tension between quality as an abstraction and quality as day-to-day experience: these tensions create both opportunity and uncomfortable compromise. Through a series of semi-structured interviews with practitioners, I journey through this contentious and contrasting terrain. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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