Relevant bibliographies by topics / ACT Dept of Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'ACT Dept of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'ACT Dept of Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "ACT Dept of Education"

1

Demir, Kadir, Tugce Gul, and Charlene Czerniak. "Recruitment of Science and Mathematics Teachers: Review of Literature and Analysis of Findings From Three Years Efforts of A Recruitment." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 119–37. http://dx.doi.org/10.51355/jstem.2019.78.

Full text
Abstract:
Across the US, many school districts are finding increasing difficulties to fill the ranks of their science and mathematics teaching staff with highly qualified teachers. To alleviate the problem, several national policies, such as the No Child Left Behind Act and the American Recovery and Reinvestment Act, have been enacted to improve the quality of education while reducing teacher shortages. Consequently, many agencies, such as the National Science Foundation, the U.S. Dept. of Education, and the U.S. Dept. of Energy, to name a few, have awarded large grants to universities and other organizations to implement math and science teacher recruitment programs and prepare them to deliver high quality instruction. These programs vary in terms of their target populations (high school students, undergraduates, graduates, or career changers), the type and frequency of the early teaching experience provided, the academic and financial support systems, and the public relations campaigns regarding the rewarding aspects of becoming a science or mathematics teacher. Given the urgency of the national math and science teacher shortage and the high cost of these programs, examining their impact is critical. In this paper, we present findings from three years efforts of a science and mathematics teachers recruitment program to start mapping the landscape of teacher recruitment. Our discussion and implications suggest that… program’s focus was on recruiting students at all career levels (direct from high school, transfer from community college, change of major, and career changers).
APA, Harvard, Vancouver, ISO, and other styles
2

Migiro, Stephen. "Post National Credit Act reckless lending in the South African banking industry." Public and Municipal Finance 6, no. 2 (July 27, 2017): 27–34. http://dx.doi.org/10.21511/pmf.06(2).2017.03.

Full text
Abstract:
One of the main aims of the National Credit Act (NCA) of 2005 in South Africa is to curtail rising consumer over-indebtedness by encouraging credit providers to adopt responsible lending practices. This research study seeks to ascertain whether the NCA’s responsible lending requirements have limited reckless lending by credit providers. Data are collected by a telephonic survey amongst debt counselors and in-depth interviews amongst bank employees. Descriptive statistics are used to analyze data from the descriptive survey, while data from in-depth interviews are analyzed using the thematic approach. Credit providers have divided opinions on whether the NCA limits reckless lending practices. Debt counselors claimed that credit providers are lending irresponsibly. By contrast, insights obtained from bank employees indicate compliance. However, both agree that borrowers are not borrowing responsibly. As a result, consumer education is required to educate consumers on both the benefits and risks of borrowing. It is also recommended that lenders be audited for compliance to the Credit act.
APA, Harvard, Vancouver, ISO, and other styles
3

Ferguson, Maria. "Washington View: The higher education crisis." Phi Delta Kappan 101, no. 4 (November 25, 2019): 63–64. http://dx.doi.org/10.1177/0031721719892979.

Full text
Abstract:
As more students attend college than ever before, higher education remains inequitable, with low-income students and students of color shut out of what many perceive to be top schools. Maria Ferguson discusses what Paul Tough’s new book, The Years That Matter Most, reveals about the college admission process and considers recent efforts to help students from less-privileged backgrounds gain greater access. According to Ferguson, policy solutions, such as the reauthorization of the Higher Education Act or some form of student debt relief, do not appear to be high priorities in Washington.
APA, Harvard, Vancouver, ISO, and other styles
4

Bass, Lisa, and Cynthia Gerstl-Pepin. "Declaring Bankruptcy on Educational Inequity." Educational Policy 25, no. 6 (December 31, 2010): 908–34. http://dx.doi.org/10.1177/0895904810386594.

Full text
Abstract:
The authors consider Ladson-Billings’ (2006) charge to reframe the way the ‘achievement gap’ is viewed, and put forth the metaphor of “bankruptcy” as a way to acknowledge the educational debt and educational inequity and move towards debt forgiveness in public education. Specifically, the bankruptcy metaphor is used to examine the debt embedded in the historical progression of federal school reform policy including the No Child Left Behind (NCLB) act. Acknowledging this debt requires valuing and supporting children and their families through educational policy that supports equity. The authors assert that reconciliation of the debt requires working across disciplines and agencies to address the larger community issues surrounding educational inequities.
APA, Harvard, Vancouver, ISO, and other styles
5

Ardani, Ardani, and Djaka Permana. "Evaluation of Community Participation and Fire and Rescue Sub-dept. In Fire Prevention Tanjung Priuk District." Ilomata International Journal of Social Science 1, no. 1 (October 30, 2019): 20–28. http://dx.doi.org/10.52728/ijss.v1i1.35.

