Relevant bibliographies by topics / High schools Victoria Evaluation

Academic literature on the topic 'High schools Victoria Evaluation'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "High schools Victoria Evaluation"

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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.

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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.

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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.

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Gorman, Dennis M. "Analytic flexibility in the evaluation of the Drug Education in Victoria Schools (DEVS) programme." International Journal of Drug Policy 26, no. 8 (August 2015): 719–20. http://dx.doi.org/10.1016/j.drugpo.2015.01.001.

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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.

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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Utari, Sri, and Djukri Djukri. "Biology learning evaluation model in Senior High Schools." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 1 (June 30, 2017): 65–79. http://dx.doi.org/10.21831/pep.v21i1.13697.

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The study was to develop a Biology learning evaluation model in senior high schools that referred to the research and development model by Borg & Gall and the logic model. The evaluation model included the components of input, activities, output and outcomes. The developing procedures involved a preliminary study in the form of observation and theoretical review regarding the Biology learning evaluation in senior high schools. The product development was carried out by designing an evaluation model, designing an instrument, performing instrument experiment and performing implementation. The instrument experiment involved teachers and Students from Grade XII in senior high schools located in the City of Yogyakarta. For the data gathering technique and instrument, the researchers implemented observation sheet, questionnaire and test. The questionnaire was applied in order to attain information regarding teacher performance, learning performance, classroom atmosphere and scientific attitude; on the other hand, test was applied in order to attain information regarding Biology concept mastery. Then, for the analysis of instrument construct, the researchers performed confirmatory factor analysis by means of Lisrel 0.80 software and the results of this analysis showed that the evaluation instrument valid and reliable. The construct validity was between 0.43-0.79 while the reliability of measurement model was between 0.88-0.94. Last but not the least, the model feasibility test showed that the theoretical model had been supported by the empirical data.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.

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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Reinhorn, Stefanie K., Susan Moore Johnson, and Nicole S. Simon. "Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy." Educational Evaluation and Policy Analysis 39, no. 3 (February 17, 2017): 383–406. http://dx.doi.org/10.3102/0162373717690605.

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We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state’s highest accountability rating. We sought to learn how these successful schools approached teacher evaluation, including classroom observations, feedback, and summative ratings. We interviewed 142 teachers and administrators and analyzed data using sensemaking theory, which considers how individuals’ knowledge and beliefs, the context in which they work, and the policy stimuli they encounter affect implementation. All schools prioritized the goal of developing their teachers over holding them accountable. The spillover effects of additional policies affected how these schools approached implementation.
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Crawford, S., and J. Garrard. "A Combined Impact-Process Evaluation of a Program Promoting Active Transport to School: Understanding the Factors That Shaped Program Effectiveness." Journal of Environmental and Public Health 2013 (2013): 1–14. http://dx.doi.org/10.1155/2013/816961.

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This mixed methods study was a comprehensive impact-process evaluation of the Ride2School program in metropolitan and regional areas in Victoria, Australia. The program aimed to promote transport to school for primary school children. Qualitative and quantitative data were collected at baseline and followup from two primary schools involved in the pilot phase of the program and two matched comparison schools, and a further 13 primary schools that participated in the implementation phase of the program. Classroom surveys, structured and unstructured observations, and interviews with Ride2School program staff were used to evaluate the pilot program. For the 13 schools in the second phase of the program, parents and students completed questionnaires at baseline (N= 889) and followup (N= 761). Based on the quantitative data, there was little evidence of an overall increase in active transport to school across participating schools, although impacts varied among individual schools. Qualitative data in the form of observations, interviews, and focus group discussions with students, school staff, and program staff provided insight into the reasons for variable program impacts. This paper highlights the benefits of undertaking a mixed methods approach to evaluating active transport to school programs that enables both measurement and understanding of program impacts.
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Dissertations / Theses on the topic "High schools Victoria Evaluation"

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Hinds, Drew Samuel Wayne. "Evaluating Alternative High Schools| Program Evaluation in Action." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587104.

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Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

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Fitch, Mark Joseph. "Rti characteristics commonly implemented in high performing middle schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611753.

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The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard to RtI. The building's implementation scores were compared to academic achievement to determine if there was a relationship using a Pearson product moment correlation coefficient (PPMC). Academic achievement was determined by students' MAP index scores relating to the 8th grade Communication Arts test, as well as the percentage of students who scored below basic. The PPMC determined little to no relationship existed between implementation levels and MAP index scores, as well as the percentage of students scoring proficient. Quartile tables were developed to determine which surveyed buildings had the highest academic achievement. The survey responses were analyzed to determine what essential components of RtI they were implementing. The essential components being implemented were determined to be universal screening, professional development, establishing clear goals and expectations, and administrator participation.

