By John Hunt
A country in danger in 1983. the newest pattern has been to tie administrative reviews to scholar functionality, expanding tension between directors in any respect degrees. The cumulative impression of 3 a long time of demanding situations to administrative authority has undermined the publics view of academic directors as experts.
The writer examines the present country of public schooling, together with the effect of non-public members and foundations, and replacement methods to the academic supply version after which highlights profitable examples of public schooling. He concludes by means of contemplating enter of present directors and college board individuals and provides a technique which academic directors can hire to win again public self assurance and support.
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Additional info for Accountability is the Key. Unlocking School Potential through Enhanced Educational Leadership
T. ). Learning and teaching in the 21st century: Trends and implications for practice. In C. S. Johnson & H. E. ), Higher education trends for the next century: A research agenda for student success. htm. , & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass. Merrill, M. , & Jones, M. K. (1990, December). ID2 and constructivist theory. Educational Technology, 52–55. National Research Council. (2000). ) Washington, DC: National Academy Press.
Gamson, Z. F. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7. pdf. b. The American Association for Higher Education’s “9 Principles of Good Practice for Assessing Student Learning,” which follows: American Association for Higher Education 9 Principles of Good Practice for Assessing Student Learning 1. The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle for educational improvement.
Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning. 24 ASSESSING FOR LEARNING 5. Assessment works best when it is ongoing, not episodic. Assessment is a process whose power is cumulative. Though isolated, “one-shot” assessment can be better than none, improvement is best fostered when assessment entails a linked series of activities undertaken over time. This may mean tracking the process of individual students or of cohorts of students; it may mean collecting the same examples of student performance or using the same instrument semester after semester.