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http://Fives, H. and DiDonato-Barnes, N. 2013. Classroom Test Construction: The Power o... - 0 views
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A TOS, sometimes called a test blueprint, is a table that helps teachers align objectives, instruction, and assessment (e.g., Notar, Zuelke, Wilson, & Yunker, 2004). This strategy can be used for a variety of assessment methods but is most commonly associated with constructing traditional summative tests. When constructing a test, teachers need to be concerned that the test measures an adequate sampling of the class content at the cognitive level that the material was taught. The TOS can help teachers map the amount of class time spent on each objective with the cognitive level at which each objective was taught thereby helping teachers to identify the types of items they need to include on their tests. There are many approaches to developing and using a TOS advocated by measurement experts (e.g., Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, & Wittrock, 2001, Gronlund, 2006; Reynolds, Livingston, & Wilson, 2006).
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EFL/ESL Teaching Techniques from The Internet TESL Journal - 0 views
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esol efl esl materials resources teaching learning english language learning language english education teaching reference lesson plans activities ideas classroom management internet technology speaking listening reading writing oral culture drama grammar
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Adapting the L2 Classroom for Age-related Vision ImpairmentsBy Jessica A. ThonnTeaching Adult ESL LearnersBy Yi Yang
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Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford
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My Philosophy for Teaching English for BusinessBy Lawrence BaronUsing Authentic Business Transcripts in the ESL ClassroomBy Jonathan CliftonTeaching Business Communication to LEP StudentsBy Ken LauFrameworking in Business English ClassesBy John AdamsonTeaching Tips for ESL University Business English InstructorsBy William BrooksMethodology for Using Case Studies in the Business English Language ClassroomBy Peter Daly
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Matching Teaching Styles with Learning Styles in East Asian ContextsBy Rao ZhenhuiTeam Teaching Tips for Foreign Language TeachersBy Rebecca Benoit and Bridget HaughThe Importance of Eye Contact in the ClassroomBy Robert Ledbury, Ian White and Steve Darn
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Three Activities to Promote Learners' AutonomyBy Galina KavaliauskienëGetting Students Actively Involved Using "The Mistake Buster" TechniqueBy Hai K.P. Huynh
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Perpetual Motion: Keeping the Language Classroom MovingA technique that allows students to practice with as many different partners as possible.By Christopher KelenInteresting Ways to Call Roll in JapanBy Lawrence KlepingerLet Your Students Teach Their ClassBy Naoyoshi Ogawa and Dennis WilkinsonEncouraging Students to Interact with the TeacherBy Roger NunnWhat to Do with Failing StudentsBy Marty DawleyCultural Kickboxing in the ESL Classroom: Encouraging Active ParticipationBy Jan Guidry LacinaA Group Introduction Activity to Create a Safe AtmosphereBy Clay Bussinger
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Using Presentation Software to Enhance Language LearningBy Miriam Schcolnik and Sara KolQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisUsing PowerPoint for ESL TeachingBy Don L. Fisher
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Encouraging English Expression through Script-based ImprovisationsBy Manette R. BerlingerTeaching Conversation Skills With Content Based MaterialsBy Greg GoodmacherUsing Pair TapingBy Peter H. SchneiderTeaching Conversation Strategies Through Pair-TapingBy Nancy Washburn and Kiel ChristiansonBoosting Speaking Fluency through Partner TapingBy David E. Kluge and Matthew A. TaylorOvercoming Chinese-English Colloquial Habits in WritingBy Ted KnoyCommunicative Language Teaching in a Multimedia Language LabBy Shih-Jen Huang and Hsiao-Fang LiuIt's on the Cards: Adapting a Board-game Communicative ActivityBy Bob Gibson Leaving the Room: An Introduction to Theme-Based Oral EnglishBy Stewart Wachs
