Thematische Bibliographien / Pennsylvania. State normal schools

Auswahl der wissenschaftlichen Literatur zum Thema „Pennsylvania. State normal schools“

Autor: Grafiati

Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Pennsylvania. State normal schools"

Ficca, Michelle, und Dorette Welk. „Medication Administration Practices in Pennsylvania Schools“. Journal of School Nursing 22, Nr. 3 (Juni 2006): 148–55. http://dx.doi.org/10.1177/10598405060220030501.

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As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3–5 buildings. This implies that unlicensed personnel are administering medications, a violation of licensing laws in Pennsylvania. The purpose of this study was to determine the policies and practices that Pennsylvania public schools have in place regarding medication administration. The sample consisted of 314 state-certified school nurses who returned a 71-question survey. Findings indicated that school nurses are very concerned about issues related to medication administration. Additional findings identified the lack of standing orders to administer over-the-counter medications, the increase in medication errors when the school nurse had responsibility for multiple buildings, and the lack of understanding of the ramifications of the Nurse Practice Act on school nursing practice in regard to delegation. Recommendations for practice include development of detailed policies and procedures and collaboration among all stakeholders in the development of policies that address legal issues.

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Ramos, Amanda M., Tong Chen, Peter K. Hatemi, H. Harrington Cleveland und Jenae M. Neiderhiser. „The Pennsylvania Longitudinal Study of Parents and Children (PALSPAC) Twin Registry“. Twin Research and Human Genetics 22, Nr. 6 (31.10.2019): 765–68. http://dx.doi.org/10.1017/thg.2019.98.

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AbstractThe Pennsylvania Longitudinal Study of Parents and Children Twin Registry was developed to capture a representative sample of multiple births and their parents in the state of Pennsylvania. The registry has two main efforts. The first began in 2012 through recruitment of adolescents in Pennsylvania schools. The second effort began in January 2019 in partnership with the Pennsylvania Department of Health to capture the birth cohort of twins born from 2007 to 2017. Study recruitment, sample demographics, focus and measures are provided, as well as future directions.

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Flynn, Kalen, Catherine C. McDonald, Bernadette A. D’Alonzo, Vicky Tam und Douglas J. Wiebe. „Violence in Rural, Suburban, and Urban Schools in Pennsylvania“. Journal of School Nursing 34, Nr. 4 (05.04.2018): 263–69. http://dx.doi.org/10.1177/1059840518765086.

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School violence is a public health issue with direct and collateral consequences that has academic and social impacts for youth. School violence is often considered a uniquely urban problem, yet more research is needed to understand how violence in rural and suburban schools may be similar or different from urban counterparts. Using school violence data from a state with urban, suburban, and rural counties, we explored the landscape of school violence in Pennsylvania (PA) through mapping, descriptive statistics, and factor analysis. Results show school violence is not solely an urban problem. Schools in all county types and across grade levels deal with violence to varying degrees, and the majority of schools across county types experience low levels of violence. Types of violence experienced by PA schools loaded onto three factors, suggesting that targeted interventions may be better suited to addressing school violence.

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Hornbeck, Dustin, und Joel Malin. „State Auditors in Education Policy“. Educational Policy 33, Nr. 7 (02.02.2018): 1047–75. http://dx.doi.org/10.1177/0895904818755469.

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Contemporary education reform movements in the United States have emphasized accountability for student performance. Policy actors serving within the executive branch have arguably gained power in part to provide this accountability function. The present study, in which Ohio and Pennsylvania serve as state case contexts, examines the changing education policy role of executive-level state auditors. Findings indicate their powers have expanded considerably between 2005 and 2017, with expansion attributable to four main factors: the proliferation of brick-and-mortar and online charter schools, auditors’ political motivations, auditors’ ability to conduct performance audits, and state legislatures’ reliance on auditors to provide oversight.

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Yelinek, Kathryn. „“It Can Be Done Much Faster!”: The Transition from the Samuel G. Dixon State Hospital to the South Mountain Restoration Center“. Pennsylvania History: A Journal of Mid-Atlantic Studies 89, Nr. 3 (2022): 385–411. http://dx.doi.org/10.5325/pennhistory.89.3.0385.

