Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.
Education in the Commonwealth Caribbean and Netherlands Antilles provides a contemporary survey of education development and key educational issues in the region. The chapters cover: Anguilla, Antigua and Barbuda, the Bahamas, Barbados, Belize, Bermuda, the British Virgin Islands, the Cayman Islands, Dominica, Grenada, Guyana, Jamaica, the Netherlands Antilles (Aruba, Bonaire, Curacao, Saba, Saint Eustatius and Saint Maarteen), Montserrat, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Surinam, Trinidad and Tobago, and the Turks and Caicos Islands. The book includes discussions of the impact of local, regional and global occurrences, including social, political and geographical events, on education systems and schooling in the region. As a whole, the book provides a comprehensive reference resource for contemporary education policies in the Caribbean, and explores some of the problems these countries face during the process of development. It is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
K-12 literacy rates in the United States are not as high as those in other first-world countries. Halting the decline of literacy is a national effort but must start locally. This book, designed for parents, teachers, librarians, and other concerned citizens, offers practical guidance and solutions to the problem of illiteracy in the United States.
Explains creative and cross-cultural methods that have emerged in various countries to educate and support the families of people with serious mental illness.
This user-friendly, practical book is the first guide to single-case design written specifically for practitioners using response-to-intervention (RTI) models in schools. It provides essential skills for analyzing and presenting data to support valid educational decision making. Step-by-step explanations and many illustrative examples render complex concepts accessible and applicable to day-to-day work with elementary and secondary students. In a large-size format with lay-flat binding for ease of photocopying, the book includes reproducible graphs and forms. Two hands-on appendices offer clear instructions for summarizing and analyzing data using computer spreadsheets. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
The chain of stakeholders associated with educational books is long and impressive. By contrast, our information about the educational book publishing industry has been fragmented at best. To consolidate and share this information, a seminar on "Understanding the Educational Book Industry" was organized by the World Bank in Washington, D.C., September 9-10, 1997. This report reflects the deliberations that emerged from that seminar. The seminar focused on four themes: policies for the provision of educational materials; the publishing industry growth in developing countries; thorny issues such as procurement, protection, and copyright; and longer-term solutions. Over the last three years the World Bank has lent approximately US$550 million in one form or another for textbook components within education projects. With textbooks continuing to be such a rarity in developing countries, we need to pause and ask the questions: Are current processes effective? Do we know enough about the educational book industry to claim that we have helped to promote literate societies? This report attempts to answer these and other questions toward the ultimate goal of educating society.
A number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England are to be found in this book. The aim of the book is to provide accounts which do not shirk from describing ‘failures’ as well as ‘successes’. These are written as ‘stories’ from the point of view of an educational psychologist and they ‘bring alive’ the dilemmas of professional practice.
This book makes an important contribution to understanding the political, social and educational impact of assessment. Using a multi-layered approach, it offers a fascinating case study of how post-16 assessment systems are designed and debated inside policy making processes. This case study highlights the broader tensions at the heart of assessment policy. The book also explores the complex factors that affect how teachers and students use formative assessment to achieve higher standards of educational attainment and more autonomous learning. Learning Autonomy in Post-16 Education is a comprehensive and authoritative account of policy and practice in post-16 assessment. The book weaves together new theoretical frameworks with evidence from empirical research to offer a detailed picture of the diverse factors affecting the quality of formative assessment in further education. The book will be of particular interest to teachers and practitioners across the post-16 sector on postgraduate and in-service professional development courses. It will also be of interest to researchers, inspectors and qualification designers.
