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Descriptors:
Enrollment; Competition; Public Schools; Foreign Countries; Neighborhoods; Private Schools; Academic Achievement; Educational Improvement; Surveys; Correlation; Civil Engineering

Abstract:
Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification problem is that private school enrollment is likely to be correlated with public school performance. To address this, the study uses the existence of a motorable road within an hour's walking distance from the sample school as an instrument for number of private schools in the neighborhood. The OLS results show no significant relationship. In contrast, the IV method indicates a positive and significant impact of private school competition on public school performance, which holds true for the continuous and binary measure of private school competition. (Contains 4 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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Student Attitudes; Values; Student Empowerment; Secondary Schools; Educational Improvement; Organizational Culture; Case Studies; Student Participation

Abstract:
This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of student voice work are four core values: communication as dialogue; participation and democratic inclusivity; the recognition that power relations are unequal and problematic; and the possibility for change and transformation (Robinson & Taylor, 2007); the second article focused on a theorization of power and participation within student voice work (Taylor & Robinson, 2009). This article explores how power and participation manifest themselves within the operation of student voice projects and considers the micro-processes at play when implementing student voice work within schools. The article concludes by questioning whether student voice work provides a genuine means through which change in schools is initiated. 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:
Higher Education; Quality Control; Rewards; Strategic Planning; Public Policy; Sustainability; Educational Change; Political Influences; Performance Factors; Financial Support; Performance Based Assessment; College Faculty; Competition; Leadership Role; College Administration; Educational Improvement; Educational Policy

Abstract:
The renewal of strategy development and implementation is important in the context of the changing higher education landscape. Changing government policy and the political agenda require a university to engage in careful strategy development and implementation which result in long-term sustainability. The political interest of the government will place more pressure on universities to align their strategy and directions as performance-based rewards are linked to institutional performance outcomes in teaching and research. It is yet to be seen how performance-based funding could improve internal quality assurance in universities as more focus will be on aligning resources to attract performance funding. Such a strategy may not lead to internal enhancements and it may also scrutinise academic work in assessing and rewarding teaching and research performance. Lack of emphasis on careful planning and implementation could have implications for institutions in the current competitive environment. The author concludes that careful and intelligent strategy development and effective implementation and monitoring are based on the quality of institutional leadership which drives change and improvement. 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:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 3 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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Descriptors:
Disabilities; Higher Education; State Standards; Educational Technology; Evidence; Teacher Interns; Consortia; Expertise; Severity (of Disability); Alignment (Education); Internship Programs; Academic Standards; National Standards; Mentors; Needs Assessment; Educational Needs; Educational Improvement; Improvement Programs; Best Practices; Teacher Collaboration; College Faculty; Special Education Teachers

Abstract:
Teachers of students with moderate and severe disabilities must possess the skills and knowledge to address a unique set of needs and challenges. These may include, but are not limited to, management of challenging behaviors, performance of health-related procedures, use of assistive technology, and instruction using evidence-based strategies. This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers (i.e., interns) when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials. The intent of this article is to share the development process with others who may wish to design similar documents to address state and national standards for teacher interns. (Contains 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:
Early Intervention; Teacher Attitudes; Early Childhood Education; Cultural Pluralism; Action Research; Program Improvement; Educational Improvement; Educational Change; Educational Development; Change Strategies; Integrated Services; Best Practices; Educational Practices

Abstract:
In this article, the author focuses on diversity and working with families in the early childhood field. She has chosen to look to the potential for improvements in the future. It is impossible to predict the future, but there are strategies that can help ensure that practices in early intervention and early childhood special education (EI/ECSE) continue to improve. Evaluation followed by action often results in positive change. Therefore, the author is proposing five questions that can be used to evaluate, reflect, and take actions to improve educators' practices as the future so relentlessly becomes the present. She stresses that evaluating current services, reflecting on those findings, and making the changes to improve programs and practices require time, energy, and commitment; but it is always worth it. 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:
Literacy Education; Written Language; Interaction; Educational Change; Educational Practices; Researchers; Educational Research; Language Research; Oral Language; Correlation; Cooperation; Educational Improvement; Teaching Methods; Learning Processes

Abstract:
This paper introduces the goals of the research project on which this special issue of "Linguistics and Education" is based. A case is made for considering contemporary education as saturated by and dependent on oral and written language, and on beliefs and practices that relate knowledge, talk, reading and writing. The project is directed at a better understanding of the relationship between oral and written language, and, through collaborations between researchers and teachers, at improving practices that encourage learning. This paper frames the special issue by pointing to a crucial but largely unremarked misalignment--between teaching and learning via classroom interaction and assessment via individual written performance--that lies at the center of current educational practice. A recognition of that misalignment and its significance for students together call for a theoretical and empirical re-engagement with the relationship between literacy education and knowledge on the part of educational practitioners and researchers. 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:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables 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:
Economic Impact; Neighborhoods; Urban Renewal; Educational Improvement; Improvement Programs; School Turnaround; Real Estate; School Location; Community Benefits; Data Analysis; Value Judgment; Cost Indexes; Community Development

Abstract:
This study investigates the economic impact of a "turnaround" school on real property values in its surrounding community as related to the argument introduced by Tiebout in 1956 correlating local public goods, in this case school success, to housing-location decision making. Using single-family home sales found on the Multiple Listing System and data from the Realist Tax Record, we found property values in the school's catchment area were higher than in nearby neighborhoods feeding other public schools; houses were selling closer to their initial asking price and were on the market for shorter times than in comparable neighborhoods. (Contains 2 tables, 2 figures, and 4 notes.) 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:
Active Learning; Veterinary Medicine; Biochemistry; Scientific Concepts; Global Approach; Science Education; Case Studies; Learner Engagement; Educational Improvement; Evaluation; Motivation

Abstract:
First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy to engage students in studying and learning biochemistry. Three Art & Biochemistry sessions were included in the programme of the Biochemistry course of first-year veterinary medicine students as one of the graded activities. Working as a team, students expressed a biochemical concept or process of their choice through any art representation to their classmates and to a panel of professors, both of which evaluated their performance using a global perspective rubric. The students' assessment of the activity over three consecutive years suggests that the Art & Biochemistry sessions were successful as an approach to motivate them, and were also perceived as helpful to the understanding and learning of biochemistry. This report supports a positive relationship between art and science in enhancing self-learning and could be easily applied to other subjects and disciplines. (Contains 3 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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