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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.

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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context. This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Thornton, Kortney Michelle. "A Quantitative Study Comparing Traditional High Schools and High Schools Implementing Freshman Academies in the State of Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1838.

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The purpose of this study was to compare 9th grade student achievement in Tennessee schools the year before and after the schools implemented a freshman academy, as well as compare such schools with traditional Tennessee high schools. The factors in this study that impact student achievement and serve as the dependent variables were attendance rates, number of credits earned, and suspensions for 9th graders. Data were obtained by various software programs used by the schools to enter, maintain, and retrieve student data. 2 x 2 ANOVAs were conducted to determine if there were differences in the mean attendance rates and mean number of credits earned among 9th graders based on the type of institution, the academic years prior to and following the implementation of the freshman academy approach, and the 2-way interaction between the type of institution and the academic year. Crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions prior to the academic year the Freshman Academy was implemented and the academic year following its implementation. The 2 x 2 ANOVAs conducted using Freshman Academy A and Traditional High School C indicated there was a significant difference in mean attendance rates and mean number of credits earned. Mean attendance rates and mean number of credits earned were higher at Freshman Academy A once the academy approach was implemented. The 2 x 2 ANOVAs conducted using Freshman Academy B and Traditional High School D indicated there was no significant difference in mean attendance rates and mean number of credits earned once the academy approach was implemented. Two-by-two crosstabulated tables and chi-square tests were used to determine if there was a relationship between suspensions at the Freshman Academy high schools (A & B) for years prior to and following implementation of the academy approach. The analysis of the data indicated there was a significant difference in the number of students suspended following the implementation of the academy approach at Freshman Academy A but not at Freshman Academy B.
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Yel, Arzu. "Evaluation Of The Effectiveness Of English Courses In Sivas Anatolian High Schools." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610896/index.pdf.

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This study evaluates the English language courses for 9, 10, 11, and 12th grades in Anatolian high schools in Sivas. The participants of the study were 200 students who were enrolled in the courses and 20 teachers who taught them. The quantitative data were obtained through different course evaluation questionnaires for students and teachers. The eclectic evaluation model employed in this study was structured by adapting the evaluation models suggested by Bellon and Handler (1982) and Brown (1989). The results of the study show that the courses were not much effective in reaching the goals and objectives of the program, the course content and materials were uninteresting for the students and materials were inadequate in providing opportunities for communicative and student-centered activities, the teaching and learning processes lacked variety, and the assessment procedures were not parallel with the objectives of the courses and approaches of the curriculum. Some of the important recommendations of the study were that teachers need to be informed about the curriculum (i.e. goals and objectives, approaches), course content and materials need to be revised and supplementary materials for teaching of all language areas (four skills, grammar, and vocabulary) should be provided, variety needs to be added to the teaching activities, and the four skills (listening, speaking, reading, and writing) need to be assessed properly.
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Bugg, Kent A. Baker Paul J. "Quality assurance and improvement planning in Illinois high schools." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995664.

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Thesis (Ph. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Paul J. Baker (chair), Albert T. Azinger, Elizabeth T. Lugg, William Rau. Includes bibliographical references (leaves 145-149) and abstract. Also available in print.
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Morrison, Mary Jo Laymon Ronald L. "The use of standardized achievement tests for evaluation in selected Illinois high schools." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713220.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 1, 2005. Dissertation Committee: Ronald L. Laymon (chair), Frank T. Chiodo, Norman T. Endsley, Patricia Klass, Mary Ann Lynn. Includes bibliographical references (leaves 115-127) and abstract. Also available in print.
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Stevens, Toby. "A realistic evaluation of the behaviour policy in a secondary school." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4229/.

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This thesis is concerned with understanding how the implementation of a behaviour policy in a school can be evaluated effectively. A ‘Realistic Evaluation’ approach (Pawson and Tilley, 1997) was used as a framework. Relevant literature has been identified and analysed through the process of a ‘realist synthesis’ in order to identify potential contexts and mechanisms and associated outcomes. These identified ‘context-mechanism-outcome configurations’ were used to construct eight theories regarding how students experiencing SEBD could be supported effectively by their school. The theories were tested in the study through data gathering from students experiencing a range of SEBD, their parents, teaching staff and members of the school senior leadership team. The realist interview techniques of ‘teacher-learner function’, and ‘conceptual refinement process’ (Pawson and Tilley, 1997) were used to identify contexts and mechanisms that supported the implementation of the behaviour policy. The findings from the study indicate programme self-evaluation and development in the complex social organisation of a school is more effective when it actively involves a variety of stakeholders from different levels and positions within the school community, and when it considers contextual factors at the individual, interpersonal, school and the wider social and policy level.
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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Conbeer, Derek John. "An evaluation of the selection of English schools foundation secondary school teachers." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803617X.