Durch das Studium des Pflegemanagements kam ich während meiner Studienzeit mit verschiedensten Theorien, Feldern und Ansätzen in Berührung, welche sich zum Ende hin immer mehr zu einem Eigenkonstrukt verdichteten. Dieses Konstrukt kanalisierte sich in der hier vorliegenden Studie. Es besteht aus 3 Pfeilern, welche sich unter dem Dach der Systemtheorie versammeln: Die WHO als Vertreter der Gesellschaft, die Theorie der familien- und umweltbezogenen Pflege von Marie-Luise Friedemann als Stellvertreter der Pflege und die Sozialpädagogische Familienhilfe (SPFH) als Repräsentant der Sozialpädagogik. Die Universalität der Systemtheorie lässt sich am einfachsten mit den Worten von Helmut Willke (2005, S. 1-3) ausdrücken:"...Die moderne Systemtheorie hat sich zu einer der produktivsten Konzeptionen in den Sozialwissenschaften entwickelt, weil in unserer hochkomplexen und zugleich hoch organisierten Welt nur solche Theorien und Konzepte erfolgsversprechend sein können, die ihrerseits eine entsprechende Eigenkomplexität besitzen. Der systemische Ansatz führt seit geraumer Zeit zu weit reichenden Innovationen in Theorie und Praxis therapeutischer Arbeit, insbesondere der Familientherapie. Er lässt sich umgekehrt seinerseits von den Problemstellungen und Erfahrungen dieses Feldes anregen. In der Organisationstheorie und im Bereich des Managements komplexer Systeme gewinnt systemtheoretisches Denken zunehmend an Bedeutung und beeinflusst in vielfältiger Weise unterschiedliche Ansätze systemisch orientierter Beratung, Organisationsentwicklung, Personalentwicklung und Unternehmenssteuerung. Ein gemeinsames Problem, welches mit der therapeutischen Arbeit einhergeht, ist die Notwendigkeit, den althergebrachten Aktionskreis von Interventionen in komplexen Systemen zu überwinden. Die Revision gängiger Annahmen über Veränderungen, Anpassung, Beeinflussung, Entwicklung oder Lernen wird zum zentralen Anliegen eines angemessenen Verständnisses der Dynamik nichttrivialer Systeme. An allen Ecken und Enden wird uns inzwischen überdeutlich vor Augen geführt, dass die herkömmlichen Strategien der Intervention die Probleme nicht lösen, sondern in der Regel noch verschlimmern, weil nicht-intendierte Folgeprobleme die Undurchsichtigkeit und Brisanz der Lage noch erhöhen...". Durch meine studiumsbegleitende Arbeit als Sozialarbeiter, ergab sich mir ein intensiver Einblick in die sozialpädagogische Arbeitswelt. Dabei betrachtete ich dieses Milieu immer auch durch die "Brille" der Krankenpflege. Es ergaben sich für mich ständig neue Situationen, die der krankenpflegerischen Arbeit sehr nahe kamen. Ich löste mich vom traditionellen Rollerverständnis und versuchte, je mehr ich mich mit dem Thema Systemtheorie befasste, um eine systemische Betrachtungsweise der Dinge. Durch eine Schnittmengenbestimmung der Arbeitsbereiche Sozialpädagogische Familienhilfe (SPFH) auf der Sozialpädagogischen Seite und Family Health Nursing (WHO – Projekt) auf der krankenpflegerischen Seite, versuche ich aufzuzeigen, wo eine bessere Zusammenarbeit der beiden Professionen möglich ist. Für ein besseres Verständnis des Systems "Familie" aus krankenpflegerischer Sicht, bediene ich mich der Theorie des systemischen Gleichgewichts in der familien- und umweltbezogenen Pflege nach Marie-Luise Friedemann. Das Ziel meiner Studie soll eine transparente Darstellung der bisherigen Interventionsmöglichkeiten im System "Familie" aufzeigen und die Schnittmengen der einzelnen Arbeitsfelder darstellen. Die Interventionstheorie nach Helmut Willke dient mir dabei als theoretischer Rahmen, und ich versuche anhand dieser Theorie Verknüpfungspunkte für die Felder Familiengesundheitspflege und Sozialpädagogische Familienhilfe zu erarbeiten. Im zweiten Teil der Arbeit stelle ich den theoretischen Hintergrund der Interventionstheorie nach Helmut Wilke dar. Die Systemtheorie als Basis der Interventionstheorie wird ausführlich behandelt, um die interventionstheoretischen Bereiche Willkes besser zu verstehen. Im dritten Teil schildere ich den von der Weltgesundheitsorganisation (WHO) initiierten Bereich der Familiengesundheitspflege. Im anglo-amerikanischen Raum besser bekannt als "Family Health Nursing". Dieses Arbeitsfeld wird vom Bundesministerium für Gesundheit (BMG) in Zusammenarbeit mit dem Deutschen Bund für Krankenpflege (DBfK) und der privaten Universität Witten/Herdecke zurzeit als Projekt bearbeitet. Um ein besseres pflegerisches Verständnis vom System "Familie" zu bekommen, veranschauliche ich die Theorie des systemischen Gleichgewichts in der familien- und umweltbezogenen Pflege nach Marie-Luise Friedemann im vierten Teil meiner Diplomarbeit. Durch eine Reflexion des aktuellen Standes von Interaktion in Familien mit Hilfebedarf und anhand von Dokumentenanalysen der Felder Sozialpädagogischer Familienhilfe (SPFH) sowie Family Health Nursing (Familiengesundheitspflege) versuche ich, Schnittmengen der einzelnen Arbeitsfelder herauszuarbeiten. Diese Schnittmengenbestimmung werde im darauf folgenden Kapitel mit meinen eigenen Erfahrungen im sozialpädagogischen Feld verknüpfen, um dann darzulegen, wie die Felder Krankenpflege und Sozialpädagogik besser und synergetischer miteinander am zu intervenierenden System zusammenarbeiten könnten.
Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.
Data analyzed in this study are drawn from varied sources including documents provided by governments in the context of the World Bank's operational activity. The data on a basic set of indicators were assembled for a core of 11 Asian countries (Bangladesh, China, India, Indonesia, Korea, Malaysia, Nepal, Papua New Guinea, the Philippines, Sri Lanka, and Thailand). Data for other Asian countries are also presented when available. After an overview, chapter 2 highlights the main features of education in Asia in an international and regional perspective. Chapter 3 provides more detailed documentation of education costs and financing arrangements in Asian countries, focusing on such items as the pattern and level of unit costs across levels of education, the distribution of public spending, and the contribution of private financing. Efficiency and equity are addressed in chapters 4 and 5. Chapter 6 offers conclusions based on the cross-sectional analysis and makes suggestions for future work. The study concludes that the two most essential components of an effective education policy are greater attention to primary education and reduced public financing of higher education. Interspersed within the text are 49 tables and 36 figures. The appendices contain an additional 32 tables and the following: (1) a succinct description and comparative evaluation of the current status of education in individual Asian countries; (2) details on data sources and the corresponding core educational statistics; and (3) figures and miscellaneous data referred to in the text. (Contains 137 references.) (MLF)
Sixteen years into the AIDS epidemic, our understandings of the virus, its transmis sion, modes of controlling blood banks and testing are relatively well established. In the last decade, we have also experienced an astonishing amount ofnew social science research ena bling us to better understand concepts like risk taking, gender-related prevention, women's health, and youth psychology,just to mention a few. In almost every country in the world, efforts have been made to respond affirmatively to the challenge of stopping the further spread of HIVI AIDS. Educational interventions have ranged from re-inventing the wheel to innovative programs, using a variety of health educa tion methods. The field of evaluation research now provides us a better understanding of what works and what does not work. Issues relating to human rights, the relationship be tween the affected and the healthlmedical professional communities, and to the inequality in the delivery ofpreventive and educational services are becoming an important part ofthe de bates and discussions in the concerned societies.
This book is an investigation of soem of the policy issues related to the government's role in the reform of primary and secondary education in the United States.
Introduction The International Federation for Information Processing (IFIP) is a non-profit umbrella organization for national societies working in the field of information processing. It was founded in 1960 under the auspices of UNESCO. It is organized into several technical c- mittees. This book represents the proceedings of the 2008 conference of technical committee 8 (TC8), which covers the field of infor- tion systems. TC8 aims to promote and encourage the advancement of research and practice of concepts, methods, techniques and issues related to information systems in organisations. TC8 has established eight working groups covering the following areas: design and evaluation of information systems; the interaction of information systems and the organization; decision support systems; e-business information systems: multi-disciplinary research and practice; inf- mation systems in public administration; smart cards, technology, applications and methods; and enterprise information systems. Further details of the technical committee and its working groups can be found on our website (ifiptc8. dsi. uminho. pt). This conference was part of IFIP’s World Computer Congress in Milan, Italy which took place 7-10 September 2008. The occasion celebrated the 32nd anniversary of IFIP TC8. The call for papers invited researchers, educators, and practitioners to submit papers and panel proposals that advance concepts, methods, techniques, tools, issues, education, and practice of information systems in organi- tions. Thirty one submissions were received.
The concept of competencies is crucial for evaluating educational systems as well as for basic research in education. This book covers current theoretical, psychometric, and practical issues related to the assessment of competencies in a variety of educational settings. Leading researchers from around the world contribute their expertise from different research fields.The first part of the book provides theoretical perspectives on the concept of competencies in educational contexts, as well as on developmental models. The second part deals with psychometric models for assessing and predicting competencies and measuring change. In addition, practical issues such as test construction, computer-based assessment, feedback options, and the implementation of assessment tools in school contexts are addressed. Also discussed is large-scale assessment of competencies for the monitoring of educational quality.The book provides a valuable tool for researchers interested in the theoretical and psychometric background of assessment as well as for readers interested in practical aspects of assessment and evaluation in educational or vocational contexts, such as policy makers, teachers, and school administrators.
Providing an international perspective on education policy, and of the role and function of education in the global economy, this text covers the major topics of central significance in education and the sociology of education.
Anyone who wants to know what is really happening in schools - behind all the hype and political rhetoric about the privatizing reforms in education - should read this book. It clarifies how private interests are influencing the public education process and investigates Labour's successes and failures. In plain English, it shows how schools are set up, run and held to account through testing and inspection and how they make judgements about the relative merits of different schools’ performances. It also indicates ways in which ordinary people can participate in shaping the future of education in order to achieve progress and better standards of achievement from schools and the education service generally. This is essential reading for all those concerned about the new future of our education system and of our children.

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