Survey research is prevalent among many professional fields. Both cost effective and time efficient, this method of research is commonly used for the purposes of gaining insight into the attitudes, thoughts, and opinions of populations. Additionally, because there are several types of survey research designs and data collection instruments, the…

Researchers in career and technical education often ignore more effective ways of reporting and treating missing data and instead implement traditional, but ineffective, missing data methods (Gemici, Rojewski, & Lee, 2012). The recent methodological, and even the non-methodological, literature has increasingly emphasized the importance of…

The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and…

Given what system leaders must accomplish with limited resources, they must make bold decisions about their current investments to achieve high-priority goals related to implementing college- and career-ready standards. This workbook is designed to guide users through a five-step process of understanding what professional learning is available in…

This article describes an effort by principals and university researchers to create student co-research groups at several high schools. The authors describe the student co-research team concept, how it provides principals with ways to actively engage students in ongoing school-reform efforts, and how it assists them in gathering and analyzing data…

This report, one of six state-of-the-field reports, details how educational leaders access data, the meaning they assign to it, and how the use data to improve teaching and learning. The report recognizes that data does not provide leaders a clear direction for action; rather that data used in educational settings is complex and indefinite. These…

Discusses how schools can avoid mistakes in building their school-improvement plans. The two most common mistakes are (1) using measures of student learning that are not sensitive to the actual learning occurring, and (2) having no system for interpreting and using the data. (Contains 1 figure and 11 references.) (WFA)

This report concerns the governance of the structure of the National Assessment of Educational Progress (NAEP), especially the law and the role of the Assessment Policy Committee (APC). The major sources of evidence include interviews with APC members and National Institute of Education (NIE) staff, minutes of APC meetings and historical documents…

A model to encourage and facilitate change in school media programs was developed and field tested. The model was intended to provide assessment measures of media centers, planning strategies, and methods for implementing change. The model considered personnel, physical plant, collections, and operations. In 1975, the model was field tested in…

This report summarizes the activities conducted in 1994 in relation to the 23 recommendations included in Ohio's Action Agenda for Adult Literacy. The recommendations are grouped into the following categories: coordination/collaboration, public awareness, research, program resources and support, advocacy/funding, and accountability. Some of the…

This report, which is based primarily on figures released by the Organisation for Economic Cooperation and Development (OECD), reviews the indicators available for international comparisons of vocational education and training (VET) to clarify the following issues: the kinds of comparability problems that exit, their extent and severity, their…

In September 1998, the National Center for Education Statistics (NCES) established a 1-year task force to review the NCES's role concerning lifelong learning. The eight-member task force established a working definition of lifelong learning ("a process or system through which individuals are able and willing to learn at all stages of life,…

This document contains the eight appendixes from the National Center for Education Statistics's (NCES's) final report on lifelong learning in the United States. Appendix A discusses the considerations that entered into the formulation of the definition of lifelong learning adopted for the NCES study. Appendix B, "Literature Review on Lifelong…