Full text
Abstract:
This study aims to determine the level of community participation in fire prevention and management in Tanjung Priuk Subdistrict, the City of Administration against Fire Disasters in North Jakarta, the theory used in this research is the opinion of M. Nuh Minister of Education in the era of President Bambang Yudhoyono in Climbing the Amstein ladder to organize an ideal participation. The research method used is a qualitative method to obtain key data from interviews with legitimate sources that are directly involved in fire prevention and management and are supported by data from field observations. The data is then analyzed by the triangulation process. To find out the level of community participation. The results showed that the level of participation in fire prevention in Tanjung Priuk District had a range of information, consultations and appointments. the training program, which is carried out as an annual program, is provided for the community to provide information one way. In the management process, the community is at the second level of the seventh stage because the community is already a partner in the fire department before the fire department arrives at the fire location, the community has tried to extinguish the fire independently. To increase community participation in fire prevention and management, the Fire Department of the North Jakarta City Administration Office must optimize human resources, as well as other fire management resources, to be able to act also to provide costs for Balakar (Voluntary Fire) every month.
APA, Harvard, Vancouver, ISO, and other styles
6

Buys, Melanie, Pierre du Plessis, and Raj Mestry. "The resourcefulness of school governing bodies in fundraising: Implications for the provision of quality education." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2042.

Full text
Abstract:
With the promulgation of the South African Schools Act of 1996, public education in South Africa was decentralised and communities were made responsible for school governance. This placed the responsibility on school governing bodies (SGBs) to take all measures within their means to supplement state funding for the acquisition of adequate human and physical resources. In this article we explore various fundraising initiatives that will increase the coffers of public schools. Funds provided by donors and sponsors should allow SGBs the discretionary powers to appropriate funds that will promote effective teaching and learning in schools. The perceptions and experiences of principals and SGBs on the management of funds were investigated by means of a qualitative multiple case study. Findings reveal that SGBs have to take an entrepreneurial stance towards supplementing funds provided by the state. In addition, there are serious challenges surrounding school fees such as bad debt and fee exemptions, and this necessitates SGBs to find other sources of revenue. Thus, based on best business practice, SGBs should be given autonomy and take accountability for the management of private funding within the legal framework of the South African Schools Act.
APA, Harvard, Vancouver, ISO, and other styles
7

Xu, Yonghong Jade. "Advance to and Persistence in Graduate School: Identifying the Influential Factors and Major-Based Differences." Journal of College Student Retention: Research, Theory & Practice 16, no. 3 (November 2014): 391–417. http://dx.doi.org/10.2190/cs.16.3.e.

Full text
Abstract:
Structured within an expanded econometric theoretical framework, this study uses national data sources to identify the critical factors that influence college graduates' advance to and persistence in graduate education and to compare the systematic differences between students in the STEM and non-STEM majors. The findings indicate that there is a high attrition rate from graduate education in both STEM and non-STEM majors. Male, Caucasian, and students who received their bachelor degree at a traditional (younger) age are more likely to attend and complete graduate education, regardless of academic major. Major-based differences are apparent in the impact from variables including parents' education, total undergraduate debt, institution selectivity, and student's academic background measured by SAT/ACT scores and cumulative GPA in undergraduate major.
APA, Harvard, Vancouver, ISO, and other styles
8

Semerád, Pavel, and Veronika Sobotková. "Tax justice of the reform of higher education: tuition fees or tax relief?" Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 60, no. 7 (2012): 259–64. http://dx.doi.org/10.11118/actaun201260070259.

Full text
Abstract:
This paper deals with the current reform of higher education which is now being discussed in the Czech Republic. The Government and the Ministry of Education, Youth and Sports propose a tuition fee for students at universities but there is still no clear concept of it. University leaders and students are against the tuition fee because of their fear of getting into debt during their study. The aim of this paper is to show an alternative way of funding higher education without tuition fee loans and from the point of view of tax justice. According to the concept of horizontal justice (Mankiw, 1999) taxpayers should pay taxes at the same rate, but it does not work this way. The result of research is that changes in Act 586/1992 Coll., on income tax and in Act 117/1995 Coll., on state social welfare are required. Abolition of tax relief is proposed where discrimination against other taxpayers and groups of students could occur. By abolition of tax relief for a student and tax relief for a dependent child the amounts of 4,020 CZK and 13,404 CZK respectively could be saved. Changes in legislation could be politically more acceptable than the tuition fee. The solution could also lead to simplification for taxpayers. The target should be equal access to higher education for all students.
APA, Harvard, Vancouver, ISO, and other styles
9

E. Malone, Charles. "Entry points for government information: a comparative look at four sources." Reference Reviews 28, no. 2 (February 11, 2014): 2–6. http://dx.doi.org/10.1108/rr-11-2013-0273.