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ABSTRACT The South Mountain Restoration Center currently is a Pennsylvania state-owned long-term care center, but it traces its beginnings to a small camp for consumptives in the early 1900s. From this camp, high atop a mountain in rural southcentral Pennsylvania, the Center transformed itself in the 1930s into a state-of-the art tuberculosis sanatorium. In the 1960s it reinvented itself as a geriatric center that stood at the forefront of the Commonwealth’s services for the aging. An examination of the pivotal years 1965–68, when the sanatorium gave way to the restoration center, will show how the state government’s rush to empty overcrowded state schools and hospitals led to the successful creation of the Center, even though its rural location meant it did not meet all of the state’s criteria. This article demonstrates the challenges the state experienced in transitioning the facility from one type to another.

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Hash, Phillip M. „Music Instruction at Selected State Normal Schools during the Nineteenth Century“. Journal of Research in Music Education 67, Nr. 4 (02.12.2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.

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Weathers, Ericka S., Ismael G. Muñoz und David Loeb. „Absence Unexcused: Using Administrative Data to Explore Patterns and Predictors of Habitual Truancy in Pennsylvania“. High School Journal 106, Nr. 3 (März 2023): 166–90. http://dx.doi.org/10.1353/hsj.2023.a930442.

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Abstract: While existing literature documents disparities in and implications of absenteeism and truant behavior, less is known about truancy as defined in state laws. Habitual truancy, which can trigger external punitive responses, is particularly underexplored. The current study utilizes administrative data from the universe of Pennsylvania schools to examine longitudinal trends and school-level characteristics associated with habitual truancy between the 2010–11 and 2017–18 school years. Our findings indicate an increasing pattern of overall habitual truancy rates between 2010–11 (9%) and 2017–18 (13%). Habitual truancy rates are highest among Black and Hispanic students and in middle and high school grades. OLS regressions show that habitual truancy is positively associated with the share of students in a school who are Black and who qualify for free or reduced-price lunch, and higher exclusionary discipline and school police presence; and negatively associated with magnet schools. Our findings have implications for understanding patterns and predictors of habitual truancy and provide some insight into who might be subjected to punitive responses to habitual truancy in accordance with state policies.

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Suleiman, Yusuf, Zahyah Hanafi und Thanslikan Muhajir. „Principals’ Perception of Health Services in Kwara State Secondary Schools: A Qualitative Approach“. International Journal of Synergy and Research 7 (02.03.2019): 123. http://dx.doi.org/10.17951/ijsr.2018.7.0.123-143.

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The common problems of learners that contribute to absenteeism in school include malaria, cough/catarrh, typhoid, headache and stomach ache. This led to the formulation of national school health policy in Nigeria to promote health services in schools. In view of the foregoing, this study assesses principals’ perception of health services in secondary schools. The study population consists of 551 principals of secondary schools (public and private) in Kwara State, Nigeria. Purposive and convenience sampling techniques were employed to select 20 principals. Instrument tagged “Interview Protocol on Health Services (IPHS)” was used to elicit data from the participants. Data collected was transcribed and analysed via thematic approach. Findings revealed that majority of the schools does not have school clinic to dispense health services to learners. Our fidings also show that most of the schools lack health personnel and equipment. This study concludes that comprehensive health services were not provided for learners. The study recommends that the government should come up with policy statement on school health services that will help to provide quality health services to the learners. Adequate budget should be made by the government for the implementation of the policy. Lastly, the study provides practical and methodological contributions to the body of knowledge in the fild of education.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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Rothermel, Beth Ann. „Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools“. Journal for the History of Rhetoric 8, Nr. 1 (01.01.2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.

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Donne, Vicki J., und Naomi Zigmond. „An Observational Study of Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools“. Communication Disorders Quarterly 29, Nr. 4 (August 2008): 219–35. http://dx.doi.org/10.1177/1525740108321448.

