Relevant bibliographies by topics / ACT Schools Accrediting Agency

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Academic literature on the topic 'ACT Schools Accrediting Agency'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "ACT Schools Accrediting Agency"

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Hannis, Grant. "The value of accreditation of journalism programmes: A New Zealand perspective." Pacific Journalism Review 18, no. 1 (May 31, 2012): 179. http://dx.doi.org/10.24135/pjr.v18i1.295.

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Doubts have been raised in both the United States and the United Kingdom about the merits of accrediting university-based journalism programmes. The accrediting agencies in those countries have been accused of being inflexible and focussing on the old world of print journalism. Accreditation of the three university-based journalism programmes in New Zealand has been through a similarly controversial period, but recently a new accord was reached allowing for a more flexible, non-intrusive form of accreditation. This article discusses how this new regime developed. It notes that the new accord is based on three main factors—the importance of accreditation to the journalism programmes, the power relationships existing between the accrediting agency and the schools, and the personalities of those involved.
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Swanson, Diane L. "Business Ethics Education at Bay: Addressing a Crisis of Legitimacy." Issues in Accounting Education 20, no. 3 (August 1, 2005): 247–53. http://dx.doi.org/10.2308/iace.2005.20.3.247.

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In this article I describe a crisis of legitimacy in business schools due to a longstanding habit of sidestepping ethics education. The accrediting agency helps perpetuate this dilemma by failing to require stand-alone ethics coursework, despite pressure from some constituents to do so in the wake of an earthquake of corporate scandals. This crisis could easily be resolved if business schools adopted a three-pronged approach to ethics education based on foundational coursework. Specifically, business schools should require at least one ethics course as a fulcrum for integrating ethics across the curriculum. As a third tactic, this effort should be augmented by other initiatives, such as hosting guest speakers, offering service-learning projects, and establishing endowed chairs in ethics.
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Courtney, Matthew B. "The Education Agency as Research Intermediary." Journal of Educational Issues 6, no. 1 (February 11, 2020): 1. http://dx.doi.org/10.5296/jei.v6i1.16174.

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Since the late 1970s, researchers and policy makers have debated the role of research in policy making. Since the passage of the Every Student Succeeds Act (ESSA) in 2015, education policy has experienced a renewed interest in this topic. ESSA presents a rigorous framework and set of requirements for research use in educational decision making. This paper presents an evidence-informed model that education agencies (EAs) can follow to support schools in the implementation of ESSA’s evidence-based practice provisions. The model includes three key activities that EAs should engage in to become effective research intermediaries: (1) model effective research use, (2) build capacity in educators, and (3) promote action research.
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Yell, Mitchell L., Antonis Katsiyannis, Chad A. Rose, and David E. Houchins. "Bullying and Harassment of Students With Disabilities in Schools." Remedial and Special Education 37, no. 5 (September 2016): 274–84. http://dx.doi.org/10.1177/0741932515614967.

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Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.
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Anderson, Carol S. "The Agency of Buddhist Nuns." Buddhist Studies Review 27, no. 1 (September 7, 2010): 41–60. http://dx.doi.org/10.1558/bsrv.v27i1.41.

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This article examines how Buddhist literatures construct the agency of Buddhist nuns. The first section explores the Vinaya collections of different schools, and examines the differences between the Bhikkhun?-vibha?ga and the Bhikkhu-vibha?ga on how nuns are expected to act. The second section explores material on the faculties (indriyas) in the P?li Abhidhamma-pi?aka and its commentaries so as to better understand how the abhidhamma analyses of ‘women’s nature’ and ‘men’s nature’ informed conceptions of agency. This article suggests that even though the abhidhamma literature uses such terms as ‘women’s nature’, there is little basis for concluding, as some scholars have done, that Buddhist literature reflects an essentialist view of gender. The fact that the abhidhamma analyses of gender distinguish between ‘male faculties’ and ‘female faculties’ does not appear to make a difference in the agency accorded to nuns: nuns, like monks, are expected to behave in certain ways independent of the fact that they have ‘female faculties’ and thus are inclined toward certain kinds of stereotypically female behaviour.
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Akhtar, Rajnaara. "OFSTED V AL-HIJRAH, THE CASE OF SEGREGATED SCHOOLS AND SEX DISCRIMINATION." Denning Law Journal 30, no. 1 (December 6, 2018): 167–84. http://dx.doi.org/10.5750/dlj.v30i1.1656.

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This case of HM Chief Inspector of Education, Children’s Services and Skills v The Interim Executive Board of Al-Hijrah School was the unfortunate outcome of an Office for Standards in Education, Children’s Services and Skills (Ofsted) inspection which resulted in a cataclysmic breakdown in trust between the government agency and the Birmingham city based Al-Hijrah school. Following an Ofsted inspection carried out under section 5 of the Education Act 2005, the subsequent Report stated that the full segregation of female and male pupils in a mixed-sex school amounted to sex discrimination under the Equality Act 2010. Al-Hijrah School applied to the High Court for a judicial review of the report prior to its official publication. The High Court Justice considered a range of evidences including facts related to Ofsted procedure, and ruled that the segregation did not amount to a breach of the 2010 Act, as when taken as a group, the treatment of the boys and the girls was the same and so there was an absence of “less favourable treatment”.
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Haines, Kevin, and Stephen Case. "Promoting Prevention: A Multi-agency Initiative to Prevent Youth Offending Through Consultation in Swansea Schools." Youth Justice 4, no. 2 (August 2004): 117–32. http://dx.doi.org/10.1177/147322540400400204.