Full text
Abstract:
Purpose - The aim of this article is to promote the use of free government resources to librarians and library users by focusing on four starting points for finding government information that is freely available. Design/methodology/approach - This article uses the No Child Left Behind act to compare the types of information that can be found in US Dept. of Education web pages, Congressional Research Service reports, General Accountability Office reports, and Congressional committee hearings. Findings - Each of the four government resources described in the article provides a wealth of information on the example topic. However, the information found from each resource is influenced by the mission of the organization, creating disparity in the depth of information offered and the manner in which it is presented. Practical implications - One can use the federal government agency that works in a subject area to find an overview, legal background, reports, and statistics on that subject, as well as information on how the agency is administering policies related to that topic. The Congressional Research Service can provide a broad outside overview of the subject along with pro and con issues related to the subject. The Government Accountability Office can add detailed analysis and criticism on the subject. Congressional committee hearings can provide testimony and reports from stakeholders and experts on the subject, offering a variety of viewpoints. Originality/value - This paper fills an identified need for comparison of these four sources as primary starting points for finding and using government information.
APA, Harvard, Vancouver, ISO, and other styles
10

Roestoff, Melanie, Franciscus Haupt, Mareesa Erasmus, and Hermie Coetzee. "The Debt Couselling Process-Closing the Loopholes in the National Credit Act 34 of 2005." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 12, no. 4 (June 26, 2017): 246. http://dx.doi.org/10.17159/1727-3781/2009/v12i4a2745.

Full text
Abstract:
Statistics showing that only 3.8% of consumers who have applied for debt review in terms of the National Credit Act 34 of 2005 (NCA) have succeeded to have their cases adjudicated by the court, indicate that the process is not functioning effectively. In January 2009, the Law Clinic of the University of Pretoria was commissioned by the National Credit Regulator (NCR) to conduct an assessment on the reasons for the ineffectiveness of the debt counselling process. The research report indicated that credit providers not co-operating in the process and not-complying with the NCA and Regulations and the so-called work stream agreement reached between major credit providers, established debt counsellors and the National Credit Regulator, were the main reasons for the ineffectiveness of the debt counselling process. Second on the list of so-called major obstacles were the vagueness and insufficiency of the NCA and Regulations. The main purpose of this article, which is based on chapter 2 of the research report mentioned above, is to identify the loopholes in the NCA which cause the lack of legal certainty and which contribute to the ineffectiveness of the debt counselling process. Although the work stream guidelines are to be welcomed because they attempt to find a solution for the vagueness and insufficiency of the NCA and Regulations, it is submitted that the situation is still not desirable. Many credit providers and debt counsellors did not form part of the work stream processes and therefore cannot be bound by these agreements. The NCR's application to the High Court for a declaratory order in terms of section 16(1)(b)(ii) may shed some light on the problems currently experienced, however, it is submitted that the best solution is for the legislator to address these shortcomings in order to bring about a proper and effective debt counselling process. By also taking the Draft Debt Counselling Regulations into consideration, certain issues which, in our view, should be addressed by the legislator are identified and proposals for the amendment of provisions of the NCA are made. Ultimately, the effectiveness of the NCA's provisions to provide debt relief to the over-indebted consumer depends on the co-operation of the different role players and compliance with the spirit of the Act in terms of section 86(5)(b) to participate in good faith in the review and in the negotiations for debt rearrangement. It is submitted that in theses negotiations the purpose of the Act, namely to protect consumers, should constantly be kept in mind. Credit providers will have to change their attitudes and appreciate the fact that they will have to take greater responsibility for the negative consequences of credit granting. It is furthermore submitted that more should still be done to prevent over-indebtedness and to reduce the need for consumers to resort to the debt relief mechanisms of the Act. The apparent need for consumer education at both the adult and school level should therefore be addressed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "ACT Dept of Education"

1

Owner, Ann, and n/a. "A study of communications between the system and service delivery sectors to learning centres in ACT high schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20050629.095537.

Full text
Abstract:
The purpose of this study was to examine the effectiveness of communication between the Operations branch, the Student Services Section and High School Learning Centres within the Services Division of the ACT Department of Education. Data was collected from administrators and educators alike. The survey instrument was designed specifically to examine the perception of the effectiveness of organisational communication between the bureaucratic administrative group within the ACT Department Education Department and the personnel within the ACT High Schools Learning Centres responsible for service delivery to students in Learning Centres. The survey instrument addressed five factors. These factors included Horizontal and Vertical Communication, Personal Feedback, Media Quality and Barriers to Communication. The findings from the survey were organised into six major findings and four subsidiary findings and discussion on each finding followed. The findings of the study indicated that, effective co-ordination in a large organisation requires some centralized direction. The relationship that exists between the three organisational domains of the Act Department of Education responsible for the delivery of effective service to Learning Centre clients in ACT High Schools had been shown to be an impersonal mechanism of control designed by the Policy and Management domains in part, and a culturally diffuse but personal mechanism of control used by the Service domain personnel within the Learning Centres themselves. What has emerged from the study is evidence that would suggest that there is lack of an effective link between the more bureaucratic Policy and Management domains and the more open and less formal Service domain sector. The findings have implications for the bureaucrats involved in the change process which has been part of regionalisation. The findings of the study indicate that regionalisation does not appear to provide a panacea for the major difficulties associated with communication as revealed in this study.
APA, Harvard, Vancouver, ISO, and other styles
2

Eriksson, Sara, and Anna-Maja Jansson. ""Det där förebyggande och hälsofrämjande får stryka på foten när tiden är knapp" : En kvalitativ studie om skolkuratorers upplevda förutsättningar att arbeta förebyggande och hälsofrämjande." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30210.