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An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who are deaf or hard of hearing and 17 teachers of reading for these students. Results indicated that reading activities varied significantly by instructional setting and grade level enrolled. In addition, teacher behaviors were significantly different by instructional setting, grade level enrolled, reading curriculum level, and students' level of hearing loss.

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Dissertationen zum Thema "Pennsylvania. State normal schools"

Ostergaard, Lori Alden Neuleib Janice. „Composition in the Illinois State Normal University and Illinois high schools 1892-1921 /“. Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251813371&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178893688&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice W. Neuleib (chair), Douglas D. Hesse, Julie M. Jung. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.

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Walker, Nathan C. „An Analysis of Federal and State Law Governing Public Schoolteachers’ Religious Garb in Pennsylvania and Nebraska Under the Free Exercise Clause of the First Amendment“. Thesis, 2018. https://doi.org/10.7916/D80307ZH.

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This study is based on a narrow legal examination of the two contemporary state bans on public schoolteachers’ religious garb in Pennsylvania and Nebraska. Legal research and legal analysis are the primary methods used to investigate whether these two statutory bans meet the judicial and legislative tests under the Free Exercise Clause of the First Amendment to the U.S. Constitution and the Pennsylvania Religious Freedom Protection Act. The study applies the Sherbert standard as articulated by the U.S. Supreme Court—a three-part judicial test that courts use to apply the strict scrutiny standard to Free Exercise cases. The study also applies the U.S. Supreme Court’s Smith standard, also known as the general applicability test, which requires that government regulations involving religion must be “neutral and generally applicable,” and cannot “target religious conduct for distinctive treatment.” The study identifies that religious garb is legally defined as “any dress, mark, emblem or insignia indicating the fact that such teacher is a member or adherent of any religious order, sect or denomination.” This study examines the 123-year history of legal bans on public schoolteachers’ religious garb, with special attention to Pennsylvania’s current anti-religious garb statute was the first of its kind in the United States. It was enacted in 1895 in response to the Pennsylvania Supreme Court ruling that held Catholic nuns were permitted to wear religious garb (habits) while teaching in public schools. Nebraska’s anti-religious garb law, a replica of Pennsylvania’s ban, was first enacted in 1919 and repealed in 2017. Although at the time this study was published (May 2018), the study notes that earlier attempts to repeal it failed. The study concludes the following: Pennsylvania’s and Nebraska’s statutory bans on teachers wearing religious garb in public schools (1) failed the general applicability test under Smith and (2) substantially burdened religions, as defined under the provisions in Sherbert and the Religious Freedom Protection Act (RFPA). The statutes (3) partially met the rational basis test, but when faced with strict scrutiny, the statutes (4) failed to meet the compelling interest and (5) narrowly tailored tests.

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Bücher zum Thema "Pennsylvania. State normal schools"

Holmes, Elizabeth. The normal kid. Minneapolis: Carolrhoda Books, 2012.

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Pennsylvania. General Assembly. Legislative Budget and Finance Committee., Hrsg. Sunset performance audit of the State Board of Private Academic Schools pursuant to Act 1981-142. Harrisburg, Pa. (Room 400, Finance Bldg., Harrisburg 17120): The Committee, 1986.

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Pennsylvania. General Assembly. Legislative Budget and Finance Committee., Hrsg. A Sunset performance audit of the State Board of Private Business Schools pursuant to Act 1981-142. Harrisburg, Pa. (Room 400, Finance Bldg., Harrisburg 17120): The Committee, 1986.

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Urías, Mariana Hernández, Homero Vázquez Carmona und Rosaura Martínez Ruiz. Pensar Ayotzinapa. Ciudad de México: Almadía Ediciones, 2018.

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Holland, Ernest Otto. Pennsylvania State Normal Schools and Public School System. Creative Media Partners, LLC, 2022.

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Pa Indiana State Normal School (Indiana. Catalogue of the State Normal School at Indiana, Indiana County, Pennsylvania: 1880/81. Creative Media Partners, LLC, 2018.