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Books on the topic "High schools Victoria Evaluation"

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Manitoba. Manitoba Education and Training. Implementation of the High School Review: A resource for administrators and teachers. [Winnipeg, Man., Canada]: Manitoba Education and Training, 1992.

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Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage: University of Alaska, Anchorage, Institute of Social and Economic Research, 1985.

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Kleinfeld, Judith. Alaska's small rural high schools: Are they working? Anchorage, Alaska: Institute of Social and Economic Research, 1985.

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1929-, Smith Gerald R., ed. High schools as communities: The small school reconsidered. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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Massachusetts. Education Management Audit Council. School district examination report: Assabet Valley Regional Vocational High School. [Boston, Mass.]: Education Management Audit Council, 2003.

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Inspectorate, Great Britain Department of Education for Northern Ireland Education and Training. An evaluation of the implementation of the NI curriculum in post-primary schools 1998-1999: Summary report. Bangor: DENI, 2000.

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Great Britain. Department of Education for Northern Ireland. Education and Training Inspectorate. An evaluation of the implementation of the NI curriculum in post-primary schools 1998-1999: Summary report. Belfast: Department of Education for Northern Ireland Education and Training Inspectorate, 2000.

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Haryana (India) Economic and Statistical Organisation., ed. Evaluation study of vocational education in 10 + 2 schools in Haryana. Chandigarh: Economic and Statistical Organisation, Planning Dept., Haryana, 1997.

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Heeks, Peggy. Assessing school libraries: Case studies of six Berkshire secondary schools. [London]: British Library Research and Development Dept., 1988.

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Book chapters on the topic "High schools Victoria Evaluation"

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Mortara Almeida, Adriana, and Maria Helena Pires Martins. "Evaluation of Educational Material Designed to be Used by High School Art Teachers." In Museums and Schools, 97–109. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781315423852-9.

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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools, 237–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.

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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.
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Wang, Rong-tsu, Jung-chang Wang, and Li-mei Chen. "Economic Challenges for Taiwan Private Senior High Schools: Performance Evaluation Based on a Revised Indicators Framework." In Proceedings of 2012 3rd International Asia Conference on Industrial Engineering and Management Innovation (IEMI2012), 895–906. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33012-4_89.

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Cismaru, Diana-Maria, Nicoleta Corbu, Valeriu Frunzaru, Cezar Mihai Hâj, and Oana Ştefăniţă. "The Impact of Social Scholarships and of Reserved Places for Graduates from Rural High Schools in Improving Access to Higher Education and Academic Performance." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 53–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_4.

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AbstractAlthough the level of tertiary education attainment as a share of the population aged 30 to 34 increased in Romania up to 26.3% in 2017, it is still modest in comparison with the EU average (39.9% in 2017) (Eurostat, 2021). Therefore, while the rate of young people exposed to the risk of poverty and exclusion increased in the last decade in Romania, there is a need to evaluate the support measures for students from disadvantaged categories. The paper presents the results of two impact studies for two public policies, social scholarships and reserved places for graduates from rural high schools. In order to find out to which extent the two public policies fulfil their aims in supporting students from vulnerable social categories to graduate higher education, a mix of quantitative and qualitative methods has been used. The quantitative analysis used data extracted from two national databases for higher education and data collected by a survey to which about half of the Romanian universities responded. The data for qualitative analysis were collected by face-to-face interviews (with professors in management positions and students beneficiary of the two policies) from eight universities with different profiles, located in five regions of Romania. The results of the quantitative analysis revealed that the social scholarships policy fulfils its objectives of improving academic performance and increasing the chances of graduation for beneficiaries. The results of the qualitative analysis revealed a high level of satisfaction of beneficiaries with both policies and a positive evaluation of both policies by the management of universities.
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Maphalala, Mncedisi Christian, and Nontobeko Prudence Khumalo. "Curriculum Management in KZN Rural High Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001.

