Relevant bibliographies by topics / Learning standards

Academic literature on the topic 'Learning standards'

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Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Learning standards"

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Rose, Mike. "Standards, Teaching, Learning." Journal of Basic Writing 28, no. 2 (2009): 93–102. http://dx.doi.org/10.37514/jbw-j.2009.28.2.06.

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Mohla, Daleep. "Standards: Learning, Networking, and Recognition [Standards News]." IEEE Industry Applications Magazine 26, no. 4 (July 2020): 98–99. http://dx.doi.org/10.1109/mias.2020.2985518.

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Dossey, John A. "Learning, Teaching, and Standards." Arithmetic Teacher 35, no. 8 (April 1988): 20–21. http://dx.doi.org/10.5951/at.35.8.0020.

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Learning, teaching, and learning teaching—these prophetic words from George Pólya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Pólya's legacy has not only touched our knowledge and abilltles in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.
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Dossey, John A. "Learning, Teaching, and Standards." Mathematics Teacher 81, no. 4 (April 1988): 290–93. http://dx.doi.org/10.5951/mt.81.4.0290.

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Learning, teaching, and learning teaching these prophetic words from George Polya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Polya's legacy has not only touched our knowledge and abilities in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.
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Singh, Harvi, and Chris Reed. "Demystifying e‐learning standards." Industrial and Commercial Training 34, no. 2 (April 2002): 62–65. http://dx.doi.org/10.1108/00197850210417546.

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Rose, Mike. "Standards, Teaching, and Learning." Phi Delta Kappan 91, no. 4 (January 2010): 21–27. http://dx.doi.org/10.1177/003172171009100405.

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Yudkowsky, Rachel, Yoon Soo Park, Matthew Lineberry, Aaron Knox, and E. Matthew Ritter. "Setting Mastery Learning Standards." Academic Medicine 90, no. 11 (November 2015): 1495–500. http://dx.doi.org/10.1097/acm.0000000000000887.

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McClelland, Marilyn. "Distributed learning metadata standards." Journal of Computing in Higher Education 16, no. 1 (September 2004): 93–105. http://dx.doi.org/10.1007/bf02960284.

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Farmer, Lesley. "How AASL Learning Standards Inform ACRL Information Literacy Standards." Comminfolit 7, no. 2 (2013): 171. http://dx.doi.org/10.15760/comminfolit.2013.7.2.149.

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Artzt, Alice F., and Claire M. Newman. "Implementing the Standards: Cooperative Learning." Mathematics Teacher 83, no. 6 (September 1990): 448–52. http://dx.doi.org/10.5951/mt.83.6.0448.

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Cooperative learning is a teaching strategy that holds promise for improving the mathematical skills and attitudes of students. With increased frequency teachers have been reporting their positive experiences with cooperative-learning techniques in the mathematics classroom (e.g., Artzt [1979]; Behounek et al. [1988]; Gilbert-Macmillan and Leitz [1986]; Rosenbaum et al. [1989]; and Slavin [1987]). Support for cooperative learning now comes from the NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989): “Small groups provide a forum in which students ask questions, discuss ideas, make mistakes, learn to listen to others' ideas, offer constructive criticism, and summarize their discoveries in writing” (p. 79). Group assignments enable learners to work together, helping each other integrate new knowledge with prior knowledge and discover their own meanings as they explore, discuss, explain, relate, and question new ideas and problems that ar ise in the group.
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Dissertations / Theses on the topic "Learning standards"

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Manzoor, Hamza. "Disseminating Learning Tools Interoperability Standards." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90772.

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Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. Learning Tools Interoperability (LTI) is a communication protocol that enables different learning tools to talk to each other and share scores with a Learning Management System (LMS). While most commercial LMS now support LTI, most educational software developed by small research efforts do not. This is often because of the lack of resources needed to understand the working of LTI and the process of using LTI in their applications. Our aim is to encourage the use of LTI within the CS Education community. We have developed tutorials that include example applications. We also provide a use case of how LTI is implemented in the OpenDSA eTextbook system. As another use case, we have enabled auto-grading of Jupyter Notebook assignments by providing immediate feedback to students and updating scores to the Canvas gradebook. We provide a Jupyter plugin to upload notebook files to the Web-CAT auto-grading system. We integrate Aalto University's ACOS content into OpenDSA as a third use case.
Master of Science
Until recently, most educational tools have worked in silos. If a teacher wanted her students to complete small programming exercises, record videos, and collaborate through discussion boards, three disconnected tools were probably needed. These disconnected tools did not integrate with the Learning Management Systems (LMS), such as Canvas and Moodle. Instructors had to manually manage these separate tools and enter scores into the LMS. There are standards such as Learning Tools Interoperability (LTI) that these learning tools can implement to enable them to talk to each other and to share scores with an LMS. However, most educational software developed by small research efforts do not support LTI. This is often because of the lack of resources needed to understand the working of LTI and the process of using LTI in their applications. We aim to encourage the use of LTI within the CS Education community. We have developed tutorials that include example applications. We also provide a use case of how LTI is implemented in OpenDSA, an eTextbook system developed at Virginia Tech. As another use case, we have enabled auto-grading of Jupyter Notebook (documents that run in a browser and can contain equations, visualizations, live code, and text) assignments by providing immediate feedback to students and updating scores to the Canvas gradebook. We provide a plugin to upload notebook files to the WebCAT auto-grading system directly from the browser. We integrate Aalto University’s ACOS content (Python and Java exercises) into OpenDSA as a third use case.
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Jorgensen, Raymond D. "Leading learning through imposition of leadership learning standards." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000121.

