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Descriptors:
Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 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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Educational Policy; Foreign Countries; National Security; Ideology; Educational Change; Political Influences; Economic Factors; Educational Legislation

Abstract:
The aim of this article is to analyse and show in detail the influence of the National Security and Development Doctrine, the main ideological prop of the 1964 civilian-military coup, on the education policy implemented by the regime. Special attention is given to the MEC-USAID agreements, the setting up of the Meira Matos Commission and the reform of elementary, middle and high school education, which was put into effect by the enactment of Law 5692/1971. It purports to show that their overriding purpose was to adapt the education system to the economic and political model in place at that time, so as to transform it into a tool for the promotion of national security and development as perceived by that doctrine. The article concludes that the changes that took place in Brazilian education can only be fully comprehended in the light of their interaction with the processes that fostered the manifestation of the National Security ideology in Latin America as a whole and Brazil in particular. (Contains 90 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Masters Degrees; Masters Programs; Qualifications; Program Implementation; Comparative Analysis; Comparative Education; National Standards; Regional Characteristics; Regional Planning; Educational Legislation; Quality Assurance; Educational Policy; Governance; Postsecondary Education; Evidence; Guidelines

Abstract:
This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the "Academic Infrastructure" developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms. (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:
Reading Tests; Educational Assessment; Measurement; Longitudinal Studies; English Language Learners; Socioeconomic Status; Special Education; Reading Achievement; Achievement Gap; Disadvantaged; Elementary School Students; Middle School Students; High School Students; Individual Characteristics; Institutional Characteristics; Cohort Analysis; Federal Legislation; Educational Legislation; Hierarchical Linear Modeling

Abstract:
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a multilevel framework. Results in Hawaii show that the negative impact of low SES and SPED status persists up to high school, while the disadvantage of ELL status is restricted within the elementary grades. Moreover, individual characteristics, not school characteristics, have a dominant impact on future reading performance. Among individual characteristics, early performance is a crucial factor for future academic achievement. The findings show that educational policies that use incentives and sanctions such as NCLB to close achievement gaps may not be successful. (Contains 5 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:
Disabilities; Testing Accommodations; Special Education Teachers; Middle School Teachers; Validity; Decision Making; Data; Individualized Education Programs; Measures (Individuals); Middle School Students; Educational Legislation; Federal Legislation; Interviews

Abstract:
Twenty middle school special education teachers from five states were interviewed in order to gain insight into their understanding of accommodation practices. Interview questions solicited information about teachers' understanding of test accommodations, the decision-making process they employed when choosing accommodations, and their reasons for assignment of specific accommodations to individual students. Interviews revealed a general lack of knowledge about the theoretical and empirical basis for making accommodation assignment decisions. Drawing on information gained from these interviews as well as previous research on teachers' and test accommodations, a list of professional development considerations is shared. Considerations are intended to provide a partial solution toward reducing the gap between research and practice in the appropriate assignment of test accommodations. (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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Descriptors:
School Choice; Research Needs; Tuition; Educational Legislation; Outcomes of Education; Economics; Educational Vouchers; Prediction; Educational Trends; Educational Finance; State Legislation

Abstract:
Legislators considering large scale school choice proposals want information on more than likely schooling outcomes. They look to their fiscal bureaus and economic studies to provide that information. The fiscal notes that must accompany all proposals with revenue or expenditure implications are especially important. Often, fiscal notes must be produced on short notice. The article assesses the fiscal notes that have accompanied the major U.S. charter law and tuition voucher proposals, and to highlight key issues and research needs it assesses fiscal and economic impacts of the proposed Texas (2011-HB 33) tuition voucher program. We assess fiscal notes in terms of research basis for predictions, predicted level of participation (# of choosers), and predicted basis for fiscal impacts, including time trend of effects. Finally, we propose how the fiscal notes might be improved; not just what legislative analysts should do, but also what could be done to make doing a better job easier. (Contains 6 tables and 10 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:
Educational Change; Art Education; Educational Policy; Advocacy; Neurosciences; Creativity; Alternative Teacher Certification; Student Evaluation; Teacher Evaluation; Charter Schools; Economic Climate; Technological Advancement; Educational Research; National Competency Tests; Academic Standards; State Standards; Skills; Federal Legislation; Educational Legislation; At Risk Students; Preservice Teacher Education; Curriculum Development; Faculty Development