Full text
Abstract:
Syftet med denna studie har varit att undersöka vilka förutsättningar skolkuratorer i Stockholmupplever sig ha för att arbeta förebyggande och hälsofrämjande med psykisk ohälsa bland unga. Studien har en kvalitativ ansats då nio intervjuer med skolkuratorer verksamma på gymnasieskolor i Stockholmsområdet har genomförts. Delar av Lipskys (2010) teori om gräsrotsbyråkrater och deras handlingsutrymme samt en organisationsteori från Abrahamsson (2000) användes för att analysera empirin. Resultatet visade att de intervjuade skolkuratorerna upplevde sig ha varierande förutsättningar att arbeta förebyggande och hälsofrämjande med psykisk ohälsa bland eleverna. Vidare framkom att det är otydligt definierat, både i skollagen (2010:800) och på de enskilda arbetsplatserna, vad det innebär i praktiken att arbetaförebyggande och hälsofrämjande. Genomgående uttryckte skolkuratorerna en önskan om att arbeta mer på gruppnivå vilket också var deras definition av förebyggande och hälsofrämjande arbete. Resultatet visade att skolkuratorernas ambitioner inte stämde överens med hur de beskrevatt de arbetade. Avslutningsvis diskuteras skolkuratorernas upplevda svårigheter med att vara den enda personen som bedriver psykosocialt arbete i en organisation som skolan, där fokus främst är måluppfyllelse.
The aim of this study was to investigate how school counsellors in Stockholm experienced their work conditions and their own abilities to work with mental health prevention and health promotion among young students. The study was conducted trough nine qualitative interviews with school counsellors at nine upper secondary schools, in the Stockholm area. To analyze the empirical data, we have used parts of Lipskys (2010) theory about “street level-bureacrats” and their discretion, and Abrahamssons (2000) theory about organization. The results showed different conditions and abilities among the interviewees for working with prevention and health promotion projects among young students. Our results also showed that the Swedish Education Act and school counsellors job descriptions was vaguely defined regarding the prevention and health promotion projects. Througout the interviews, the school counsellors expressed a desire to work more with group projects, which was also their definition of prevention and health promotion. The results also showed an inconsistency between the school counsellors ambitions and the way they currently carry out their work. In the conclusion we discuss how the school counsellors feel about being the only employee that works with social work, in organisations that primarily focus on achievements.
APA, Harvard, Vancouver, ISO, and other styles
3

Pineda, Caitlin Emily. "The Food Safety Modernization Act: A summary of the act, education, and implementation." Kansas State University, 2017. http://hdl.handle.net/2097/38549.

Full text
Abstract:
Master of Science
Food Science Institute
Fadi M. Aramouni
Since the Food Safety Modernization Act (FSMA) was signed into law in 2011, the government has taken huge strides toward making the food safety system preventive rather than reactive. Specifically, the Preventive Controls for Human Food (PCHF) final rule has required collaboration from government officials, educational institutions, industry professionals, and stakeholders to assist in the rulemaking, education, and implementation of the new rule. The rulemaking process for the PCHF final rule took 4 years to finalize. The Food and Drug Administration funded a grant to the Illinois Institute of Technology’s Institute for Food Safety and Health (IIT IFSH) to help create an educational program about food safety risk-based preventive controls. Since then, the Food Safety Preventive Controls Alliance (FSPCA) has been coordinating training programs to certify food professionals as Preventive Controls Qualified Individuals (PCQI). After gathering minor statistical evidence through course evaluations for 10 FSPCA facilitated education programs, extension personnel of the Food Science Institute at Kansas State University found that the educational materials are a big help to those in industry and in regulatory agencies.
APA, Harvard, Vancouver, ISO, and other styles
4

Hug, Sébastien. "Towards a Canada Post-Secondary Education Act?" Thesis, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20329.

