This book delves into the role of higher education as a means of sustainable development in Sub-Saharan Africa. Contributions from across the region examine the strategies and technological advances available to enable students to deal with an uncertain future and are organised under two key themes: Curriculum and Teaching and Higher Education and…

Higher education today is a complex, demanding, and competitive reality. Its constituents--students, administrators, faculty, and public--are drawn from diverse sectors of society. Its 'arena' comprises institutions that receive decreased funding, are hounded with increased demands for accountability, and experience declining public support,…

Statistical neighbour models provide one method for benchmarking progress. For each local authority (LA), these models designate a number of other LAs deemed to have similar characteristics. These designated LAs are known as statistical neighbours. Any LA may compare its performance (as measured by various indicators) against its statistical…

This series of lesson plans and activities deals with the economic demise of the now-defunct Soviet Union. Each of the five lessons and six activities addresses identified standards and benchmarks from the Voluntary National Content Standards in Economics. The lesson plans also address the National History Content Standards, in terms of both the…

A progress map describes the nature of development in an area of learning and thus serves as a frame of reference for monitoring individual growth. An essential feature of a progress map, which is an integral component of Developmental Assessment, is that it describes and illustrates developing competence. The first step in constructing a progress…

This paper explores ten common themes concerning assessment practice in Australian education across the six states and two territories. The themes are: (1) a strong curriculum base influencing assessment, (2) the incorporation of school-based assessment in all certification, (3) preference for standards-referenced assessment, (4) respect for…

Providing an overview of some of the effective ways of helping students to develop and improve their spelling skills, this book emphasizes the importance of explicit teaching. The first chapter considers current issues and perspectives in spelling. The second chapter discusses how children acquire spelling skills, and the third chapter discusses…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

This report draws on the first two years' experience, findings, and research of the seven strands of the Raising Quality and Achievement (RQA) Program to draw general conclusions about issues being addressed, progress made, and challenges remaining for colleges in the United Kingdom. It defines quality and achievement, describes the national…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…

The Water in Africa Project was realized over a 2-year period by a team of Peace Corps volunteers, World Wise Schools (WWS) classroom teachers, and WWS staff members. As part of an expanded, detailed design, resources were collected from over 90 volunteers serving in African countries, photos and stories were prepared, and standards-based learning…