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The Talking Stick: An American Indian Tradition in the ESL ClassroomBy Kimberly FujiokaRole Playing/SimulationBy Patricia K. TompkinsBrainstorming Before Speaking TasksBy Brian CullenTeach Students to Interact, Not Just TalkBy Gerard CounihanFive Steps to Using Your Textbook to Build a More Dynamic EFL Conversation ClassBy Stephen B. RyanDialog Performances: Developing Effective Communication Strategies for Non-English Majors in Japanese UniversitiesBy Susan Gilfert and Robert CrokerOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. RyanDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnTips for Teaching Conversation in the Multilingual ESL ClassroomBy Cara PulickTeaching "How are You" to ESL StudentsBy Brendan DalyUsing Games to Promote Communicative Skills in Language LearningBy Chen, I-JungFacilitating English Conversation Development in Large ClassroomsBy Gerry GibsonHelping EFL/ESL Students by Asking Quality QuestionsBy Nasreen HussainSuccessful Classroom Discussions with Adult Korean ESL/EFL LearnersBy Hye-Yeon Lim & W. I. GriffithIncreasing Authentic Speech in Classroom DiscussionsBy Georgia SmyrniouDesigning Simple Interactive Tasks for Small GroupsBy Roger NunnA Practical and Effective Way to Enhance the ESL Students' Oral CompetenceBy Yichu Qi
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Practical Techniques for Teaching Culture in the EFL ClassroomBy Brian Cullen and Kazuyoshi SatoRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaCompliments: Integrating Cultural Values into Oral English ClassesBy Chou, Yen-LinRole Play in Teaching Culture: Six Quick Steps for Classroom ImplementationBy Maria A. KodotchigovaGuidelines to Evaluate Cultural Content in TextbooksBy Ferit Kilickaya
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Using Picture Dictation Exercises for Practising All Four SkillsBy Sylvia Sao Leng IeongTeaching the Four Skills in the Primary EFL ClassroomBy Marcos Peñate Cabrera and Plácido Bazo
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The Structural Drill in Remedial TeachingBy Felix MosesClassroom Techniques for Contextualization:How to make "This is a pen." a pragmatically motivated utterance.By Yoshinori SasakiA Technique for Practising Conditional SentencesBy Galina KavaliauskieneGrammar Correction in ESL/EFL Writing Classes May Not Be EffectiveBy Ronald GrayDoing Things with Sentences in the ESL ClassroomBy Simon MumfordTeaching ESL Students to "Notice" GrammarBy Francis J. Noonan IIIUsing Simple Poems to Teach GrammarBy Hawanum HusseinCommunicative Grammar -- It's Time to Talk.By Noriko NishiguchiEmpowering English Teachers to Grapple with Errors in GrammarBy Caroline Mei Lin HoHelping Students with ModalsBy Michael ThompsonA Technique for Practising Conditional SentencesBy Galina Kavaliauskiene
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Using the Internet in ESL Writing InstructionBy Jarek KrajkaSome Possibilities for Using On-line Newspapers in the ESL ClassroomBy Jarek KrajkaGetting Your Class ConnectedSome ideas on using e-mail and homepages.By Dennis E. WilkinsonActivities for Using Junk Email in the ESL/EFL ClassroomBy Suggested ways to use junk mail and some ready-to-use handouts for the classroom.By Michael IvyLet the E-mail Software Do the Work: Time Saving Features for the Writing TeacherBy Ron BelisleDiscussion Forums for ESL LearningBy Peter ConnellReport on a Penpal Project, and Tips for Penpal-Project SuccessBy Vera MelloUsing E-mail in Foreign Language Teaching: Rationale and SuggestionsBy Margaret Gonglewski, Christine Meloni and Jocelyne BrantHow to Build a Multimedia Website for Language StudyBy Randall S. DavisMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardInteractivity Tools in Online LearningBy Chien-Ching LeeTeaching Search Engines to ESL Students: Avoiding the AvalancheBy Kirsten LincolnTeaching EFL/ESL Students How to Use Search Engines and Develop their EnglishBy Rupert HeringtonInteractivity Tools in Online LearningBy Chien-Ching LeeMaking Chat Activities with Native Speakers Meaningful for EFL LearnersBy Jo MynardHow to Build a Multimedia Website for Language StudyBy Randall S. DavisQuick Tips for the CALL LaboratoryBy Brian Cullen and John MorrisCreating a Learning Community Through Electronic JournalingBy Anne BollatiA Model of Team Teaching in a Web-mediated EAP CourseBy Mihye Harker & Dimitra KoutsantoniUsing LiveJournal for Authentic Communication in EFL ClassesBy Aaron Patric CampbellWeblogs for Use with ESL ClassesBy Aaron Patric Campbell