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McCarty, Matthew W. "Teacher Well-Being and Virginia Standards of Learning." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2584.

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The Virginia Standards of Learning (SOLs) were created by the Virginia Department of Education as a method to assess student learning. The SOLs were implemented in the mid-1990s and were used as end of grade and end of course assessments for grades 3-8 and secondary courses. The SOLs have taken on a foundational role within the Virginia public schools as they now count toward student graduation and teacher evaluation. Virginia now uses a teacher evaluation system that is in large part based upon student performance on the SOL assessments. This evaluation system is in place in all public school divisions in Virginia. This study began as an attempt to understand the potential changes in the mental and physical well-being of teachers as related to the Virginia SOLs. Teachers were asked to complete a brief survey designed to measure their response to various mental and physical stressors. One hundred twenty-one surveys responses were received with 117 completed. The survey data will be used to discuss the possibility of creating a quality program of professional development that will help teachers guide their stress into positive and productive areas. This study revealed that elementary/middle school teachers tended to experience higher rates of insecurity, vulnerability, depression, and coping ability than secondary teachers during SOL test administration. However, it was also determined that elementary/middle school instructors did not experience changes in most aspects of physical well-being during the SOL test administration that are drastically different than their secondary school counterparts. The study indicated elementary teachers experienced a higher rate of heart racing than their secondary colleagues. The means and standard deviations across the areas surveyed were similar and did not vary significantly across surveyed responses except for the areas mentioned above.
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Sage, Cynthia Faye. "Stem Lessons for Promoting 21st Century Learning Standards." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2050.

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The purpose of this study was to identify if and how STEM (Science, Technology, Engineering, Math) lessons help student progress toward achieving benchmarks in AASL (American Association of School Librarians) 21st Century Learner Standards. This study was conducted in the library media center with 48 kindergarten students participating. The researcher taught mini-lessons for the AASL Standards prior to students participating in the STEM activities. The data were collected on 23 benchmarks included in the AASL Standards. Students were rated on these Standards as beginning, progressing, or achieving. Data analysis indicated that the STEM lessons were an effective means for providing the students with developmentally appropriate ways to make progress toward the AASL Standards. Data analysis also revealed that the STEM lessons were effective in reducing the number of students rated as beginning, as well as pushing some students into the achieving category.
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Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.

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The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.
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Cantillon, Sara. "Living standards within households : learning from non-monetary indicators." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411944.

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This dissertation focuses on the distribution of resources within Irish households and the implications of that distribution for the living standards of different household members. In most research on living standards, income inequality and poverty, the assumption is made that individuals living in the same household have the same standard of living. If however, different individuals within households actually experience different levels of well-being, this could have major implications for our understanding of poverty. In particular, conventional practice could lead to the extent and nature of gender differences in the experience of poverty being understated, to poverty for some children being obscured, and to the capacity of policy to improve living standards being seriously impaired. Non-monetary indicators of living standards and deprivation are increasingly being used in measuring household poverty. This study demonstrates their use in exploring differences in living standards within households. The aim of the present study was to develop a set of indicators suitable for the investigation of differences in living standards within the household - both differences between adults in a given household, and between adults and children - and to apply these indicators empirically to Ireland. This involved first designing a module of survey questions and refining them through focus group discussions with women experiencing poverty and social exclusion. The resulting set of questions was then included in the 1999 round of the Living in Ireland Survey. Research has then been carried out on the responses to this innovative set of specially-designed questions, focused on bringing out the scale and nature of differences within the household and teasing out the influences on the intra-household distribution of resources. In particular it looked at the role a woman's independent income might play and also at the impact of the presence of another adult at the interview. The results are revealing both in the specific Irish context and more broadly, from a methodological and substantive point of view.
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Jordan, Byron S. "The Effects of Common Core State Standards in Mathematics on Inclusive Environments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6591.

