61. KCL: General Information raising the standards of learning that are achieved through school education is an It is focused on one aspect of teachingformative assessment, http://www.kcl.ac.uk/depsta/education/publications/blackbox.html

Text only Homepage Contact Search Inside the Black Box Raising Standards Through Classroom Assessment Paul Black and Dylan Wiliam King's College London School of Education The Black Box Raising the standards of learning that are achieved through school education is an important national priority. Governments have been vigorous in the last ten years in making changes in pursuit of this aim. National curriculum testing, the development of the GCSE, league tables of school performance, initiatives to improve school planning and management, target setting, more frequent and thorough inspection; these are all means to the end. But the sum of all of these doesn't add up to an effective policy because something is missing. Learning is driven by what teachers and pupils do in classrooms. Here, teachers have to manage complicated and demanding situations, channelling the personal, emotional and social pressures amongst a group of 30 or so youngsters in order to help them to learn now, and to become better learners in the future. Standards can only be raised if teachers can tackle this task more effectively-what is missing from the policies is any direct help with this task. In terms of systems engineering, present policy seems to treat the classroom as a

62. King's College London Their report, Inside the black box raising standards through classroom assessment, you can raise standards of achievement without teaching to the test. http://www.kcl.ac.uk/phpnews/wmprint.php?ArtID=225

63. Raising Standards: The LSC's Quality Improvement Strategy. A NIACE Response. A NIACE Response to raising Standars the Learning and Skills Councils Quality What is to be done about those teaching in sectors other than colleges? http://www.niace.org.uk/Organisation/advocacy/LSC/Raising_Standards_QI_Strategy.

Skip Navigation Latest News Influencing Policy Book Shop ... Job Vacancies Path: Advocacy Raising Standards: the LSC's Quality Improvement Strategy A NIACE Response to the LSC Occasional Discussion Paper Published: December 2001 The LSC's discussion paper is welcome. NIACE found several good proposals: a recognition that 'success rates' (a combination of achievement and retention) may give a realistic picture of the quality of provision, and the need for ensuring excellence in teaching and learning which will benefit adult learners (para 5); that strategies should 'minimise the burdens on providers', which will help smaller providers (para 8); the firm statement that there is "no single strategy" to deliver quality improvement and consistency; a commitment to consulting "others", as well as inspectorates, about how improvements in quality standards can be accurately tracked (para 16); the intention to systematically collect the views of learners, which is welcome (paras 19 - 24); the commitment to consult about collecting information on quality matters. NIACE would be pleased to offer the advice of our members and the Adult Learners' Forum;

64. HGSE News: Researchers Warn About Testing And Civil Rights--New Book From The Ci Policymakers claim that highstakes testing will improve teaching and learning . raising standards or raising Barriers? has been published at a time when http://www.gse.harvard.edu/news/features/orfield06202001.html

@import "spacing.css"; Urban Education and Equity Cognitive Development Educational Reform Classroom Practice ... Home FOR IMMEDIATE RELEASE: June 20, 2001 CONTACT: Christy DeBoe Hicks, 212-452-7723 Researchers Warn About Testing and Civil Rights New Book from The Civil Rights Project Highlights the Limits of Test-Driven Reforms Harvard Graduate School of Education Send this page to a friend Subscribe to e-Updates A new book from The Civil Rights Project at Harvard University finds that the current overreliance on high-stakes testing threatens to deepen America’s educational inequities. The book, Raising Standards or Raising Barriers?, is co-edited by Gary Orfield , co-director of The Civil Rights Project, and Mindy L. Kornhaber, the project’s research director for elementary and secondary education. It is published by the Century Foundation Press as part of a series called Civil Rights in a New Era. The book makes clear the importance of high standards and accountability systems. But support for standards and accountability systems should not be equated with support for high-stakes tests. These are tests that are used to determine whether a student graduates, gains access to challenging curriculum, or is promoted, or whether schools or educators are rewarded or penalized. Most of the contributors to the volume have found evidence that policies that focus on high-stakes testing corrupt educational reform and undermine achievement, especially for at-risk students. State and federal policymakers are increasingly pushing such tests as a panacea for the nation’s educational concerns.

