Showing papers in "The Academic Leadership Journal in 2010"
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TL;DR: This article examined the academic achievement of home-educated children and youth, their emotional, and psychological development, and their success into adulthood, and various aspects of homeschool families in general.
Abstract: T academic articles of the late 1970s that dealt with the modern homeschool movement. Numerous researchers have examined the academic achievement of home-educated children and youth, their emotional, and psychological development, and their success into adulthood, and various aspects of homeschool families in general. Researchers have also explored myriad other aspects and issues relat home education in disciplines such as philosophy, sociology, and law. Only a handful of studies, however, have looked closely at a large nationwide sample of home educators and their children i United States, and the last one of this nature was conducted about a decade ago.
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TL;DR: The educational reforms since the second half of the last (20th) century and their striking influences on the theories and principles of teaching and learning have also brought about a movement in assessment paradigms from measuring the amount of learning to enhancing learning which focused on more contextualized, communicative, performance-based as well as authentic assessment.
Abstract: The educational reforms since the second half of the last (20th) century and their striking influences on the theories and principles of teaching and learning have also brought about a movement in assessment paradigms from measuring the amount of learning to enhancing learning which focused on more contextualized, communicative, performance-based as well as authentic assessment. This revolution, owing its outbreak mostly to the social constructivist framework of mind, has proposed to move toward helping learners to make their own decisions in learning. The very aspect of the reform has soon influenced all other areas of language programs such as instruction, curriculum design and materials development, educational administrative affairs, etc. In fact, assessment has taken on a high profile (Gipps, 1994). Thus, educators in the field have inexorably redefined the objectives of assessment both in the global and local levels. Today, assessment aims to support (not affect) learning and teaching, provide information about (not for) students, teachers, and schools, serve as both student selection and certification based on criteria (not on norms), act as an accountability (not an impact) device, integrate curriculum and instruction to assure articulation, etc. This shift from product-oriented approaches to process-oriented approaches to assessment has very soon placed a lot greater demands on learners, teachers, parents, teacher trainers and developers, administrators, curriculum/materials developers, communities, and in short on all those in the state, district, and school levels.
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TL;DR: Elbousty and Bratt as discussed by the authors discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants' perceptions on the initiative.
Abstract: The term Professional Learning Community is commonplace, and it holds many meanings and suggestions. For the purpose of this essay, however, we discuss a specific Professional Learning Community (PLC) that was established in a high school, fifteen months prior to the application of a survey instrument to evaluate participants’ perceptions on the initiative. The PLC that we evaluate in this article had a set of very specific goals: To create a department within a high school where collaboration would become a norm and not a rarity, and to encourage collaboration that would include designing formative and summative assessments, collecting, comparing, and disaggregating student data to enhance classroom practices and meet students’ needs. Most importantly, maximizing student achievement is the long-term goal for this endeavor (Elbousty & Bratt, 2009).
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TL;DR: In this paper, the authors focus on the motivation among teachers, in relation to the leadership style of the college principle, and they discuss motivation of people for seeking, finding and carrying out work, which includes intrinsic and extrinsic motivation.
Abstract: The article focuses on the motivation among teachers, in relation to the leadership style of the college principle. It discusses motivation of people for seeking, finding and carrying out work, which includes intrinsic and extrinsic motivation. It states that motivation among teachers depends on the leadership style of the principle including transformational leadership behavior and transactional leadership behavior.
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