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The Common Core State Standards for Mathematics (CCSSM) require students with learning disabilities in mathematics to use a range of cognitive, skills, and foundational numerical competencies to learn and understand complex standards. Students with learning disabilities in mathematics experience deficits in cognitive processes skills and foundational numerical competencies which have emerged as underlying barriers associated with mastering CCSSM. Examining the impact of high-stakes assessments on readiness for college and careers and student achievement may provide evidence that deficits in cognitive processing skills and numerical competencies can impact achievement levels. Using the cognitive theoretical frameworks of Bandura and Gagné, along with the concepts of cognitive learning, instructional interventions, and inclusion, the relationship between students' scores in the algebraic foundations (AF) intervention inclusion method and the regular algebra (RA) nonintervention inclusion method, as measured on the end of the year assessments were examined in this study. An ANCOVA design was used to test the statistical significance of the relationship between the two intervention methods and the use of cognitive and numerical competencies for the two groups and to analyze the disparity in achievement scores between the AF intervention inclusion method and RA nonintervention inclusion method. The results revealed a statistically significant relationship between cognitive processing skills and foundational numerical competencies as measured on the final exam for both methods. The intended audience include academic communities using evidence-based inventions to improve college and career readiness results, leading to positive social change.
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Casha, C., Pamela Evanshen, Kimberly Hale, and Nancy Miles. "Common Core and Early Learning Standards: How They Work Together." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4372.

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MacDougall, Christine Arner. "The Effect of Common Core Standards on Elementary Students' Learning." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3799.

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After implementing the Common Core Standards in 2012, local school districts faced additional costs in their annual budgets to train staff how to teach using these standards. One of the problems that faced the school district under study was whether to retain the Common Core Standards and to continue to fund the expense of training teachers . The purpose of this study was to assess the influence of the Common Core Standards on student achievement in a local Pennsylvania school district using scores from the Pennsylvania System of School Assessments (PSSA) for Grades 3 through 8. The research question addressed whether there were differences in the students' learning as measured by the PSSAs for the years before and after implementation of the Common Core Standards. The theoretical framework of the study was based on Piaget's constructivist theory of knowing, which explains how students know what they have learned in the active process of learning. A causal-comparative design was used for this study with extant test data drawn from 2 years before and 2 years after implementation. The total sample size was 27,605. A MANOVA was used for all grades' scale and raw scores to discern if a main effect could detect student achievement measured after the implementation of the Common Core Standards was lower than that reported before implementation and the standards had a mixed influence on student learning. This study has an implication for positive change. If educators have a better understanding of the effect of the Common Core Standards on student learning than they would be able to justify additional training.
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Evans, Linda Deborah. "'Making a difference' : an evaluation of raising standards initiatives." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368223.

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Books on the topic "Learning standards"

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Services, Virginia Board of Youth and Family. Learning center standards. [Richmond, Va.]: Virginia Department of Youth and Family Services, 1992.

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Busick, Kathleen U. Weaving standards into learning. [Honolulu, HI]: Pacific Resources for Education and Learning, 2001.

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Education, Saskatoon Board of. Standards for learning resource centres. [Saskatoon]: Saskatoon Board of Education, 1985.

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National Advisory Council for Careers and Educational Guidance. Quality standards for learning and work. Winchester: National Advisory Council for Careers and Educational Guidance, 1997.

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Council for Adult and Experiential Learning (U.S.), ed. Assessing learning: Standards, principles, and procedures. Philadelphia, Pa: Council for Adult and Experiential Learning, 1989.

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Scotland, Clinical Standards Board for. Learning disabilities: Clinical standards - February 2004. Edinburgh: Clinical Standards Board for Scotland, 2004.

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Fink, Kristie. Integrating Prosocial Learning with Education Standards. New York, NY : Routledge, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315558554.

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Wisconsin. Early Learning Standards Steering Committee. Wisconsin model early learning standards: With introduction. 3rd ed. Madison, WI: Wisconsin Dept. of Public Instruction, 2011.

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Science, Department of Education &. Effective learning and high standards in classics. Stanmore: Department of Education and Science, 1990.

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Wisconsin Model Early Learning Standards Steering Committee. Wisconsin model early learning standards: With introduction. Madison, WI: Wisconsin Department of Public Instruction, 2013.

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Book chapters on the topic "Learning standards"

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Kaplan, Sandra N., Jessica Manzone, and Julia Nyberg. "Professional Learning Standards." In NAGC Pre-K–Grade 12 Gifted Education Programming Standards, 214–29. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003236863-8.