65. Ofsted (Office For Standards In Education) - How We Work Tel 020 7925 3700 www.tta.gov.uk. raising standards by attracting able committedpeople to teaching and improve quality of training. http://www.ofsted.gov.uk/howwework/

@import "/css/main_visual.css"; @import url(/css/main_print.css) print; Home This section of the site describes the role and structure of Ofsted and how we undertake our main inspection functions. Our role Ofsted is a non-ministerial government department established under the Education (Schools) Act 1992 to take responsibility for the inspection of all schools in England, whether state or independent . Its role also includes the inspection of local education authorities teacher training institutions and youth work college inspections and inspections) and for the regulation of early years childcare , including childminders. Our partners We carry out our work in partnership with a number of other government departments and inspectorates. The list below may help you to decide who is best placed to help you. Department for Education and Skills (DfES) Tel: 0870 000 2288 www.dfes.gov.uk Responsible for delivering and raising standards in education. Contact the DfES for: Guidance on teaching Parenting Governing the national curriculum league tables.

66. Lowering Or Raising Standards We are supposed to lower standards instead of teaching others to rise to them? Why can t we raise our standards to where they once were? http://www.able2know.com/forums/about56152.html

Forum Index Home Forums Portal ... Forum Index Go to page Next Author Message Momma Angel Seasoned Member Joined: 12 Jul 2005 Posts: 1318 Location: Hodge, Louisiana Posted: Sun Jul 24, 2005 2:55 pm Post: 1475041 - Lowering or Raising Standards I have a question, something I'd like to discuss, etc. I am amazed how people just don't seem to show the common courtesies once afforded just because someone was someone. I was always taught to respect my elders, say yes, ma'am, no, sir, to not belittle anyone because they are different or believe in something other than you do. Don't people listen? Of all the school shootings, the main thread seems to be these children were outcasts. They chose to be different and were shunned, ridiculed, etc., for it. Everyone runs around saying what's wrong with kids today? Well, that's a good question. But, are we being fair blaming everything on the children? I have run across numerous "adults" who didn't teach me anything except how not to behave. I worked at at a large company where we mailed 100's of business letters each day. Well, it got to the point that the English language was being totally butchered in the letters so that we could "relate to more customers." What the heck is that supposed to mean? We are supposed to lower standards instead of teaching others to rise to them? What kind of self-confidence or self-esteem does that instill in anyone? What happened to you can be anything? Now, you see children having children just so they can get on welfare! And I am speaking from actually knowing children like this. Is it cultural? Is it spiritual? Is it laziness? What is it? Why can't we raise our standards to where they once were?

67. Raising Standards. Chris Jolly will explore these conflicting issues in raising standards. By extension, teaching needs a balance of both of these. http://www.spellingsociety.org/news/media/jolly1.php

Keyword Search [See Journal and Newsletter and SPB articles, radio interview and press release by Chris Jolly.] Raising standards. The opportunities and difficulties. Keynote speech by Christopher Jolly, Managing Director of Jolly Learning Ltd. British Council conference, Brunei, Thursday 9th October 2003. Abstract: Raising standards is what everyone wants, is it not? In practice it is not so simple. Experts have different views about what 'raising standards' means. Creativity and expression may be thought to conflict with learning skills and facts. There is a need to balance the limitations of time, and more especially of money. We need to ask who should drive the raising of standards? Should it be government through a specified curriculum, or to what extent should teachers be informed and given the decision making - and then be evaluated on their results? What role for private education and the market place? Chris Jolly will explore these conflicting issues in raising standards. He will also look at it in more depth in his own field of publishing, the use of phonics to teach reading and writing, where differences of view have long been played out. What I want to discuss today is how raising standards is an opportunity, a challenge, but how there are difficulties at the same time. I want to show the different points of view because it is only through understanding that can we make progress.