Full text
Abstract:
The transition from an industrial to a global knowledge-based economy has put universities in the spotlight of public policies as the new drivers of innovation and sustained economic growth. Consequently, societal expectations towards the academic community have changed and so has, under the influence of neo-liberal ideas, the public governance of higher education. This is particularly true in federalist systems, such as Germany, Australia and the European Union, where the roles of each government level in governing the higher education sector had to be renegotiated and clarified. In Canada, however, despite repeated recommendations by policymakers, scholars and international organisations, the respective responsibilities have not yet been clarified and, to date, there are still no mechanisms to coordinate the post-secondary education policies of the federal and provincial governments. This paper inquires into the reasons for this exception. In the academic literature, this has generally been explained in terms of Canada’s uniqueness with respect to its federalist system and the decentralized higher education sector. We attempt to go beyond this traditional federalism, state-centered approach, which is predominant in the Canadian higher education literature. Instead, based on interviews and official documents and inspired by the Advocacy Coalition Framework (ACF), we shall be looking at the belief systems of the major actors in the policy process and the degree of coordination among them. Our analysis comes to the conclusion that, on the one hand, proponents of a pan-Canadian approach are divided over their fundamental beliefs regarding the compatibility of inclusiveness and excellence. Some argue that the federal government must legislate common standards to ensure equal opportunities for all Canadians. Others propose a New Governance-inspired approach to create a differentiated and competitive university sector that meets the demands of the global knowledge-based economy more efficiently. On the other hand, even though the provinces differ in their beliefs regarding the equal opportunity versus economic efficiency debate, they share the same strong belief with respect to the role of the federal government. According to this view, post-secondary education is exclusively a provincial responsibility and the role of the federal government is solely to help them ‘fix the problems’. Moreover, contrary to the proponents of more intergovernmental collaboration, the provinces have successfully strengthened the coordination among themselves to block further perceived federal intrusions into provincial jurisdiction. We come to the conclusion that the absence of intergovernmental mechanisms to govern post-secondary education is a consequence of the diverging belief systems and the establishment of formal coordination structures among the provinces to block – as they perceive - further federal intrusions. Also, there is less of a sense of urgency to act compared to, say, health care. Finally, remembering the near-separation of Quebec in 1995, there is very little appetite to reopen the constitutional debates. Therefore, based on our analysis, we argue that contrary to suggestions by some higher education scholars, the establishment of intergovernmental coordinating mechanisms appears unlikely in the near future.
APA, Harvard, Vancouver, ISO, and other styles
5

Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Blevins, Julie A. "A Quantitative Comparison of ACT Scores for Students Taking and Not Taking a District-Sponsored Practice ACT Test." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1384809693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jones, Jane. "A study of post-1988 Education Reform Act headship." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392529.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Walsh, Margaret A. "Principal leadership and the Colorado Innovation Schools Act of 2008." Thesis, University of Northern Colorado, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589418.

Full text
Abstract:

The purpose of this phenomenological study was to explore the experiences and perceptions of principals whose schools were granted innovation status in accordance with the Colorado Innovation Schools Act of 2008 (CISA). The CISA created a statewide system that allowed individual schools and entire districts to increase autonomy and flexibility in areas such as staffing, scheduling, educational programming, and resource allocation.

The data were collected from interviews with principals and a rural superintendent and from an examination of the School Innovation Plans. Data were refined into common themes, and a rich narrative was created. The conclusions indicated that successful principals of innovation schools understand the change process, focus on instructional leadership, promote a positive school culture, require autonomy, implement exemplary leadership strategies and qualities, and tailor innovation plans to the needs of the school. The conclusions also indicated that successful superintendents tailor innovation plans to the needs of the district.

This research is important because education reform in the United States is in need of school reform models that result in increased academic achievement. The implications for positive change are that schools given the autonomy and flexibility to operate may have the potential to increase academic achievement. In addition, the CISA model has the potential to be replicated for application in other states. The experiences and perceptions of principals of innovation schools provided a window into the leadership role principals have in implementing the Colorado Innovations Schools Act of 2008.

APA, Harvard, Vancouver, ISO, and other styles
9

Swarbrick, M. A. "The Roman Catholic interest in State aided elementary and secondary education in England and Wales from the Education Act of 1902 to the Education Act of 1936." Thesis, Lancaster University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355844.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nivens, Ryan Andrew, Jamie Price, and Ginger Davis. "3 Act in Math Tasks." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.

Full text
Abstract:
Storytelling gives us a framework for certain mathematical tasks that is both prescriptive enough to be useful and flexible enough to be usable. Many stories divide into three acts, each of which maps neatly onto these mathematical tasks.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "ACT Dept of Education"

1

Education Sciences Reform Act of 2002: Report (to accompany S. 2969). [Washington, D.C: U.S. G.P.O., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Education Sciences Reform Act of 2002: Report (to accompany S. 2969). [Washington, D.C: U.S. G.P.O., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

United, States Congress Senate Committee on Labor and Human Resources Subcommittee on Education Arts and Humanities. Jacob K. Javits Gifted and Talented Children and Youth Education Act, and Office of Comprehensive School Health Education Act of 1987: Hearing before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate, One hundredth Congress, first session on S. 303 .... Washington: U.S. G.P.O., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities. Jacob K. Javits Gifted and Talented Children and Youth Education Act, and Office of Comprehensive School Health Education Act of 1987: Hearing before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate, One Hundredth Congress, first session on S. 303 ... S. 1348 ... September 18, 1987. Washington: U.S. G.P.O., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities. Jacob K. Javits Gifted and Talented Children and Youth Education Act, and Office of Comprehensive School Health Education Act of 1987: Hearing before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate, One Hundredth Congress, first session on S. 303 ... S. 1348 ... September 18, 1987. Washington: U.S. G.P.O., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

