Education reform is the name given to the goal of changing public education. The meaning and education methods have changed through debates over what content or experiences result in an educated individual or an educated society. Historically,the motivations for reform have not reflected the current needs of society. A consistent theme of reform includes the idea that large systematic changes to educational standards will produce social returns in citizens' health,wealth,and well-being.
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience,each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE;instead,classes,opportunities,and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor,trainer,facilitator,and/or mentor based on the outcomes targeted.
A standardized test is a test that is administered and scored in a consistent,or "standard",manner. Standardized tests are designed in such a way that the questions and interpretations are consistent and are administered and scored in a predetermined,standard manner.
In contemporary education,mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of solving the problems of others,these questions often pertaining to numbers or other forms of mathematics,as they apparently cannot solve them themselves. This field also involves teaching,learning,and carrying out scholarly research into the transfer of mathematical knowledge.
The Doctor of Education is a research or professional doctoral degree that focuses on the field of education. It prepares the holder for academic,research,administrative,clinical,or professional positions in educational,civil,private organizations,or public institutions. Considerable differences exist in structure,content and aims between regions. In the US,for instance,the EdD usually is a professional doctorate for working or learning professionals and has a large taught component with a smaller thesis,comparable to for example a DSW or DPH,whereas in the UK and Canada,the Ed.D is a full research doctorate with research and profession related courses but ultimately awarded for the thesis resulting from original research,that way aligning more with a Ph.D.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge,skill,attitudes,aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test,but not limited to tests. Assessment can focus on the individual learner,the learning community,a course,an academic program,the institution,or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act;it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding,states had to give these assessments to all students at select grade levels.
Hillsdale High School is a public co-educational high school in San Mateo,California,serving grades 9–12 as part of the San Mateo Union High School District. Hillsdale generally serves the residents of San Mateo and Foster City. The main feeder schools to Hillsdale are Abbott,Bayside,Borel,and Bowditch Middle Schools of the San Mateo-Foster City School District.
In the United States and Canada,a school of education is a division within a university that is devoted to scholarship in the field of education,which is an interdisciplinary branch of the social sciences encompassing sociology,psychology,linguistics,economics,political science,public policy,history,and others,all applied to the topic of elementary,secondary,and post-secondary education. The U.S. has 1,206 schools,colleges and departments of education and they exist in 78 per cent of all universities and colleges. According to the National Center for Education Statistics,176,572 individuals were conferred master's degrees in education by degree-granting institutions in the United States in 2006–2007. The number of master's degrees conferred has grown immensely since the 1990s and accounts for one of the discipline areas that awards the highest number of master's degrees in the United States.
The National Board for Professional Teaching Standards (NBPTS) is a nonpartisan,nonprofit organization in the United States. Founded in 1987,NBPTS develops and maintains advanced standards for educators and offers a national,voluntary assessment,National Board Certification,based on the NBPTS Standards. As of December 2017,more than 118,000 educators have become National Board Certified Teachers in the United States. Its headquarters is located in Arlington,Va.
Internationals Network for Public Schools is an educational nonprofit supporting International high schools and academies,serving newly arrived immigrants who are English language learners (ELLs),in New York,California,Kentucky,Maryland,Virginia,and Washington,DC. Internationals Network also partners with other schools and districts across the country.
David Milton Steiner is executive director of the Johns Hopkins Institute for Education Policy and professor of education at Johns Hopkins University. His previous appointments include New York State Commissioner of Education in the New York State Education Department;director of arts education at the National Endowment for the Arts;founding director of the City University of New York Institute for Education Policy at Roosevelt House and the Klara and Larry Silverstein Dean at the Hunter College School of Education;and member of the Maryland State Board of Education and Maryland Commission for Innovation and Excellence in Education. Steiner currently serves on the boards of the Core Knowledge Foundation and Relay Graduate School of Education. Most recently,he was appointed to the Practitioner Council at the Hoover Institute,Stanford University.
Teacher quality assessment commonly includes reviews of qualifications,tests of teacher knowledge,observations of practice,and measurements of student learning gains. Assessments of teacher quality are currently used for policymaking,employment and tenure decisions,teacher evaluations,merit pay awards,and as data to inform the professional growth of teachers.
Barnett Berry is a research professor at the University of South Carolina,where he is the founding director of Accelerating for Learning and Leadership for South Carolina (ALL4SC) —an initiative launched in 2019,to marshal the resources of an entire R1 institution of higher education in service of high need school communities. Barnett's career includes serving as a high school teacher,a social scientist at the RAND Corporation,a professor at UofSC,a senior state education agency leader,and senior consultant with the National Commission on Teaching and America's Future,leading its state partnership network. From 1999 to 2018,Barnett led Center for Teaching Quality website,a non-profit he founded to conduct research and ignite teacher leadership to transform the teaching profession and public education for more equitable outcomes for students. Barnett has authored a wide array of over 120 policy and research reports,journal articles,and commissioned papers. His two books,TEACHING 2030 and Teacherpreneurs:Innovative Teachers Who Lead But Don't Leave,frame a bold vision for the profession's future. He is the 2021 recipient of the James A. Kelly Award for Advancing Accomplished Teaching from the National Board for Professional Teaching Standards and is a policy advisor for the Learning Policy Institute.
Educator effectiveness is a United States K-12 school system education policy initiative that measures the quality of an educator performance in terms of improving student learning. It describes a variety of methods,such as observations,student assessments,student work samples and examples of teacher work,that education leaders use to determine the effectiveness of a K-12 educator.
Susanna Loeb is an American education economist and director of the Annenberg Institute at Brown University. She was previously the Barnett Family Professor of Education at the Stanford Graduate School of Education,where she also served as founding director of the Center for Education Policy Analysis (CEPA). Moreover,she directs Policy Analysis for California Education (PACE). Her research interests include the economics of education and the relationship between schools and educational policies,in particular school finance and teacher labor markets.
The National Commission on Teaching and America's Future (NCTAF) is a non-profit,non-partisan education policy advocacy organization based in Washington,D.C. Founded in 1994 by then-North Carolina governor Jim Hunt and Stanford University professor Linda Darling-Hammond,the NCTAF focuses its research on improving the teaching profession through recruitment,development,and retention of skilled teachers. In 2017,the NCTAF announced that it will merge with Learning Forward and will operate under the Learning Forward name.
Jeannette Louise Oakes is an American educational theorist and Presidential Professor Emerita in Educational Equity at UCLA's Graduate School of Education &Information Studies. She was the founder and former director of UCLA’s Institute for Democracy,Education and Access (IDEA),the former director of the University of California’s All Campus Consortium on Research for Diversity (ACCORD),as well as the founding director of Center X,which is UCLA’s reform-focused program for the preparation of teachers and school administrators.
Jenny Hammond is an Australian linguist. She is known for her research on literacy development,classroom interaction,and socio-cultural and systemic functional theories of language and learning in English as an Additional Language or dialect (EAL/D) education. Over the course of her career,Hammond's research has had a significant impact on the literacy development of first and second language learners,on the role of classroom talk in constructing curriculum knowledge and on policy developments for EAL education in Australia. She is an Honorary Associate Professor in the School of Education,University of Technology Sydney.
Mistilina Sato is Professor of Education in the School of Teacher Education at the University of Canterbury in New Zealand. She researches educational policy,teacher recruitment and training,leadership and performance assessment. She was part of a team who won the US National Staff Development Council's Best Research Award for a three-year project on the impacts of teacher certification. She has published on the educational policies and systems in China.
