This qualitative study investigated the teacher evaluation systems currently in place in diocesan high schools in California and the ways in which those systems could be improved. Diocesan schools are private, Catholic institutions that do not subscribe to federal regulations when creating their evaluation instruments. Measuring effective teaching…

To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers' conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an…

Background: Assessment of mental health in schools has garnered increased interest in recent years. Children spend a large proportion of their waking hours in schools. Teachers can act as gatekeepers by playing a key role in identifying children with mental health difficulties in the classroom and making the necessary onward referrals to external…

Most states claim academic rigor and career readiness as goals for all their students. But as school systems continue tracking students into higher or lower levels of academic coursework and into career and technical courses that lack rigorous, real-world assignments, they reflect an apparent underlying belief that their students' abilities are…

Accountability policy and its negative effects on teachers' working lives and retention is internationally recognised as a problem in education with school evaluation and inspection being a particular issue, particularly in England. Research suggests that the school inspection system Ofsted impacts negatively on the health and well-being of staff…

Purpose: Although there exists a substantial body of research discussing the efficient implementation of classroom-based assessment (CBA), there is a dearth of knowledge regarding its application within the context of English as a Second Language (ESL) education in Malaysia. The current study aimed to investigate the ESL teachers' practices in…

Current policy in England, informed by a version of cognitive science, enforces an absolute distinction between experts and novices, or teachers and learners; from this binary, operating in tandem with regimes of performativity instantiated in a curriculum shaped by high-stakes testing, are derived particular forms of pedagogy and particular…

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing…

Background or Context: Federal and state reforms have expanded accountability systems for school districts, schools, and teachers. However, there is little evidence that the implementation of new teacher evaluation systems relying on measures of student learning and measures of teaching practice, with differentiated performance categories and…

Physical activity can meaningfully influence educational outcomes. However, physical activity among youth remains insufficient (World Health Organization, 2018).Youth who are not physically active are more likely to encounter chronic health issues including obesity, depression, and anxiety (Bartelink et al., 2019, Bélair et al., 2018, Krebs,…

Assessment policy internationally places significant importance on the use of assessment criteria across all subject areas. However, in order to ensure effective use of criteria, it is critical for teachers to develop an in-depth understanding of them. This paper reports on a study of a range of Australian Science teachers' views and uses of…

In summer 2021, as exams could not take place, GCSE, AS and A level grades in England were awarded by teachers, in accordance with relatively broad official guidance. This guidance stressed that grades had to be based on evidence of candidate work, though what this was, how much was needed or where/when it should come from were not tightly…

The design and technology curriculum in England has gone through various policy changes since its introduction in the Education Reform Act of 1988. The 2014 policy revised the content to make it slimmer and outlining the essential core knowledge for Key Stage 1 to 3. Schools need to consider wider aspects of design and technology not included in…

While Learning Analytics (LA) have gained momentum in higher education, there are still few examples of application in the school sector. Even fewer cases are reported of systematic, organizational adoption to drive the support of student learning trajectories that includes teachers, pastoral leaders, and academic managers. This paper presents one…

Throughout the past 40 years, a number of terms have been used in the UK to refer to competency-based pedagogies that focus on preparing students for everyday 'life' and employment. The evolution of these generic forms of knowledge in official curricula has been accompanied by harsh practical realities when it comes to teaching, assessing and…