United States. General Accounting Office. Health, Education, and Human Services Division. The Results Act: Observations on Department of Labor's June 1997 draft strategic plan. Washington, D.C: The Office, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

United States. General Accounting Office. Health, Education, and Human Services Division. The Results Act: Observations on Department of Labor's June 1997 draft strategic plan. Washington, D.C: The Office, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Education, New Jersey Legislature Senate Committee on. Public hearing before Senate Education Committee and Assembly Education Committee: Senate bill no. 1118 and Assembly bill no. 75, the Higher Education Restructuring Act of 1994. Trenton, N.J: The Committee, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

US GOVERNMENT. An Act Making Appropriations for the Departments of Labor, Health and Human Services and Education, and Related Agencies for the Fiscal Year Ending September 30, 1998, and for Other Purposes. [Washington, D.C.?: U.S. G.P.O., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

US GOVERNMENT. An Act Making Appropriations for the Departments of Labor, Health and Human Services, and Education, and Related Agencies for the Fiscal Year Ending September 30, 2002, and for Other Purposes. [Washington, D.C: U.S. G.P.O., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "ACT Dept of Education"

1

Gill, Judith, Katharine Esson, and Rosalina Yuen. "The Balancing Act." In A Girl's Education, 95–124. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52487-4_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Freire, Paulo. "The Act of Study." In The Politics of Education, 1–4. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17771-4_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Avelar, Marina, Anna Hogan, Carolina Junemann, and Dimitra Pavlina Nikita. "A balancing act." In Intimate Accounts of Education Policy Research, 107–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003123613-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1420–22. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_737.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1899–901. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_737.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Levesque, Roger J. R. "Individuals with Disabilities Education Act." In Encyclopedia of Adolescence, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_737-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1796. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1554.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1310. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1554.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lutz, Jacob T., and David E. McIntosh. "Individuals with Disabilities Education Act." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1554-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Saudelli, Mary Gene. "Adult Learners, Sociology of Education and Change Theories." In The Balancing Act, 27–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-016-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "ACT Dept of Education"

1

Castro, Francisco Enrique Vicente, and Kathi Fisler. "Balancing Act." In ICER '19: International Computing Education Research Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3291279.3341204.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Skyrius, Rimvydas, Mindaugas Krutinis, Svetlana Nemitko, Justina Valentukevičė, Norbert Andžej Gulbinovič, and Marija Sanosianaitė. "Informing Agility in the Context of Organizational Changes." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4779.

Full text
Abstract:
Aim/Purpose: This paper, although conceived earlier than the emergence of COVID-19 pandemic, addresses the problem of informing agility as part of organizational agility that has become a rather important issue for business survival. Background: While the general issues of business informing, and business intelligence (BI) in particular, have been widely researched, the dynamics of informing, their ability to act in accord with changes in business and preserve the key competencies has not been widely researched. In particular, the research on BI agility is rather scattered, and many issues need to be clarified. Methodology: A series of in-depth interviews with BI professionals to determine relations between organizational agility and BI agility, and to round up a set of key factors of BI agility. Contribution: The paper clarifies a candidate set of key factors of BI agility and gives ground for future research in relations with areas like corporate and BI resilience and culture. Findings: The interview results show the relations between organizational changes, and changes in BI activities. BI has limited potential in recognizing important external changes but can be rather helpful in making decision choices and detecting internal problems. Lack of communication between business and IT people, existence of data silos and shadow BI, and general inadequacy of organizational and BI culture are the key factors impairing BI agility. Recommendations for Practitioners: There are practical issues around BI agility that need solving, like the reason-able coverage of standards or creation of a dedicated unit to care about BI potential. Recommendations for Researchers: The research is still in its starting phase, but additional interesting directions start to emerge, like relations between BI agility, resilience and corporate agility, or the role of informing culture and BI culture for BI agility issues. Impact on Society: Agile business, especially in times of global shocks like COVID-19, loses less value and has more chances to survive. Future Research: Most likely this will be focused on the relations between BI agility, resilience, and corporate agility, and the role of informing culture and BI culture for BI agility issues. NOTE: This Proceedings paper was revised and published in Informing Science: The International Journal of an Emerging Transdiscipline , 24, 19-30. Click DOWNLOAD PDF to download the published paper.
APA, Harvard, Vancouver, ISO, and other styles
3

Tokuyasu, Tatsushi. "Installation of Mechatronics Education Using the MindStorms for Dept. of Mechanical Engineering, O.N.C.T." In Mechatronics, 2007 IEEE International Conference on. IEEE, 2007. http://dx.doi.org/10.1109/icmech.2007.4279987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"The use of ICT by SMMEs in a Digital Economy: A case study in Buffalo City Metropolitan in South Africa [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4314.