Abstract:
The field of education in the United States is in a period of unprecedented change. Educators in all disciplines are challenged to understand and respond to the waves of reform sweeping over the national education landscape. Linking these reforms to meaningful outcomes that will produce more rigorous and effective measures of quality and performance in our schools is an ongoing goal for all educators as they work to respond to calls for educational reform. Changes in the general field of education have direct implications for arts education policy and practice. Arts educators find themselves in the position of making sense of these landmark reforms and changes in the context of arts education and determining what courses of action and responses they should pursue on the road to meaningful reform. This report provides an overview of a selected number of contemporary developments in the general field of education, brief summaries of consequential studies and education-related reports, and an examination of some policy issues these developments and reports raise for arts educators as they work to shape the future landscape of arts education. 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:
Music Education; Educational Policy; Public Policy; Federal Legislation; Educational Legislation; High Schools; Graduation Requirements; Probability; Academic Standards; State Standards; Public Schools; Private Schools

Abstract:
This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the Education Longitudinal Study of 2002 were independently pooled to estimate the effects of Goals 2000 on the number of unique music courses high schools offered, the probability that schools would enforce a local arts graduation requirement, and the number of arts courses required for graduation. Results showed no effect on the number of unique music courses offered. However, for schools in states that prior to Goals 2000 had no arts education mandate or had a flexible arts education mandate, Goals 2000 significantly increased the probability of schools requiring the arts, as well as the number of arts credits required for graduation. The article concludes with implications for the arts in the current Common Core Standards movement. (Contains 6 tables, 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:
Disabilities; Evidence; Outcome Measures; Emotional Disturbances; Response to Intervention; Reliability; Graduation Rate; Low Achievement; Interpersonal Relationship; Educational Legislation; Federal Legislation; Program Implementation; Learning Disabilities; Screening Tests; Outcomes of Treatment; Incidence; Rating Scales

Abstract:
Outcomes for students classified as emotionally disturbed (ED) are among the poorest for any disability group and include disturbingly low graduation rates, poor academic achievement, high rates of school suspensions and school dropouts, and chronic interpersonal problems. Additionally, these students are often underserved within the school setting with an overall prevalence rate of less than one percent. This underservice may be partially due to the definition of ED provided in the Individuals with Disabilities Education Improvement Act (IDEA, 2004), which is vague, contradictory, and redundant. Additionally, IDEA does not provide guidelines for how to assess for ED, thus, assessment procedures and prevalence rates widely differ by state. We propose the use of a Response to Intervention (RTI) model for the assessment and treatment of students with ED. Within an RTI model, students are provided evidence-based interventions implemented with integrity, and their response to these interventions is continuously monitored. This article defines RTI and describes methods of screening, assessment, treatment, and outcome evaluation for ED within the model. 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:
Identification; Learning Disabilities; Special Education; Response to Intervention; Best Practices; Professional Associations; Special Education Teachers; Federal Legislation; Educational Legislation; Intervention

Abstract:
The Individuals with Disabilities Education Act (2004) has had substantial influence on special education in general and the field of learning disabilities in particular. Since its reauthorization in 2004, ongoing regulatory efforts have been underway to determine its operationalization and implementation. Of particular concern to those involved in the educational process (i.e., special educators, school psychologists, families, advocates) are the guidelines for identifying children with specific learning disabilities (SLD), including the use of Response to Intervention (RTI). In this article, some of the most relevant and controversial issues associated with the use of RTI for the identification of SLD are detailed. We discuss how SLD is conceptualized in terms of identification approaches and classification criteria and present position statements of special education professional associations on the changes to the federal SLD definition and identification criteria. Finally, we summarize proposed resolutions to the seemingly irreconcilable differences identified throughout the article. (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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