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This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.
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Kauko, Jaakko, Hannele Pitkänen, and Janne Varjo. "Quality in Finnish Comprehensive Schools." In Successful Public Policy in the Nordic Countries, 432–55. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192856296.003.0021.

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Abstract Evaluation of Finnish comprehensive schools is based on an enhancement-led evaluation model. The model is rooted in historical features of the education and governance systems and a gradual articulation since the 1990s. It builds on the idea that evaluation must benefit, not control, the system being evaluated. The model’s entrenchment has made it possible to oppose the global push for test-based accountability. Finnish education policy supports sample-based testing instead of high-stake standardized testing for whole age cohorts; it is also impossible to form ranking lists that make schools compete through their performance. The chapter concludes that the original programme has successfully endured for decades and has faced little opposition. In addition, the legitimation of a trust-based model is high and can bring political kudos to all the actors involved. Processual shortcomings lacking transparency and discussion make the success only partial. An unresolved contributing feature is the relationship between local and national evaluations. These principles and the process of evaluation have become better articulated through the establishment of the Finnish Education Evaluation Centre, and centralization also brings risks of more radical changes.
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Thuse, Aniruddha. "Performance Evaluation in Higher Education by Return on Investments Approach." In Handbook of Research on Higher Education in the MENA Region, 369–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6198-1.ch016.

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The Middle East and North African or MENA countries are very keen about restructuring in the field of education. The countries otherwise are not known for the overall industrial development and growth. The huge populations of youth and high unemployment in the MENA countries have made it essential to go for overall industrial development. However, considering the fact that the industry and education of any economy should go hand in hand, it has become unavoidable to stress the higher educational development in the MENA countries. The educational institutions that provide business education (popularly known as B-Schools) in the country will have to work with high productivity, inputs wise. This will enable the economy to bridge the industry-academic gap. However, for this, the realistic approach should be the priority to evaluate the B-Schools' productivity. The investments made in B-Schools are always high (infrastructural and financial), so Return on Investments becomes significant, not only financially but also approach wise. The same approach is discussed in this chapter with proper analysis.
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"Personalized Learning Case Studies." In Evaluation of Principles and Best Practices in Personalized Learning, 199–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4237-8.ch009.

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This chapter informs and educates the reader on how the personalized service delivery model is used in a variety of educational settings. Included in this chapter are four case studies from elementary, middle, and high schools. These case studies discuss the demographics of each school as well as explain the structure personalized learning took in each educational setting. Some of the schools used personalized learning only for academics, while others used it for academics as well as behavioral, social, and emotional support. The way that the personalized service delivery model is used in each school varies depending on the students' collective needs.
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Bangert, Art W., and Kerry L. Rice. "What We Know About Assessing Online Learning in Secondary Schools." In Handbook of Research on New Media Literacy at the K-12 Level, 684–701. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch043.

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In this chapter, the authors examine past and current efforts in evaluating the quality of online high school courses. They argue that policy organizations in the United States have made recommendations to guide the design and delivery of effective high school online courses. However, past efforts at determining the quality of online courses have focused primarily on broad-based program evaluations and the development of standards lacking specific evaluation criteria. They propose the development of evaluation processes and instruments based on solid theoretical foundations which embody learnercentered instructional practices, communities of inquiry, and a proven record of empirically-based research results. They suggest that a history of research evaluating instructional effectiveness using the Seven Principles of Effective Teaching combined with the inclusion of principles of cognitive presence in assessing deep learning may provide a useful framework for establishing empirically-based guidelines for evaluating the quality of online instruction.
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Minney, Dana. "Social and Emotional Learning (SEL) Assessment in After-School Care." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 202–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch011.

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An abundance of research links children's social-emotional competence with positive school and life outcomes, but many barriers to widespread, high quality social-emotional learning (SEL) exist. Studies also found SEL delivered consistently and in coordination with other programs, both in and out of school, is more effective, but lack of unified standards, a supportive framework, and systematic approach prevent consistency and coordination of delivery. Process monitoring and impact evaluation help overcome barriers and improve implementation. After-school programs provide opportunities for quality SEL delivery and evaluation. This chapter reports results of an evaluation comparing pre- and post-program survey data from elementary school children (n = 98) in an after-school program that has incorporated an SEL curriculum. Results showed significant increases in the SEL competencies of self-management, social awareness, and social skills. The author also explored advantages of providing both SEL instruction and low-cost evaluation in after-school care settings in addition to schools.
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Conference papers on the topic "High schools Victoria Evaluation"

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"Evaluation of Mathematics teaching strategies in Australian High Schools." In 23rd International Congress on Modelling and Simulation (MODSIM2019). Modelling and Simulation Society of Australia and New Zealand, 2019. http://dx.doi.org/10.36334/modsim.2019.j9.alzahrani.