Full text
Abstract:
Aim/Purpose: The goal of this study is to advance understanding of ICT utilization by SMMEs by checking access, ability (in terms of technological skills) and usage of ICT among some SMMEs entrepreneurs operating their businesses in an underdeveloped areas to enhance their business activities in order to utilizes the digital opportunities 21st century digital economies present. Background: In today’s world no nation or region is untouched by the forces of globalization and digital economy. One of the key pioneering forces of globalization is the advances of ICT like internet, social networks, etc. In the sphere of business, this pioneering force has also altered the way businesses and organizations communicate and interact with customers and society at large. Such alternation presents obvious opportunities for wealth creation and growth for businesses and organizations that are well-equipped to take advantages of them. But for those that are less-equipped, particularly SMMEs, globalization can easily lead to fore-closures and marginalization. It is a common knowledge that SMMEs entrepreneurs mostly rely on ICT gadgets like mobile phone, Laptops, Tablets to conduct their business activities as many of them don’t have enough capital to set up offices with necessary equipment. Therefore, using various ICT functions/programs on these ICT devices to enhance their business activities are critical to their businesses in the 21st century digital economies. Methodology: Purposeful sampling was used to approach fifty-four SMMEs entrepreneurs operating their businesses in underdeveloped areas locally called Townships in Buffalo City Metropolitan. Microsoft excel was used in the descriptive statistics. Contribution: This research will add to the growing knowledge ICT usage in SMMEs in the 21st century digital economies. Findings: The results indicate that the participating SMMEs entrepreneurs need to be educated, trained and supported in the use of the ICT applicable to enhance their business activities in order for them to take advantages of 21st century digital economies present. Recommendations for Practitioners: The agencies tasked with looking after SMMEs in South Africa needs to consider the lacked of utilisation of ICTs by SMMEs entrepreneurs operating their businesses in underdeveloped areas as one of the barrier to growing of their businesses and take necessary steps to address it. Recommendation for Researchers: Since age and gender have been proven to be key-moderating variables in many technology acceptance models. There is a need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers and agencies tasked with looking after SMMEs to identify the barriers hindering SMMEs to grow and address them accordingly. Future Research: More work needs to be done to check whether gender, age of the SMMEs entrepreneurs have some effects on their attitude towards the integration of ICT into their business activities.
APA, Harvard, Vancouver, ISO, and other styles
5

"Identifying Barriers to Integration of Technology into Traditional Approach of Teaching: A Case Study of Mathematics Teachers in Former Transkei in the Eastern Cape." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4045.

Full text
Abstract:
Aim/Purpose: [The full paper was previously published in the International Journal of Community Development & Management Studies, 1, 39-47. Available at http://ijcdms.org/Volume01/v1p063-071Fosu3785.pdf] The main aim of the study is to identify some of the barriers to the integration of technology into the teaching of mathematics in high schools. Background: Writing on chalkboards as a method of transferring knowledge is a key feature of traditional approach to teaching may have been successful in the past, but the minds of the current generation vary from those of the previous generation. Today’s students are immersed in technology. They are much more up-to-date on the latest technology and gadgets. Technology has certainly changed how students access and integrate information, so it plausible that technology has also changed the way students thinks. Growing up with cutting-edge technologies has left them thinking differently than students of past generations. This call for new innovative approaches to teaching that will cater to the students of today. Of course it is not wise to discard the traditional way of teaching that the past teachers have painstakingly created because of its past and some current success. This is why it is recommended to use this approach as a base for the new ones. Thus, if there is a way to transfer the advantages of this approach of teaching to new innovative approach then teachers should do everything in their power to merge the past and the present into one innovative teaching approach. Methodology: Purposeful sampling was used to survey a total of 116 high school mathematics teachers in the former Transkei Homelands. But only 97 questionnaires were deemed usable because of the way they have answered the questions. Microsoft excel was used in the descriptive statistics Contribution: To identify some barriers that need to be addressed by stakeholders, policy makers in high school education so that high school mathematics teachers will be able to integrate technology into their classroom teaching to meet today students’ learning needs. Findings: The results indicated that the participating teachers need to be trained and supported in the use of the new technologies applicable to teaching mathematics. Recommendations for Practitioners: The Eastern Cape department of education needs to consider the lacked of technology training as a barrier to the integration of technology into the teaching of mathematics and take necessary steps to address it. Recommendation for Researchers: There is the need to explore in depth whether the factors of gender and age also act as barriers. Impact on Society: The research will assist stakeholders, policy makers of high school education to identify the needs of mathematics teachers. That is to say, the skill sets, experience and expertise, as well as teaching equipment and classroom design and environment required by mathematics teachers. Future Research: More work needs to be done to check whether gender, age of the teachers have some effects on their attitude towards technology integration as well as evaluate the role played by choice of teaching methodology and teaching objectives.
APA, Harvard, Vancouver, ISO, and other styles
6

Hotler, David, David Lee, and Jessica Loucks. "DEFINING THE ACT PROJECT: EMPOWERING LEARNERS FOR SUCCESS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0749.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kelley, Patricia H. "TEACHING EVOLUTION IN A GENERAL EDUCATION PREHISTORIC LIFE CLASS: ACT IT OUT, DON’T ACT UP." In 65th Annual Southeastern GSA Section Meeting. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016se-271595.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

A. VanLengen, Craig. "Sarbanes-Oxlev Act of 2002 and IT Education." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2916.

