With national attention on scaling up the implementation of Response to Intervention, problem solving teams remain one of the central components for development, implementation, and monitoring of school-based interventions. Studies have shown that problem solving teams evidence a sound theoretical base and demonstrated efficacy; however, limited…

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a…

Promising research on the teaching and learning impact of classroom-embedded formative assessment has spawned interest in a broader array of assessment tools and practices, including interim assessment. Although researchers have begun to explore the impact of interim assessments in the classroom, like other assessment tools and practices, they…

Interested in bringing the benefits of the arts as integral to quality education for all children, in 2004 the Ford Foundation launched the National Arts Education Initiative, a seven-year demonstration in nine communities across the United States. Building from arts education programs that serve "pockets" of children, Ford investments…

Argumentation is a process that occurs often in ill-defined domains and that helps deal with the ill-definedness. Typically a notion of "correctness" for an argument in an ill-defined domain is impossible to define or verify formally because the underlying concepts are open-textured and the quality of the argument may be subject to discussion or…

The paper reports results of three studies that used a formative assessment (FA) framework to compare schools that vary in their level of functioning as professional learning communities with respect to three processes: classroom assessment (study 1), development and implementation of school-based curriculum (study 2), and pedagogical…

This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students' awareness of their own learning processes, supports teachers' professional learning. This paper reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and…

After decades of research endorsing inquiry-based learning, at best only moderate success has been noted in creating effective systemic implementation in K-12 classrooms. Thus, teachers need to be better equipped in how to bring this transformation to their own classrooms. Changing beliefs and overcoming external obstacles encourages the use of…

The international literature provides little in-depth analysis of distance education and e-learning activities, achievements, and challenges in Turkish higher education other than the country's mega-university, Anadolu. This paper examines the development of, and lessons to be learned from, such undertakings by three pioneers--two regular state…

The University of West Georgia implemented a successful research-based initiative, Project DEW (Developing eCore Winners) to improve retention in its eCore courses. eCore courses are those offered through a collaborative University System of Georgia program, and includes courses required to complete the first two years of an undergraduate degree.…

In this article, the author argues that educational policymaking, teaching, and assessment are most effective and ethical when they are carried out with attention to local contexts. He explores this concept through a consideration of Nebraska's unique School-based, Teacher-led Assessment and Reporting System (STARS), which created a statewide…

This case study uses documentation as a tool for formative assessment to interpret the learning of twin boys with significantly delayed language skills. Reggio-inspired documentation (the act of collecting, interpreting, and reflecting on traces of learning from video, images, and observation notes) focused on the unfolding of the boys' nonverbal…

The ADVANCE Institutional Transformation projects are remarkably diverse in their theories of action and choice of strategies. However, faculty development plays a role in many, and it was the central change strategy chosen by Leadership Education for Advancement and Promotion (LEAP), the 2002-2008 ADVANCE project at the University of Colorado at…

The purpose of this American study was to examine student teachers' ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional…

Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which investigated student expectations and perceptions of formative e-assessment. Screen-capture software…