The opening-up of the market for education and training, including vocational education and training (VET), has increased the importance of regulation and quality assurance mechanisms in ensuring the integrity of qualifications. This report investigates approaches to the regulation and quality assurance of vocational education and training in a…

The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title 1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the first year of NCLB on teacher effort in the…

The paper introduces a virtual collaborative learning setting called "Net Economy," which we established as part of an international learning network of currently seven universities. Using the Community of Inquiry framework as guidance and Canonical Action Research (CAR) as the chosen research design, the discussion forum of the online…

The Common Education Data Standards (CEDS) common data vocabulary supports the collection and use of information about virtual and blended learning. The data element "Virtual Indicator", introduced in version 3 of CEDS, supports a range of virtual learning-related use cases. The Virtual Indicator element may be related to a Course…

The new and rapidly growing field of educational data mining is using the chaff from data collected through normal school activities to explore learning in more detail than ever, and researchers say the day when educators can make use of Amazon.com-like feedback on student learning behaviors may be closer than most people think. Educational data…

The Profile for Teacher Decision Making Survey was developed to capture inservice teachers' beliefs and practices related to instructional decision making. Eighty-seven inservice teachers enrolled in various Master's degree programs responded to the survey. Results indicate that most teachers, regardless of grade level or content area taught…

This review essay looks at three publications that discuss the contentious issue of evaluating education quality (Note 1) by learner outcomes as a proxy indicator (Note 2). The essay explores the debates, gaps and proposes recommendations in the context of Education For All (EFA) (Note 3). The three articles reviewed are Harvey Goldstein's (2004)…

Purpose: To examine the recent labor market indicators of science, technology, engineering, and mathematics (STEM) versus non-STEM college graduates with disabilities. Method: The sample included bachelor of science (B.S.)/B.S.-level college graduates including 1,567,527 with a disability and 32,512,446 without a disability. Data were derived from…

The aim of this study is to determine the variables affecting the success of students. This research, which was conducted through the relational screening model, has a sampling of students who were selected from a middle city in Turkey. The schools are classified into three as low, medium and high. A total of 3491 students are selected by using…

Value-added models (VAMs) are used to measure changes in student achievement on large-scaled standardized test scores from year to year. When aggregated, VAM estimates are used to measure teacher effectiveness and hold teachers accountable for the value they purportedly add to or detract from student learning and achievement. In this study,…

This study was the development of e-learning indicators used as an e-learning benchmarking model for higher education institutes. Specifically, it aimed to: 1) synthesize the e-learning indicators; 2) examine content validity by specialists; and 3) explore appropriateness of the e-learning indicators. Review of related literature included…

More than 40 states plan to assess student performance with new tests tied to the Common Core State Standards. In summer 2013, results from Common Core-aligned tests in New York showed a steep decline in outcomes. Common Core advocates hailed the scores as an honest accounting of school and student performance, while others worried that they…

This study explained Academic Progress Rate (APR) levels and differences in APR (DAPR) with team and institutional variables. Team variables included team gender, sport profile, and squad size. Institutional variables included individual variables aggregated to the institutional level. The data analyzed in this study was derived from the National…

This guide offers educators, program managers, administrators, and researchers a resource for building capacity for monitoring program outcomes. It provides concise definitions of program monitoring components and a framework for assessing program progress. Examples demonstrate the relationships among program components: outcomes, indicators,…

All states test students at specified times as required by the No Child Left Behind Act, but the results of these tests indicate that many students do not meet adequate yearly progress (AYP). This problem was evident in a school district in Missouri in which 3rd-grade students in 2 of the 3 elementary schools did not meet AYP on the communication…