68. Massey News Article - Raising Teaching Training Standards Pro ViceChancellor Professor James Chapman raising teaching training standards.Strict application of entry standards has meant fewer first year students http://masseynews.massey.ac.nz/2005/Massey_News/issue-02/stories/04-02-05.html

Home Massey News SEARCH MASSEY LIBRARY NEWS EVENTS Future students ... Research Search Massey News Advanced search Image search Subindexes Archived indexes Massey TV news bites Archived Council papers @Massey newsletters Subscribe Latest issues Calendar of events Today Albany Palmerston North Wellington Massey classifieds All classifieds Albany Palmerston North Wellington Massey Magazine Latest issue April 2005 News Media Stuff.co.nz NZ Herald Otago Daily Times TVNZ ... Xtra News City News North Shore City (Albany) Palmerston North StudentCity Wellington Raising teaching training standards Pro Vice-Chancellor Professor James Chapman says the strict application of the standards has had a particular effect on intake for the primary training and distance training programmes. Professor Chapman says the move to strictly enforce standards is in line with the needs of the education sector and will improve the standard of graduates. Professor Chapman also says each candidate for teacher training has been interviewed to make sure they have the right qualities for teaching and working with children.

69. Massey News Article - Raising Teaching Training Standards raising teaching training standards. Strict application of entry standards hasmeant fewer first year students in Massey University’s College of Education’s http://masseynews.massey.ac.nz/2005/Press_Releases/02-15-05a.html

Home Massey News SEARCH MASSEY LIBRARY NEWS EVENTS Future students ... Research Search Massey News Advanced search Image search Subindexes Archived indexes Massey TV news bites Archived Council papers @Massey newsletters Subscribe Latest issues Calendar of events Today Albany Palmerston North Wellington Massey classifieds All classifieds Albany Palmerston North Wellington Massey Magazine Latest issue April 2005 News Media Stuff.co.nz NZ Herald Otago Daily Times TVNZ ... Xtra News City News North Shore City (Albany) Palmerston North StudentCity Wellington Raising teaching training standards Pro Vice-Chancellor Professor James Chapman says strict adherence to the entry requirements has resulted in fewer students being accepted into teacher training programmes. The strict application of the standards has had a particular effect on intake for the primary training and distance training programmes. Professor Chapman also says each candidate for teacher training has been interviewed to make sure they have the right qualities for teaching and working with children.

70. Teaching And Learning Supports Resources green arrow raising the Bar Teaching That Improves Student Performance and administrators can raise their standards and improve teaching and learning. http://www.annenberginstitute.org/resources/tl.html

If you do not have Acrobat software for viewing PDF files , you can download it free from Adobe's Web site. To download and install Adobe Acrobat Reader click on the icon below. Resources for: TEACHING AND LEARNING SUPPORTS Print/Web Publications Coaches in the High School Classroom: Studies in Implementing High School Reform The Annenberg Institute has produced a set of portraits of high school literacy coaches working in two sites that are part of Carnegie Corporation's Schools for a New Society initiative. The 44-page publication, Coaches in the High School Classroom, features close-ups of six coaches in Boston and Houston. Intended to provide fuel for discussion, the portraits are interspersed with guiding questions and followed by several tools that can be used for further discussion, assessment, and analysis of coaching programs. (2005) More information Download PDF [56 pp., 3140 KB] Information on Schools for a New Society Coaching: A Way to Improve Teaching and Learning Coaching is an increasingly popular strategy for districts seeking large-scale improvement in instruction. To help guide district leaders in the practice, the Annenberg Institute and the Aspen Institute Program on Education are copublishing a paper entitled " Coaching: A Strategy for Developing Instructional Capacity ." Written by Barbara Neufeld and Dana Roper of Education Matters, Inc., the paper describes what coaching is, what coaches do, the kinds of supports that coaches need, and the potential benefits to both educators and students. The 48-page paper is available in print and as a pdf document.