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Redesigning Non-Task-Based Materials to Fit a Task-Based FrameworkBy Kevin RooneyA Holistic Classroom Activity - The Class SurveyBy Roger NunnThree Activities to Promote Learners' AutonomyBy Galina Kavaliauskienë
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Music and Song in DiscussionBy Brian CullenSong DictationBy Brian CullenTeaching Phrasal Verbs Using SongsBy Subrahmanian UpendranHelping Prospective EFL Teachers Learn How to Use Songs in Teaching Conversation ClassesBy Natalia F. OrlovaFocused Listening with SongsBy Isaiah WonHo Yoo
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Getting the Most from Textbook Listening ActivitiesBy Thomas LavelleTraining for Impromptu Speaking and Testing Active Listening With a Focus on Japanese StudentsBy Cecilia B-IkeguchiDictation DrawingBy Brian GroverReal Audio to Augment Real Listening in the ESL ClassroomBy Frank TuziSelf-Instruction by Audio CassetteBy John SmallDictation as a Language Learning DeviceBy Scott AlkireFocused Listening with SongsBy Isaiah WonHo YooListening Activities for Effective Top-down ProcessingBy Ji LingzhuDictation as a Language Learning DeviceBy Scott Alkire
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Sustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramBy Supyan Hussin, Nooreiny Maarof, and J. V. D'CruzHelping ESL Learners to See Their Own ImprovementBy Upendran SubrahmanianCommunicating SuccessBy Trevor SargentCreative and Critical Thinking in Language ClassroomsBy Muhammad Kamarul KabilanLearner Training for Learner Autonomy on Summer Language CoursesBy Ciarán P. McCarthyEncouraging Students to Become Stakeholders in the ESL ClassroomBy Karen BordonaroMotivation in the ESL ClassroomBy William T. Lile
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Some Techniques for Teaching PronunciationBy David F. DaltonTesting Some Suprasegmental Features of English SpeechBy Mehmet CelikTeaching English Intonation to EFL/ESLStudentsBy Mehmet CelikReverse Accent Mimicry: An Accent Reduction Technique for Second Language LearnersBy Laurence M. HiltonA Quick Way to Improve /r/ and /l/ PronunciationBy Tim GreerTeaching English Intonation to EFL/ESLStudentsBy Mehmet Celik
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Teaching Debate to ESL Students: A Six-Class UnitBy Daniel KriegerGuiding ESL Students Towards Independent Speech MakingBy Françoise Nunn and Roger NunnA Genre Approach to Oral PresentationsBy Fiona Webster
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Teaching EFL/ESL Students How to Read Time and NewsweekBy J. Ignacio BermejoGraffiti for ESL ReadersDescribes an activity using content-based articles.By Brent BuhlerReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireHow to Read Nonfictional English Text Faster and More EffectivelyBy Helmut StiefenhöferWhat Do We Test When We Test Reading Comprehension?By Akmar MohamadTeaching ESL Reading Using ComputersBy Saad AlKahtaniAn Integrated Approach to Teaching Literature in the EFL ClassroomBy Christine SavvidouA Fun Reading Quiz GameBy Madhavi Gayathri RamanReading Aloud (Out Loud) in Conversational English Classes By Derek KellyUsing Children's Literature with Young LearnersBy Eowyn BrownUsing News Stories in the ESL ClassroomBy Robin Antepara
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A Method for Oral Testing in University English Programs at Korean UniversitiesBy David B. KentMeasuring Word Recognition Using a PictureBy Jungok Bae
