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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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Descriptors:
Higher Education; Educational Change; Public Policy; Educational Policy; Program Implementation; Comparative Analysis; Foreign Countries; Case Studies

Abstract:
The article adopts a comparative approach to review three periods of theory development in research into higher education policy implementation. Given the conceptual affinity between Cerych and Sabatier's 1986 seminal study into higher education policy implementation and public policy implementation theory, the field of public policy is chosen for reference and comparison. The article argues, first, that the underlying characteristics of higher education research such as sector-isolatedness, application drift and sensitivity to political agendas hindered the development of sector-specific theories of policy implementation. Second, this gap in theory formation started to be narrowed from the late 1990s onwards, due to critical reappraisal of the 1986 study and due to limited utilisation of mid-range theory concepts conceived within or related to the public policy field. It is through the utilisation of such public policy theory that higher education implementation research may reach a more mature stage. 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:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 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:
Academic Libraries; Workplace Learning; Intervention; Organizational Change; Library Services; Usability; Learning Theories; Researchers; Transcripts (Written Records); Instructional Effectiveness; Learning Processes; Program Implementation; Program Effectiveness; Library Personnel; Users (Information)

Abstract:
The theory of expansive learning has been applied in a large number of studies on workplace learning and organizational change. However, detailed comprehensive analyses of entire developmental interventions based on the theory of expansive learning do not exist. Such a study is needed to examine the empirical usability and methodological rigor afforded by the theory of expansive learning. In this paper, we present a comprehensive analysis of learning in a entire Change Laboratory intervention in which the workers of an academic library, together with their clients, redefined the services the library offers to research groups and the ways of organizing work in the library. We identified expansive learning and non-expansive actions in the transcripts of the intervention sessions. We examined cyclicity of expansive learning at three levels, namely the level of the entire Change Laboratory process, the level of each Change Laboratory session, and the level of cross-session object-bound cycles. Finally we analyzed deviations between the instructional intentions of the interventionists and the actually accomplished learning process. The analysis shows that in a real-life formative intervention expansive learning actions emerged in the midst of a fairly large number and diversity of non-expansive learning actions. Our analysis of cyclicity revealed an iterative loop within the overall cycle of the Change Laboratory. Our analysis of deviations from instructional intentions and plans demonstrates that expansive learning is indeed more than mere replication or imposition of the interventionists' plans. The very process is punctuated by deviations which open up space for learner agency and creation of truly new solutions and concepts. 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; Individualized Instruction; Response to Intervention; Benchmarking; Reading Instruction; Reading Programs; Screening Tests; Curriculum Based Assessment; Progress Monitoring; Models; Program Effectiveness; Outcomes of Education; Program Implementation; Program Descriptions; Elementary Schools; Time Factors (Learning); Teacher Surveys; Special Education; Program Design; Accessibility (for Disabled)

Abstract:
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school's RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools' RtI models. (Contains 3 tables and 5 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:
Transitional Programs; Professional Development; Course Content; Special Education Teachers; Secondary School Teachers; Predictor Variables; Teacher Surveys; Measures (Individuals); Statistical Analysis; Intervention; Program Implementation

Abstract:
This study examined critical features of secondary special educator's experiences with transition professional development to predict variables most likely to influence performance of transition planning and services. Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation. The results confirm that training matters if special educators are to implement transition interventions and services. Professionals with formal transition coursework and high rates of professional development were more likely to implement transition practices. Implications are offered for establishing specialized professional development originating from established course content sustained and supported with ongoing professional development. (Contains 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:
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:
Program Effectiveness; Pilot Projects; Principals; Public Policy; Administrator Attitudes; Program Implementation; Qualitative Research; Interviews; School Districts; Comparative Analysis; Research Methodology; Academic Achievement; Teacher Effectiveness; Teacher Evaluation; Incentives

Abstract:
The Collaborative Project (CP) began as a pilot project in five North Carolina school districts in 2007 featuring a performance incentive initiative for teachers and administrators. The objective of this study was to document principals' perceptions of the performance incentive initiative to determine challenges encountered during implementation. The researcher used a qualitative interview process to collect data from participating principals employed in the CP districts. The principals' responses were analyzed and tables were constructed to show the responses for each question. For triangulation purposes, the results were compared with survey data from a 2009 evaluation completed by the Carolina Institute for Public Policy. Overall, the majority of principals interviewed believed that some components of the teacher performance incentive criteria helped their schools. The interview process revealed some unanticipated results not mentioned in the literature review and the results of the study provided insight into anomalies encountered during implementation. (Contains 9 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:
Assistant Principals; Response to Intervention; Middle Schools; Educational Improvement; Student Improvement; Academic Achievement; Grounded Theory; Principals; Capacity Building; Resource Allocation; Teaching Methods; Professional Development; Parent Participation; Middle School Students; Parents; Program Implementation; Facilitators (Individuals); Case Studies; Qualitative Research; Learning Disabilities

Abstract:
This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a review of the accomplishments and barriers to implementation they encountered are provided. (Contains 2 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:
Foreign Countries; Indigenous Populations; Multiple Regression Analysis; Oral Language; Language Role; Language Tests; Mathematics Instruction; Language Patterns; Learner Engagement; Early Childhood Education; Mathematical Concepts; Mathematical Aptitude; Program Implementation; Program Effectiveness; Outcome Measures; Pretests Posttests; Predictor Variables; Mathematics Achievement; Mathematics Tests

Abstract:
This paper explores the outcomes of the first year of the implementation of a mathematics program ("Representations, oral language and engagement in Mathematics": RoleM) which is framed upon research relating to effectively supporting young Indigenous students' learning. The sample comprised 230 Indigenous students (average age 5.76 years) from 15 schools located across Queensland. The pre-test and post-test results from purposely developed language and mathematics tests indicate that young Indigenous Australian students are very capable learners of mathematics. The results of a multiple regression analysis denoted that their ability to ascertain the structure of patterns and to understand mathematical language were both strong predictors of their success in mathematics, with the latter making the larger contribution. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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