71. ELEVEN FACTORS FOR EFFECTIVE SCHOOLS INITIATIVES IN THE raising standards PROJECT AND THE KEY FACTORS FOR EFFECTIVE changing teaching staff for specific modules according to their strengths http://www.le.ac.uk/education/ESI/doc4b.html

ELEVEN FACTORS FOR EFFECTIVE SCHOOLS INITIATIVES IN THE RAISING STANDARDS PROJECT AND THE KEY FACTORS FOR EFFECTIVE SCHOOLS E LEVEN FACTORS FOR EFFECTIVE SCHOOLS RAISING STANDARDS PROJECT 1. Professional leadership Firm and purposeful A participative approach The leading professional * involvement of governors in school improvement 2. Shared vision and goals Unity of purpose Consistency of practice Collegiality and collaboration * mapping of initiatives and linking of strategies - taking a long term view * setting of key school and departmental targets based on a range of data and the sharing of key targets amongst all staff * all Faculty Development Plans detail the strategies to be employed in relation to identified issues * need for approaches to be considered throughout the school not just in relation to particular Years * regular discussion of ethos and themes of good practice 3. A learning environment An orderly atmosphere An attractive working environment * focus on attendance * the involvement of support staff in the monitoring of attendance 4. Concentration on teaching and learning

72. Theory Into Practice: Teaching What Matters Most: Standards And Strategies For R Teaching What Matters Most standards and Strategies for raising StudentAchievement Book Review. Theory Into Practice, Summer, 2003 by Karon N. Lecompte http://www.findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442656

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Theory Into Practice Summer 2003 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Teaching What Matters Most: Standards and Strategies for Raising Student Achievement - Book Review Theory Into Practice Summer, 2003 by Karon N. Lecompte Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. By Richard W. Strong, Harvey F. Silver, and Matthew J. Perini. Association for Supervision and Curriculum Development, 2001. 137 pp., $22.95 (paper). ISBN 0-87120-518-1 Teaching What Matters Most: Standards and Strategies for Raising Student Achievement is a collection of pedagogical approaches that stress meaningful learning. The approaches discussed encompass issues of race and diversity through teacher reflection. The authors relate that reflection on the standards-based movement drove them to think, reflect, and discuss a possible set of standards that would, "lead to measurable improvement on state tests, and allow for teachers to be creative in meeting the needs of all students." Four standardsfocusing on concepts rather than contentemerged: rigor, thought, diversity, and authenticity. Following is a summary of the four standards outlined by the authors, including a brief critique of each. The review concludes with a few comments about the educational promise put forward by these standards.

73. Raising Standards: A Creative Look At Competence And Assessment And Implications raising standards a creative look at competence and assessment and implications for Terry Hyland (1994) Teaching, learning and NVQs challenging http://www.leeds.ac.uk/educol/documents/00002988.htm

Reproduced from 1995 Conference Proceedings, pp. 6-11 SCUTREA 1997 Raising standards: a creative look at competence and assessment and implications for mainstreaming in university adult education Paul Armstrong, Birkbeck College, University of London From critique to creativity The critique of a competence-based approach to education and training has been well rehearsed not only in Britain but elsewhere in the world. And it is hard to resist. Recent conference papers and publications have systematically sought to undermine the approach . Hyland told us at last year's SCUTREA conference that competence-based education is seriously flawed and ill-equipped to deal with education and training beyond the level of basic skills and, moreover, (is) largely irrelevant to teaching and learning in adult education contexts. And is a narrow technicist approach to education which defines useful knowledge in the light of bureaucratic and corporate needs. This critique has been sustained, particularly in higher education. Recent publications by Barnett , and again by Hyland put together a substantial attack on the idea of a competence-based approach to teaching and learning. From a broadly liberal humanistic perspective, Hyland believes that the whole basis of the new system is so flawed that its influence on training and education for future generations will not only be inappropriate but actively damaging. He asserts that the competence-based system combines a highly instrumental philosophy with a narrow and uncritical behaviourist psychology, to produce a mechanistic individualism combined with neglect of learning, knowledge and understanding, so that the new qualifications are intrinsically unreliable as indicators of all but the most elementary skills and abilities.