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Pa Indiana State Normal School (Indiana. Catalogue of the State Normal School at Indiana, Indiana County, Pennsylvania Volume 12th. Franklin Classics Trade Press, 2018.

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Indiana State Normal School (Indiana. Catalogue of the State Normal School at Indiana, Indiana County, Pennsylvania; 1882/83. Creative Media Partners, LLC, 2021.

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Indiana State Normal School (Indiana. Catalogue of the State Normal School at Indiana, Indiana County, Pennsylvania; 1883/84. Creative Media Partners, LLC, 2021.

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Catalogue of the State Normal School at Indiana, Indiana County, Pennsylvania; 1881/82. Creative Media Partners, LLC, 2021.

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Buchteile zum Thema "Pennsylvania. State normal schools"

Ogren, Christine A. „“To Awaken the Conscience”: Establishing Teacher Education and State Normal Schools“. In The American State Normal School, 9–52. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_2.

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Ogren, Christine A. „“Enthusiasm and Mutual Confidence”: Campus Life at State Normal Schools, 1870s–1900s“. In Rethinking Campus Life, 91–114. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75614-1_5.

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Kolodny, Kelly Ann. „The Endorsed and Spontaneous Reading and Writing Exercises of Students in Early State Normal Schools in Massachusetts (1839–1850)“. In Women’s Higher Education in the United States, 69–91. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_4.

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Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae und Kan Hiroshi Suzuki. „Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?“ In Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.

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AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.

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Dorn, Charles. „“The Instruction Necessary to the Practical Duties of the Profession”“. In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0006.

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This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.

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Brown, Candy Gunther. „Waldorf Methods“. In Debating Yoga and Mindfulness in Public Schools, 229–54. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0012.

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Chapter 11 considers Pennsylvania’s Hatboro-Horsham School District (HHSD)’s determination that the proposed Good Earth Charter School (GE) is religiously sectarian. GE is a Waldorf Methods school, premised on Rudolf Steiner’s (1861-1925) anthroposophy, a religious cosmology that explains humanity’s spiritual evolution from cosmic origins and anticipates humanity’s attainment of divine nature. Although Waldorf charter schools withstood a legal challenge in California in PLANS, Inc. v. Sacramento City Unified School Distict, Twin Ridges Elementary School District (1998–2012), HHSD found that GE’s curriculum, teacher training, and affiliations reflect its anthroposophic foundations. Contrasting the California and Pennsylvania cases illustrates how resource disparities can affect legal determinations of what counts as religion. This chapter argues that Waldorf Methods charter schools illustrate how a pedagogical approach can be secular and religious. GE’s curriculum is aligned with state educational standards, and there are public Waldorf Methods schools that promote secular interests by offering an arts-focused education to students who otherwise could not afford it. Yet, Waldorf’s distinctive pedagogy—including its meditation practices—is an outgrowth of Steiner’s esoteric understanding of child development. Modern anthroposophists have in two separate court cases argued successfully that anthroposophy is a religion for free exercise purposes.

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Komline, David. „The Common School Awakening in Ohio“. In The Common School Awakening, 167–91. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085155.003.0007.

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This chapter narrates the key developments in the movement to systematize and professionalize Ohio’s schools, which culminated in 1837 with the creation of the office of the superintendent of common schools. In many ways, Ohio resembled Massachusetts: religious reformers pointed to the example of Prussia in a successful campaign to introduce legislative change. In other respects, however, the case of Ohio differed. One important contrast between the course of the Common School Awakening in the two states involves the scope of the legislative victories achieved in each. In Massachusetts, the board of education and state-sponsored normal schools that came into existence in the 1830s continued largely unchanged for decades. In Ohio, however, the awakening did not result in a state-sponsored normal school and the superintendent office that it created passed out of existence when its first occupant resigned.

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Komline, David. „“The Educational Regeneration of New England”“. In The Common School Awakening, 122–66. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085155.003.0006.