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The purpose of this article is to set out Swansea’s response to the Crime and Disorder Act 1998 and related matters, which encompasses an explicitly universal, positive and young person-focused approach to crime prevention. This stands in contrast to more controlling or punitive practices developed elsewhere. Research into the multi-agency, multiple intervention Promoting Preventionprogramme has utilised an interactive, computer-based questionnaire with young people aged 11-15 to identify risk and protective factors associated with youth offending in Swansea. This has enabled the Promoting Preventionsteering group to begin to target appropriate interventions to reduce and prevent youth offending, as reflected in the decrease in official offending locally.
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Bruns, David E. "Laboratory-related Outcomes in Healthcare." Clinical Chemistry 47, no. 8 (August 1, 2001): 1547–52. http://dx.doi.org/10.1093/clinchem/47.8.1547.

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Abstract Outcomes studies, long common on the therapeutic side of medicine, are appearing in the diagnostic arena. Outcomes can be defined as results of medical interventions (therapies or tests) in terms of health or cost. The studies of outcomes are important because funding for medical interventions increasingly depends on them; a major accrediting agency even defines “quality” entirely in terms of outcomes. The study of laboratory-related outcomes is complex. Multiple steps occur between testing and outcomes, physicians act unpredictably on test results, and outcomes studies have high costs relative to potential profit from the test. Study design often must specify the action that is to follow a test result. The model outcomes study is a randomized controlled trial (RCT). The CONSORT statement, which is used as a guideline for RCTs of therapies, is largely applicable to studies of diagnostic interventions. Recent laboratory-related RCTs have addressed questions such as: “Does routine testing before cataract surgery decrease morbidity or mortality?” and “Does fecal occult bleed testing decrease the incidence of colorectal cancer?” RCTs of tests are sometimes impractical. Other approaches include simulation modeling and the use of intervention and control periods of testing. As for RCTs, these approaches require careful attention to study design, data analysis, and interpretation and reporting of results.
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VanGronigen, Bryan A., and Coby V. Meyers. "How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind." Educational Policy 33, no. 3 (February 9, 2017): 423–52. http://dx.doi.org/10.1177/0895904817691846.

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School turnaround—the rapid improvement of student achievement in low-performing schools—is increasingly a major topic of interest in K-12 public education. Federal legislation has left varying degrees of school improvement–related responsibilities up to states, and policy makers have divergent views about how to realize turnaround. We investigate and describe how each state education agency (SEA) is administering school turnaround efforts in federally designated priority schools. To accomplish this, we examined a variety of publicly available documents from SEA websites and summarized the data into three overarching categories. We discuss how this finding has significant implications for policy makers and SEAs, especially as the Every Student Succeeds Act (ESSA) is implemented.
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Schlessinger, Sarah, and Celia Oyler. "Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change." LEARNing Landscapes 8, no. 2 (August 2, 2015): 39–47. http://dx.doi.org/10.36510/learnland.v8i2.694.

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University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.
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Dissertations / Theses on the topic "ACT Schools Accrediting Agency"

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Brocklebank, R. J., and n/a. "The ACT year 12 certificate : a student based review." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060613.133106.

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The aim of this Field Study is to establish the extent to which Year 12 students understand and appreciate the ACT College System of senior secondary and the information which appears on the ACT Year 12 Certificate. In order to provide the reader with a basis for understanding what happens over the final two years of secondary education in the ACT the author has established the historical context that gave rise to the establishment of the Secondary Colleges in the ACT. This brief history outlines the causes and reasons which led to separation from the NSW state system of education and the decision to develop a different approach to the provision of education for students in Year 11 and 12. To provide an idea of how the system works a description of what makes up the College System is provided. This includes an explanation of how the colleges relate to the high schools, their curriculum, the accreditation of courses, assessment and certification. The role of the ACT Schools Accrediting Agency is explained in the way it underpins the credibility of the system and of how it carries the responsibility for the final generation of the ACT Year 12 Certificate. While this study looks at the system some seven years after it began, earlier evaluations had taken place which examined matters linked with the ACT Year 12 Certificate. In writing this report the author reviews two important assessments of the system, one of the role of the ACT Schools Accrediting Agency and the other concerned with the success of the Colleges as educational institutions from a student viewpoint. The author also attempts to compare the changes which came with the ACT College System with recent developments and current thinking about senior secondary education in other Australian states. The major part of the Field Study was a survey of a sample of Year 12 students at the end of 1983 to establish the extent to which they understood the aspects of the system they had been a part of for two years. The data and findings of this survey are presented. The report concludes with an outline of the most recent changes, developments and reactions which in some way affect the system. At the end of the conclusion, the author presents a list of recommendations aimed at overcoming some of the problems pin-pointed in the report.
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Bechtel, Kathryn A. "Rural agency and the Schools Act of 1906." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ47307.pdf.