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Ryu, Junpei, Toru Iwama, Toshiaki Yamazaki, Masashi Ogawa, Takafumi Sakatani, Hiroshi Uchimura, Kazunari Taniguchi, and Takatoshi Murata. "Trial of “Force and Motion Conceptual Evaluation” Tests in Japanese High Schools." In Proceedings of the 12th Asia Pacific Physics Conference (APPC12). Journal of the Physical Society of Japan, 2014. http://dx.doi.org/10.7566/jpscp.1.017010.

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Setianingsih, Eka Sari, and Dr Widyaningrum. "Scientific Article Education Evaluation Of Inclusion Of Junior High Schools In Central Java." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.137.

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Huang, Shutung. "Notice of Retraction: A metaevaluation study of high schools Teacher Evaluation Pilot Systems in Taiwan." In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608404.

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Adobaikhi, Hend, and John Woolard. "Evaluation of asynchronous e-learning in the geography curriculum: Enriching learning quality in Saudi high schools." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-1814_eel86.

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Vos, Danielle, Kafui Bavor, Edem Richard Adjordor, and Laura Koster. "P410 Program evaluation to provide HIV and STI information in junior high schools in kpando, ghana." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.497.

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Frasetya, Dana, and Mr Guntur. "An Evaluation of the Implementation of Special Sport Class Program of Junior High Schools in Sleman Regency." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.98.

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Ismail, Ismail, Ma’ruf Akabar, and Suparno Widodo. "Evaluation of Structuring and Equalization Policy Implementation of Civil Servant Teachers Public Senior High Schools (SMA) and Vocational Schools (SMK)) in Banda Aceh the Province of Aceh." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294102.

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Loeneto, Bambang A., S. Nurma, and Nurma S. MArdianto. "Evaluation of Competencies of English Teachers and Students of Public Senior High Schools in Palembang City Using Information and Communication Technology." In International Conference on Progressive Education (ICOPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.119.

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Alhumary, Farid M., Suprayitno, and Sanusi Hasibuan. "Evaluation of PSHE Online Learning Using SIGUM (Sistem Informasi Guru Mengajar) at State Senior High Schools in Binjai for A.Y 2020/2021." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.118.

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Reports on the topic "High schools Victoria Evaluation"

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Hinds, Drew. Evaluating Alternative High Schools: Program Evaluation in Action. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1076.

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Sampson, James, and Debra Norris. An Evaluation of the Effectiveness of Florida Choices Implementation in High Schools. Florida State University Libraries, December 1995. http://dx.doi.org/10.17125/fsu.1525962633.

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Weinbaum, Elliot. Learning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools. Consortium for Policy Research in Education, February 2009. http://dx.doi.org/10.12698/cpre.2009.rr61.

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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Mathew, Sonu, Srinivas S. Pulugurtha, and Sarvani Duvvuri. Modeling and Predicting Geospatial Teen Crash Frequency. Mineta Transportation Institute, June 2022. http://dx.doi.org/10.31979/mti.2022.2119.

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This research project 1) evaluates the effect of road network, demographic, and land use characteristics on road crashes involving teen drivers, and, 2) develops and compares the predictability of local and global regression models in estimating teen crash frequency. The team considered data for 201 spatially distributed road segments in Mecklenburg County, North Carolina, USA for the evaluation and obtained data related to teen crashes from the Highway Safety Information System (HSIS) database. The team extracted demographic and land use characteristics using two different buffer widths (0.25 miles and 0.5 miles) at each selected road segment, with the number of crashes on each road segment used as the dependent variable. The generalized linear models with negative binomial distribution (GLM-based NB model) as well as the geographically weighted negative binomial regression (GWNBR) and geographically weighted negative binomial regression model with global dispersion (GWNBRg) were developed and compared. This research relied on data for 147 geographically distributed road segments for modeling and data for 49 segments for validation. The annual average daily traffic (AADT), light commercial land use, light industrial land use, number of household units, and number of pupils enrolled in public or private high schools are significant explanatory variables influencing the teen crash frequency. Both methods have good predictive capabilities and can be used to estimate the teen crash frequency. However, the GWNBR and GWNBRg better capture the spatial dependency and spatial heterogeneity among road teen crashes and the associated risk factors.
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