Full text
Abstract:
Even though information technology (IT) educators have been teaching basic principles of information systems for over 20 years, business organizations have chosen to ignore or not implement them. By not integrating information systems and allowing uncontrolled manual intervention it was easier to commit the frauds and the financial scandals of the late 1990’s and early 2000’s. The frauds and financial scandals have resulted in a large increase in business regulation with many compliance requirements and possible fines and jail sentences for non-compliance. IT educators need to take some lessons from their accounting colleagues (Titard, 2004) and modify IT curriculum to take advantage of the compliance environment to focus on the basic principles of creating quality up-to-date information for organization decision making and to see them implemented.
APA, Harvard, Vancouver, ISO, and other styles
9

Tomko, Megan, Amanda Schwartz, Wendy Newstetter, Melissa Alemán, Robert Nagel, and Julie Linsey. "“A Makerspace Is More Than Just a Room Full of Tools”: What Learning Looks Like for Female Students in Makerspaces." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86276.

Full text
Abstract:
Postulating that the act of making stimulates learning, a widespread effort prompted the integration of makerspaces on college campuses. From community colleges to research-based higher education institutions, large investments were and still are being made to advance the making spirit and encourage non-traditional learning in academic settings. While optimistic that students are taking advantage of the makerspace resources and are in fact learning from their experiences, there needs to be a more direct effort to understand the learning, if any, that is occurring in the makerspace. The makerspace is labeled as an open, learning environment where students are able to design, create, innovate, and collaborate [1, 2]. In response, we investigate the claims of this statement through the research question: how is learning experienced by female students in an academic makerspace? Female students in STEM, especially those engaged in makerspaces, have unique and uncharacteristic experiences that can lend way to various learning and pedagogical implications. The purpose of this paper is to highlight our methodological process for incorporating in-depth phenomenologically based interviewing and for utilizing open and axial coding methods to establish grounded theory. We interview five female students through purposeful maximum variation sampling and snowball sampling. Through a rigorous and iterative data analysis process of the ten-percent of the overall, we created a preliminary coding scheme that articulates how learning is occurring, what design skills are being learned, and what life skills are being learned. These preliminary findings show that not only are these female students learning by doing and learning how to problem solve in design, but they are also overcoming fears, developing patience, and communicating ideas in these design-oriented makerspaces.
APA, Harvard, Vancouver, ISO, and other styles
10

Astriani, Maria Seraphina, Satrio Pradono, and Hoga Saragih. "IT Blueprint for Education Institution." In 2010 Second International Conference on Advances in Computing, Control and Telecommunication Technologies (ACT). IEEE, 2010. http://dx.doi.org/10.1109/act.2010.41.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "ACT Dept of Education"

1

Chatterjee, Chirantan, Eric Hanushek, and Shreekanth Mahendiran. Can Greater Access to Education Be Inequitable? New Evidence from India’s Right to Education Act. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27377.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Caille, Gary. Recovery Act - Sustainable Transportation: Advanced Electric Drive Vehicle Education Program. Office of Scientific and Technical Information (OSTI), December 2013. http://dx.doi.org/10.2172/1136852.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Anderson, Carl, Leonard Bohmann, Jeffrey Naber, John Beard, Chris Passerello, Jeremy Worm, Bo Chen, et al. Recovery Act - An Interdisciplinary Program for Education and Outreach in Transportation Electrification. Office of Scientific and Technical Information (OSTI), January 2013. http://dx.doi.org/10.2172/1116040.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shah, Manisha, and Bryce Millett Steinberg. The Right to Education Act: Trends in Enrollment, Test Scores, and School Quality. Cambridge, MA: National Bureau of Economic Research, February 2019. http://dx.doi.org/10.3386/w25608.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Robins, Simon. A Free-Market Response to the Elementary and Secondary Education Act: The Segregationist Background and Failed Experimentation of Education Vouchers in the 1970s. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gould, III, and Jay W. Organizational Culture - Education of the Department of Defense Program Managers Under Defense Acquisition Workforce Improvement Act. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada279155.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lovenheim, Michael, and Emily Owens. Does Federal Financial Aid Affect College Enrollment? Evidence from Drug Offenders and the Higher Education Act of 1998. Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18749.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

Full text
Abstract:
Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
APA, Harvard, Vancouver, ISO, and other styles
9

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

Full text
Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
APA, Harvard, Vancouver, ISO, and other styles
10

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

Full text
Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'ACT Dept of Education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography