The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning,…

This paper synthesizes recent research on formative assessment to elucidate its core components, then examines some new approaches currently being tried in schools. It considers the evidence for them, as well as the questions and issues they continue to raise, and takes a look at the challenges schools and school systems face in implementing both…

The Teacher Assessment in Primary Science project is funded by the Primary Science Teaching Trust and based at Bath Spa University. The study aims to develop a whole-school model of valid, reliable and manageable teacher assessment to inform practice and make a positive impact on primary-aged children's learning in science. The model is based on a…

The main objective of this study was to ensure instructional quality, effectiveness, efficiency and enjoyment. Instructional design maximizes the value of the instructions for the learners. Instructional design include identifying instructional out-comes, developing instructional contents and established how instructional effectiveness will be…

Background: The Whole Child approach and the coordinated school health (CSH) approach both address the physical and emotional needs of students. However, a unified approach acceptable to both the health and education communities is needed to assure that students are healthy and ready to learn. Methods: During spring 2013, the ASCD (formerly known…

Today's accountability paradigm has led many teachers to take on too much work in the push to raise test scores. Teachers don't need to do more; rather, they need to approach instruction differently. To improve results, teachers must require that students assume more responsibility for their own learning. Three key ways in which students and…

In October 2010, WestEd's Strategic Literacy Initiative (SLI) won an i3 "Validation" grant to scale up and validate the Reading Apprenticeship (RA) model in three core secondary content area classes: U.S. history, biology, and English language arts. SLI's proposal stated two goals. Goal 1: To transform academic literacy teaching and…

This paper explores the many and diverse factors that have driven changes to the field-based component of a program of teacher education in a large Canadian university over the past 10 years. We look at key contexts of influence to any work in program change; that of internal and external bodies at the institutional level, the operational or…

For the past two years, teacher evaluation has been the most visible aspect of educational policy in Portugal. The model that was established in 2008 has prompted not only strong reactions among teachers but also many passionate discussions in the context of the Portuguese society at large. In this article, we discuss issues of teacher evaluation…

The goal of professional learning communities (PLC) is for teachers to come together to discuss and examine student learning and ultimately to make instructional changes that can lead to improved student learning. The formative use of assessments that are commonly agreed upon by this community of teachers is believed to enhance their improvement…

The Arkansas Department of Education Co-teaching Project was designed to assist Arkansas schools in the implementation of more inclusive service delivery models for students with disabilities. The project began due to a need to increase the number of students being served in less restrictive environments, but evolved into a systematic statewide…

This State-specific summary report serves as an assessment of the District of Columbia's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. Given that…

This State-specific summary report serves as an assessment of Georgia's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. To support implementation…

This State-specific summary report serves as an assessment of Ohio's annual Race to the Top implementation. The Year 4 report for Phase 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2013 through September 2014. Given that Delaware and…

This State-specific summary report serves as an assessment of Hawaii's Year 4 Race to the Top implementation. Hawaii made tremendous progress over the course of the grant period in implementing its Strategic Plan and six priority strategies and creating an aligned organization focused on increasing student outcomes. Among some of the other…