74. "Schools That Add Value: Raising Standards In Mathematics " Schools that add value raising standards in mathematics Schemes of work formathematics structured the progression of teaching and learning experiences http://www.leeds.ac.uk/educol/documents/000001127.htm

Schools that add value: raising standards in mathematics Howard Tanner, Sonia Jones and Mike Treadaway Paper presented at the British Educational Research Association Conference, University of Sussex, at Brighton, 2-5 September, 1999. Abstract This research aimed to draw together evidence from across five LEAs to identify strategies and factors which have a significant and measurable impact on attainment in mathematics. Value added analyses which linked national curriculum and GCSE data to a range of input measures were used to identify schools where pupils achieved standards significantly higher than would have been expected from their prior attainment. Factors contributing to this high attainment were then identified through extended interviews with LEA advisors, head teachers, subject leaders and classroom teachers. Further data was collected at classroom level through participant observation. Introduction This paper describes some of the results of one strand of a collaborative project 'Setting Targets to Raise Standards'. The project is funded by the Welsh Assembly, led by the Vale of Glamorgan and involves 5 Welsh LEAs and the University of Wales Swansea. The project was built around earlier work by the Vale of Glamorgan involving the development of value-added analyses linking National Curriculum data to prior attainment scores, and the development of an approach to target setting based on pupil level data. The project was multi-faceted and included strands, which are not reported on here, relating to the development and validation of pupil centered approaches to target setting and the impact of differing forms of data analysis and presentation. This paper reports on the strand of the project entitled 'Improving Standards in Numeracy' which drew together evidence from 20 particularly successful schools in the 5 LEAs to identify factors and strategies which appeared to contribute positively towards standards in numeracy and mathematics. This paper focusses on features at the level of classroom practice, making only brief mention of factors at the level of whole school and subject leader.

75. Smith - The National Literacy Strategy: Raising Standards For All? - ISEC 2000 The National Literacy Strategy raising standards for all? The difficultiesof teaching such children in the Literacy Hour are discussed, http://www.isec2000.org.uk/abstracts/papers_s/smith.htm

Presented at ISEC 2000 The National Literacy Strategy: Raising Standards for all? Chris D. Smith - University of Central Lancashire, UK Contributions from: Helen Whitely. Abstract The introduction of the Literacy Hour in 1998, as part of the National Literacy Strategy (NLS), was preceded by concerns about the lack of guidance and provision for pupils with special educational needs, despite the general aim to help all children. Additional guidance was later produced, but the Framework for Teaching is not explicit about systematic intervention for children at risk of developing severe reading difficulties. This paper reports two questionnaire surveys of teachers' experiences of teaching the Literacy Hour which were sent to all schools in Preston, Blackpool and Chorley. The first survey, in early 1999, asked about training, preparation, implementation, effectiveness and children with 'special difficulties'. After this survey had found that children with 'special difficulties' only benefit from the Literacy Hour under certain circumstances, the second survey (conducted in autumn 1999) focused on the teaching of literacy with dyslexic children and other children with special educational needs. The difficulties of teaching such children in the Literacy Hour are discussed, as is successful practice, together with the wider implications for the National Literacy Framework. Index

76. Florida State University's Research In Review Creating a standard is like raising a flag, he said. The focus of scienceteaching needs to be on inquiry and understanding, rather than memorization http://www.research.fsu.edu/researchr/summer95/features/standard.html

Standard Issue by Chances of America's revival as a science-literate nation may rest on the results of this FSU-led effort. They trotted out colorful flipcharts and graphs. They used overhead projectors. They brought in experts who spokefor days on endin the simplest of terms. And yet the only clear message to come from the attempt at explaining the underlying principles of DNA fingerprinting to the O.J. Simpson jury this spring was that when it comes to science, the average American has the grasp of a Neanderthal. The evidence is everywhere you lookfrom the abysmal science scores in the nation's classrooms to the dimwitted daily news: a recent AP wire story on an epidemic of poisoned hamburgers confused the real cause of the deadly malady, bacteria, with viruses. Symptoms go far beyond the ludicrous Hollywood images of humans cavorting with dinosaurs (e.g. "The Flintstones") and the techno-tease of "Jurassic Park." By any measure one can name, Americans today are fundamentally less informed on basic matters of science and technology than previous generations. As if that's not sobering enough, the trend toward "dumb and dumber" has even taken on a sexy cachetit's now cool to be stupid. The scope of the nation's ignorance was showcased in 1983, when the National Commission on Excellence in Education published the booket: A Nation at Risk: The Imperative for Educational Reform. The Commission got right to the point:

77. The Thomas Hardye School, Dorchester We intend to raise standards of attainment through the use of ICT; ICT in theclassroom as a teaching tool, as a research and learning tool, http://www.thomas-hardye.dorset.sch.uk/leading_edge/KeyProjects-RaisingStandards

The Key Projects Raising standards in and through ICT Managers Chris Drew, Sherry Mathias, Nick Garner, Mark Richardson What schools, and who else, will be involved in this Objectives of this project We intend to raise standards of attainment through the use of ICT; ICT in the classroom as a teaching tool, as a research and learning tool, in administration to save time and as communication device to make closer our links with parents, students and the community Specifically we intend to NAVIGATION Leading Edge Home Training School Home Using assessment data to raise standards of attainment Raising full time participation in Post 16 Education in South Dorset Raising standards in and through ICT From Pyramid to Partnership ... Contact Us The Thomas Hardye School Queens Avenue, Dorchester. Dorset. DT1 2ET

78. The Thomas Hardye School, Dorchester We will work closely with teachers in local schools to develop teaching strategiesthat challenge Using assessment data to raise standards of attainment http://www.thomas-hardye.dorset.sch.uk/leading_edge/KeyProjects-RaisingStandards

The Key Projects Raising Standards in Science The NCSL has recognised the work of the Dorchester Area Schools Partnership (DASP) in its Networked Learning Communities programme as a model of the way a pyramid of schools can become an effective partnership in raising educational standards. Manager Julia Harley What schools, and who else, will be involved in this Wey Valley School, Penwithen School, Woodroffe School, DASP Middle Schools, All Dorset Schools Objectives of this project As part of the Science College plan the School has declared its intentions to develop and disseminate good practice among schools in the community. (Science College Mission Statement) (Science College Mission Statement) Milestones and measurable outcomes Specific details of what is to be achieved and how it is to be achieved are laid out in the Science College Development Plan By July 2005

79. Teachers' TV The Key Stage 3 National Strategy aims to raise standards of education for 11to 14-year-olds by focusing teaching and learning. http://www.teachers.tv/subjectBlockProgramme.do?transmissionBlockId=143300&zoneI

80. Reducing Complexity And Costs In Healthcare IT Development Sun Microsystems walks the walk on open standards with its work on the Health The Java API to HL7 Version 3 RIM is poised to raise an entire flotilla. http://www.sun.com/br/1004_ezine/hc_hl7java.html

Doctor Tech Raising Standards Industry News Archive Health Level 7 Sun in healthcare Sun Offers Teaching Hospitals Low-Cost Software Development Licenses ... Join SunSHINE, Get a Free E-Learning Course Design Class When you become one of more than 800 forward-thinkers who have joined SunSHINE (Sun's Solutions for Healthcare: Information, Networking, and Education), you'll become eligible to attend a free training class in designing and deploying an e-learning course for your healthcare organization. SunSHINE members also receive a 15 percent discount on MindIQ Design-a-Course licenses. Get details. Sun Microsystems walks the walk on open standards with its work on the Health Level 7 Java Special Interest Group, which recently released a new application programming interface. To ensure that healthcare systems will be able to communicate with each other, vendors design their products according to standards and best practices developed by industry standards groups. Standards in Healthcare Sun collaborates with all the healthcare industry's leading standards organizations to develop standards-based messaging and content-exchange standards. As a member of HL7, Sun is an active supporter of HL7's adoption of the Electronic Business eXtensible Markup Language (ebXML) Messaging Service Specifications in Version 3. Sun underwrote HL7's participation in the ebXML initiative, and has been actively engaged in the HL7 ebXML demonstration efforts. With ebXML support, HL7-based applications can build upon the proven, open standard ebXML, lowering the cost of deploying healthcare applications.

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