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Turner, Erin Elizabeth Empson Susan B. "Critical mathematical agency urban middle school students engage in mathematics to investigate, critique, and act upon their world /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3120307.

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Turner, Erin Elizabeth. "Critical mathematical agency: urban middle school students engage in mathematics to investigate, critique, and act upon their world." Thesis, 2003. http://hdl.handle.net/2152/1015.

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Books on the topic "ACT Schools Accrediting Agency"

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Schools, Funding Agency for. Funding Agency for Schools accounts 1995-96: Account of the Funding Agency for Schools,prepared pursuant to sch. 1, para. 15 (1) of the Education Act 1993, for the year ended 31 March 1996, together with the certificate and report of the Comptroller and Auditor General thereon.. London: HMSO, 1996.

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Basic programs in local educational agencies: State educational agency allocation of Title I funds to local educational agencies for school year 1997-98 : local educational agency identification and selection of school attendance areas and allocation of Title I funds to those areas or schools : Part A of Title I Elementary and Secondary Education Act of 1965 as amended by the Improving America's Schools Act of 1994 Public Law 103-382. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Book chapters on the topic "ACT Schools Accrediting Agency"

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Rose-Munro, Leanne. "Innovative Learning Environments, Are They Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters." In Teacher Transition into Innovative Learning Environments, 151–65. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_13.

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AbstractInnovative learning spaces are a platform primarily designed to support the activity of speaking, listening and learning. However, evidence suggests that nearly 10% of students attending mainstream schools in their local communities have hearing difficulties. This study explores the acoustic potential of innovative learning spaces (ILE’s), and the impact of design affordances in terms of supporting the inclusion of students with hearing difficulties. The study highlights the importance of an acoustic platform that enables opportunity for all to participate in speaking and listening activity. In addition, the importance of student agency, the power to act and contribute to decision-making regarding the use and application of environmental affordances to enable student opportunity, inclusion and successful learning.
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Brown, Candy Gunther. "Conclusion." In Debating Yoga and Mindfulness in Public Schools, 297–306. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0016.

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The conclusion reconceptualizes secularization in terms of transparency and voluntarism and recommends best practices that respect cultural and religious diversity. The conclusion argues for an opt-in model of informed consent in which students and teachers may actively decide whether to opt into voluntary programs based on adequate information. Opt-in programs are offered during noninstructional hours (before or after school or during lunch) to minimize barriers to opting out, and cultivate transparency about strengths and limitations of scientific support, challenging, adverse, and/or religious effects, contraindications, and alternatives. Subtracting religious language and adding scientific framing may not go far enough to avoid religious endorsement or coercion. Paradoxically, the secular framing of yoga and mindfulness practices widens their platform to influence religious beliefs and values. Secularization may be construed not as subtraction and addition but as radically rebuilding from foundations that make explicit and interrogate—thereby enhancing agency to act without being controlled by—assumptions about self and world. Transparency counters the taken-for-grantedness that imbues assumptions about self and world with much of their power. Identifying, questioning, and choosing whether to accept, reject, or modify beliefs and practices protects against unduly coercive power of the state and subtle coercion of unthinking decisions.
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Christensen, Ingrid Reite. "Verdig = vanlig og norsk: Nyankomne ungdommers verdighet i introduksjonsklasser." In Menneskeverd – en utfordring for skole og samfunn, 39–61. Cappelen Damm Akademisk/NOASP, 2019. http://dx.doi.org/10.23865/noasp.90.ch2.

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In a society of global mobility and flows of refugees and internally displaced people, the question of dignity is critical. This In this chapter I ask what characterises dignity among newly arrived youth in their everyday lives at school in Norway. Newly arrived youth are in a fragile state in becoming well-integrated citizens and a productive part of society. These young people have a past to cope with, a present to orient themselves in, and they are also are obliged to succeed in the future. Their dignity is due to their possibilities to act in a complex world. This chapter takes a starting point in the data material from participant observation in a so-called “introduction class” in Norway for newly arrived youth. An introduction class is a first phase of schooling offered prior to a transferal to local, public schools. I present an everyday situation as this transfer takes place, and read it through the lens of Deleuze and Guattaris posthuman ethics. More than predefined given rights, dignity is explored as experiences of equality and as possibilities to act in everyday lives. The material shows high motivation and anxieties of pupils and teachers in the transfer process to local schools. The prerequisites for joining their local school classes, however, is not clear for the pupils. The teachers encourage the pupils to work hard and suggest a number of actions in order to join regular schools and becoming so-called “ordinary”. The analyses conclude that equality seems a high, but hidden standard. The results may be that in practice, pupils are not treated as equals, and that the ideals of dignity do not seem relevant. These findings point out a lack of relevant concepts of dignity in school. In spite of high standards of dignity in the curriculum, the newly arrived youth may suffer from inequalities. I argue that there is a need for a debate on the concepts of dignity in school. I promote a dynamic understanding of dignity, embracing diversity and the specific needs of the pupils, as well as strengthening the teacher’s agency.
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