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Descriptors:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Financial Services; Experiential Learning; Organizational Development; Instructional Effectiveness; Relevance (Education); Leadership Training; Foreign Countries; Skill Analysis; Skill Development; Training Methods; Training Objectives; Corporate Education; Workplace Learning; Best Practices; Instructional Development

Abstract:
Involvement in a number of action-learning programmes and associated development opportunities has led the Professional Development Centre Limited to question the relevance of a strict adherence to the "rules" of action learning as described by Reg Revans. A deliberate focus of one such programme to a financial services organisation offered some insights into the challenges of introducing action learning into the field. Pressures on organisations of time and business expedients might make them believe that action learning is too slow a technique to offer real rewards. However, elements of the action-learning story do resonate in the workplace, key concepts that appear to "stick" are listening, questioning and equality. The utilisation of these skills enhances leadership and organisational development and can still provide a useful set of actions to aim for. This is especially true in problem solving and the way in which respect and equality can re-create a different environment or development space. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Experiential Learning; Foreign Countries; Industry; Educational Change; Creative Development; School Business Relationship; Partnerships in Education; Creative Activities; Agency Cooperation; Cooperative Planning; Cooperative Programs; Group Dynamics; Peer Groups; Peer Relationship; Professional Development; Skill Analysis; Skill Development; Network Analysis; Institutional Role; Organizational Climate; Organizational Culture; Organizational Theories

Abstract:
In the UK, the creative sector has been identified as a key strand in the economic recovery strategy. Composed of mostly micro and small enterprises often grouping together for particular commissions and projects, there is a tendency to operate primarily through a series of networks made up of peers. This paper presents the outcomes of a "peer-to-peer business programme", or action learning set, involving 10 participants from the creative sector over a period of 6 months. The programme was based on a "Six-Squared" model where participants would address their own needs alongside participating in, and developing further understanding of, action learning sets in order to establish sets with others. Assessment of outcomes indicated that the programme allowed participants to develop new skills with peers, network and strengthen relationships and collaborate in a university programme. The paper concludes by suggesting that, within the context of a growing and vibrant creative industries sector and increasing pressures on universities to engage with the business community, it is essential to develop flexible, peer-led and innovative models of collaboration. (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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Safety Education; Special Education; Special Needs Students; Food Standards; Skill Analysis; Skill Development; Testing Accommodations; Accessibility (for Disabled); Best Practices; Item Analysis; Psychometrics; Nutrition Instruction; Food Service; Performance Based Assessment; Evaluation Methods; Educational Innovation; Program Effectiveness; Curriculum Evaluation

Abstract:
This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A "Food Safety Education for High School and Transition Special Needs Students" curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA-funded initiative emerged from teacher-generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom-based learning activities that are aligned with students' Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen-based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real-world environment. Further testing is needed to determine the usefulness of the tool for broader audiences. (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:
Tutoring; Open Universities; Preservice Teacher Education; Distance Education; Tutors; Research Tools; Andragogy; Reflection; Skill Analysis; Student Evaluation of Teacher Performance; Teaching Skills; Scaffolding (Teaching Technique); Student Attitudes; Questionnaires; Student Teacher Attitudes; Likert Scales; Interviews; Knowledge Base for Teaching; Participant Satisfaction; Teacher Effectiveness; Online Courses; Foreign Countries; Adult Education; Adult Students

Abstract:
The researcher conducted present study with the objectives to a). evaluate attitude of learners towards academic and tutoring skills of distance education tutors, b). assess the opinion of distance learners about assessment and evaluation skills of their tutors and c). examine reflection of learners on scaffolding skills of distance education tutors. The population of the study consisted of learners of pre-service teacher education (B.Ed semester spring 2010) programme of Allama Iqbal Open University Islamabad. The sample of the study was taken through the convenient sampling technique from three regions of Allama Iqbal Open University situated in the Punjab Province. A questionnaire was designed using a five-point (rating/Likert) scale to elicit the reflection of (600) learners. However, the response rate was 78% (468) of the total sample. Interview schedule was also used as a research tool for collecting qualitative data from (50) respondents in five groups. The researcher analysed data quantitatively and qualitatively. The study concluded that the overall reflection of distance learners on andragogical skills of their tutors was positive. Apparently they were satisfied with andragogical skills of their tutors. They asserted that their tutors had academic and tutoring skills (consisting of encouraging, guiding & facilitating--emboldening and enabling skills), assessment & evaluation skills, and technical and social skills. However, tutors needed training to use social websites, Skype and mobile phone conferences and online discussion. Keeping in view the conclusion of the study, the researcher recommended short and long term training of tutors to use information and communication technologies appropriately. (Contains 7 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:
College Entrance Examinations; Predictive Validity; Test Reliability; Test Validity; Business Education; Predictive Measurement; Information Skills; Skill Analysis

Abstract:
Business schools seek students who can evaluate, synthesize and extract the important information and sort out the noise from very large volumes of data. With the launch of the Integrated Reasoning section in June, the GMAT exam started measuring these skills, which are essential for learning in today's programs, are expected of those who intend to work in business, and are of critical importance to the businesses they may create or join in the future. In the first six months of Integrated Reasoning, more than 105,000 exams have been administered. While it will take more time to establish predictive validity for individual programs--that is, to state precisely to what extent the section adds to the already high ability of the GMAT exam to predict test takers' potential for success in the classroom--some preliminary analysis has been conducted to see whether the test is showing any bias toward or against any subgroups of test takers, and how test takers who score similarly on the Quantitative and Verbal sections perform on the new section. This paper presents an overview of what GMAT IR scores mean to schools 6 months after launch. 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:
Writing Instruction; Program Effectiveness; Writing Skills; Scoring Rubrics; Feedback (Response); Control Groups; Experimental Groups; Writing Improvement; Writing Strategies; Foreign Countries; Teaching Methods; Writing Difficulties; Skill Analysis; Educational Needs; Instructional Effectiveness; English (Second Language); English Language Learners; Statistical Significance; Performance Based Assessment

Abstract:
This study aimed at developing some writing skills for second year secondary stage students through the direct teacher feedback strategy. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak." They need to be trained in the skill of writing and there is a dire need to use the direct feedback strategy. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received the direct teacher feedback strategy instruction while the control group received traditional writing instruction. The direct teacher feedback strategy instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2012/2013. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, and An Analytic Scoring Rubric. The present study provided evidence for the effectiveness of using the direct teacher feedback strategy in developing students' writing performance. Further, the study highlighted the advantages of using the direct teacher feedback strategy in developing writing. Four appendixes include: (1) A holistic scoring rubric; (2) A writing skills list; (3) List of the names of the jury of specialists who validated the instruments of the study; and (4) Teacher's guide for writing skills. (Contains 6 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:
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:
Academic Libraries; Foreign Countries; Reference Services; Librarians; Minimum Competencies; Skill Analysis; Librarian Attitudes; Knowledge Level; Library Research; Professional Education; Online Surveys; Educational Needs; Needs Assessment; Job Skills

Abstract:
A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show that serving academic library customers requires not only traditional "reference" skills, but also skills in customer service, technology support, and training. Good communication skills were also rated highly by respondents, and the high value placed on adaptability/flexibility shows that most respondents expect their roles to continue to change in the next decade. Software troubleshooting skills were also considered important. The results also suggest that traditional paper-based reference sources are expected to become much less important than online ones. There is also a shift towards using social media to interact with customers, and a focus on building sustainable relationships. (Contains 3 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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