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Kimbell, Richard. "Transferring Standards." In Transfer, Transitions and Transformations of Learning, 85–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-437-6_7.

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Tognolini, Jim, and Michelle Davidson. "Assessment, Standards-Referencing and Standard Setting." In Self-directed Learning Oriented Assessments in the Asia-Pacific, 23–41. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4507-0_2.

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Frantiska, Joseph J. "Learning Object Design Standards." In Creating Reusable Learning Objects, 5–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32889-8_3.

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Hungerford, Catherine, and Patricia Kench. "Standards and Standardization." In Professional and Practice-based Learning, 65–83. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9502-9_5.

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Frantiska, Joseph J. "Technical Standards and Specifications." In Creating Reusable Learning Objects, 17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32889-8_6.

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Shane, Jon. "Show-Up Procedures, Relevant Policy Standards, and Training Standards." In Learning from Error in Policing, 31–35. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00041-1_5.

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Ochoa, Xavier, and Stefaan Ternier. "Technical Learning Infrastructure, Interoperability and Standards." In Technology Enhanced Learning, 145–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02600-8_14.

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Salter, Liora. "Institutional Learning in Standards Setting." In Innovation and Social Learning, 65–88. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9781403907301_4.

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Murday, James. "Norms and Standards of Learning." In Handbook of Science and Technology Convergence, 1089–103. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07052-0_67.

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Conference papers on the topic "Learning standards"

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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Ivan Jose, Perez-Colado, Perez-Colado Victor Manuel, Freire Manuel, Martinez-Ortiz Ivan, and Fernandez-Manjon Baltasar. "e-learning Standards in Game-Based Learning?" In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00032.

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Richards, Tyde, and Avron Barr. "Catalyzing Connected Learning through Standards." In 2011 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2011. http://dx.doi.org/10.1109/ghtc.2011.54.

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Saliah-Hassane, Hamadou, Lisa Wait, Jon Mason, and Ben Chadwick. "Panel Session—Learning Technology Standards." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615276.

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Zheng, Li, Yintao Liu, Jing Wang, and Fang Yang. "Multiple Standards Compatible Learning Resource Management." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.88.

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Houghton, W. "Student reflections on the learning process." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030208.

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Ridgman, T. W. "Postgraduate problem-based learning for manufacturing." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030211.

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Scallan, P. "Using problem-based learning for assessment." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030237.

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del Blanco, A., A. Serrano, M. Freire, I. Martinez-Ortiz, and B. Fernandez-Manjon. "E-Learning standards and learning analytics. Can data collection be improved by using standard data models?" In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530268.

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Mason, Robert. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3079.

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An interoperability gap exists between Learning Management Systems (LMS) and Learning Ob ject Repositories (LOR). LORs are responsible for the storage and management of Learning Objects and the associated Learning Object Metadata (LOM). LOR(s) adhere to various LOM standards depending up the requirements established by user groups and LOR administrators. Two common LOM standards found in LORs are CanCore (Canadian LOM standard) and the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addresses three important issues related to this problem domain: (a) a lack of metadata standards that define the format of how assessment data should be communicated from Learning Management Systems to Learning Object Repositories, (b) a lack of Information Engineering (IE) architectural standards for the transfer of data from Learning Management Systems to Learning Object Repositories, and (c) a lack of middleware that facilitates the movement of the assessment data from the Learning Management Systems to Learning Object Repositories. Thus, the three goals of this research are: (a) make recommendations for extending the CanCore and SCORM CAM LOM standards to facilitate the storage of assessment and summary assessment data, (b) define the foundation for an IE architectural standard based on an Access Control Policy (ACP) and Data Validation Policy (DVP) using a reliable consensus of experts with the Delphi technique, and (c) develop a middleware prototype that transfers learning assessment data from multiple Learning Management Systems into the Learning Object Metadata of Learning Objects that are stored within a CanCore or SCORM compliant Learning Object Repository.
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Reports on the topic "Learning standards"

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Mosher, Frederic. The Role of Learning Progressions in Standards-Based Education Reform. Consortium for Policy Research in Education, September 2011. http://dx.doi.org/10.12698/cpre.2011.rb52.

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Daro, Phil, Frederic Mosher, and Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, January 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2727.

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Rogat, Aaron. Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series. Consortium for Policy Research in Education, November 2011. http://dx.doi.org/10.12698/cpre.2011.lprapid.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Luke, Christina, and Viki M. Young. Integrating Micro-credentials into Professional Learning: Lessons from Five Districts. Digital Promise, October 2020. http://dx.doi.org/10.51388/20.500.12265/103.

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This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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8

Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Schlobohm, Trisha. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2750.

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10

Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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