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This chapter narrates the Common School Awakening in Massachusetts, homing in on a pivotal figure whose role in the awakening has been underestimated: Charles Brooks, a Unitarian minister whose travels to Europe inspired him to begin a campaign to introduce Prussian reforms to American schools. The chapter follows Brooks from the beginning of his career to 1840, when he resigned from his clerical post after having helped introduce two key institutions into the Massachusetts educational bureaucracy, the board of education with its secretary and state-sponsored normal schools. The chapter focuses on the broad religious consensus that Brooks relied upon in his campaign.

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Friedman, Lawrence M. „Judges and Courts: 1850–1900“. In A History of American Law, 355–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190070885.003.0011.

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This chapter discusses judiciary changes in the second half of the nineteenth century. After the middle of the century, the popular election of judges was more and more accepted as normal. Every state that entered the Union after 1846 gave voters the right to elect some or all of their judges. The California Constitution of 1849 made the whole system elective, from the supreme court down to justices of the peace. In the year 1850 alone, seven states amended their laws to provide for more popular election of judges. In 1850, both the Michigan and Pennsylvania supreme courts turned elective. In 1853, the voters of Tennessee approved a constitutional amendment; and from 1854 on, Tennessee abolished what one newspaper called a “relic of by-gone days,” the days of “repressive monarchy”; the supreme court of Tennessee became an elective body.

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Kenny, Kevin. „A Proper Spirit of Jealousy and Revenge“. In Peaceable Kingdom, 171–81. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195331509.003.0018.

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Abstract When the Paxton Boys agreed to write down their grievances rather than proceed with their march on Philadelphia, daily life in the city returned to its normal busy but well-ordered state. Politically, however, all was in ferment; instead of a war of weapons, a war of words ensued. As the anonymous author of The Apology of the Paxton Volunteers put it, “Our late Conduct at the Conestogo Mannor & Lancaster has occasioned much Speculation, & a great Diversity of Sentiments in this & the neighbouring Governments; some vindicating & others condemning it; some charitably alleviating the Crime, & others maliciously painting it, in the most odious & detestable Colours.” The debate went far beyond the immediate issue of the Conestoga massacres to address the fundamental question of how Pennsylvania ought to be governed. Sixty-three pamphlets dealing with the Paxton affair, either exclusively or as part of a larger debate on government, were published in Philadelphia in 1764, along with ten political cartoons.1

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Konferenzberichte zum Thema "Pennsylvania. State normal schools"

Serenkova, E. L., und V. D. Svirid. „COMPARATIVE CHARACTERISTICS OF THE PSYCHOLOGICAL STATE OF SCHOOLCHILDREN STUDYING AT BOARDING SCHOOLS AND GYMNASIUMS“. In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-328-331.

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The level and nature of school-related anxiety in primary and secondary school-age children were analyzed. On the basis of boarding schools,the data that the level of anxiety in children of primary school age is within the normal range were obtained, and in subjects of secondary school age this indicator is slightly increased. In children studying in the gymnasium, the level of anxiety is within the normal range. Statistically significant differences in the level of school anxiety among children studying in boarding schools and high school students were revealed.

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Kimbell, Richard. „Sharing and securing learners’ performance standards across schools“. In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.

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Berichte der Organisationen zum Thema "Pennsylvania. State normal schools"

Thompson, Charlie. State support for civic engagement. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/878.726.

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Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history and critical race theory in schools. At the same time, Americans’ civics knowledge seems to be in a state of decline, with the first recorded drop in U.S. adults being able to name all three branches of government since 2016. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. As of 2018, 42 states required students to take a course in civics and government, with 8 of those states requiring a full year of civics and 19 states requiring a civics exam to graduate, often resembling the U.S. citizenship test. Two states, New Hampshire and Pennsylvania, allow local education agencies to develop locally determined assessments of students’ civics knowledge or else require that students take the U.S. citizenship test. A growing number of states are encouraging civic learning and acknowledging that students can be active participants in civic life. This report describes how 10 states are implementing policies that increasingly support a new approach to civics education that engages students in inquiry, civic reasoning, and civic action.

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