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Developing Film Study GuidesBy Donna Hurst TatsukiDeveloping an English for Specific Purposes Course Using a Learner Centered Approach: A Russian ExperienceBy Pavel V. SysoyevVideotaping an English Mini-drama in Your ClassroomBy David G. MagnussonUsing CNN News Video in the EFL ClassroomBy Alan S. MackenzieContent Video in the EFL ClassroomBy Michael FurmanovskyCaptioned Video: Making it Work for YouBy Randall S. DavisUsing Movie Trailers in an ESL CALL ClassBy John GebhardtVideo Production in the Foreign Language Classroom: Some Practical IdeasBy Sebastian Brooke
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Personal Vocabulary NotesBy Joshua KurzweilLearner-centered Vocabulary Building PracticeBy Sadia Yasser AliA Learner-Centred Approach to Vocabulary Review Using BingoBy Galina KavaliauskienëSongs, Verse and Games for Teaching GrammarBy Arif Saricoban & Esen MetinDeductive & Inductive Lessons for Saudi EFL Freshmen StudentsBy Mohammed Y. Al-KharratWarm-up Exercises in Listening ClassesBy Zhang Yi JunGetting Japanese Children to Make Use of Naturally-sounding English in the ClassroomBy Junko YamamotoVocabulary Teaching Using Student-Written DialoguesBy Alice Dana Delaney WalkerTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareDrilling Can Be FunBy Simon MumfordThe Use of Corpora in the Vocabulary ClassroomBy Yu Hua ChenBuilding Vocabulary Through Prefixes, Roots & SuffixesBy William PittmanPersonal Vocabulary NotesBy Joshua KurzweilTeaching Vocabulary to Japanese Students: A Lexical ApproachBy Kwabena AsareMeasuring Word Recognition Using a PictureBy Jungok Bae
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Secret Partner Journals for Motivation, Fluency and FunBy Timothy StewartReading and Writing through Neuro-Linguistic ProgrammingBy Tom MaguireA Peer Review Activity for Essay OrganizationBy Bob GibsonMaking Jigsaw Activities Using Newspaper ArticlesBy David DycusUsing Postcards in the ClassroomBy Peter LobellLess Is More: Summary Writing and Sentence Structure in the Advanced ESL ClassroomBy George L. GreaneyTeaching Integrated Writing SkillsBy Cecilia B-IkeguchiCorrecting Students' WritingBy Bryan MurphyUsing E-mail in EFL Writing ClassesBy Eui-Kap LeeApproaching Writing Skills through Fairy TalesBy Silvia BrutiTeaching ESL/EFL Students to Write BetterBy Yesim CimcozEnglish Writing Program for Engineering StudentsBy Hui Mien TanFreewriting, Prompts and FeedbackBy Kenneth J. DicksonPortfolios and Process Writing: A Practical ApproachBy Simon ReaInteractive Writing in the EFL Class: A Repertoire of TasksBy María Palmira Massi
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Using Cooperative Learning to Integrate Thinking and Information Technology in a Content-Based Writing LessonBy Gabriel Tan, Patrick B Gallo, George M Jacobs and Christine Kim-Eng LeeEncouraging Engineering Students to Write Simple EssaysBy Thevy RajaretnamIntegrating Writing with ReadingBy Yang ShuyingThe Process Writing MethodBy Daniel J. JarvisSuggestions for Evaluating ESL Writing HolisticallyBy Matthew W. CurrierDeveloping Writing Skills in a Foreign Language via the InternetBy Roger C. KenworthyCreating a Writing Course Utilizing Class and Student BlogsBy Andrew JohnsonA Fun Way to Generate Ideas for Comparison ParagraphsBy Melodie CookSeeing is Understanding: Improving Coherence in Students' Writing By Chien-Ching LeeDeveloping Task-based Writing with Adolescent EFL StudentsBy Maria CabralProviding Feedback on ESL Students' Written AssignmentsBy Jason Gordon WilliamsSimple Steps to Successful Revision in L2 WritingBy Catherine ColemanTeaching TESOL Undergraduates to Organize and Write Literature ReviewsBy Roberto CriolloThe Process Writing MethodBy Daniel J. JarvisIntegrating Writing with ReadingBy Yang ShuyingEncouraging Engineering Students to Write Simple EssaysBy Thevy Rajaretnam
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Maximizing Study Trips AbroadBy Howard HigaThe Application of Universal Instructional Design to ESL TeachingBy Kregg C. StrehornBaFa BaFa: Does it Work with University EFL Learners?By Donald Glenn CarrollA Tutor-Guided Learning Scheme in a Self-Access CentreBy Lai Lai KwanImproving Science Students' Fluency through Project WorkBy Nebila Dhieb-HeniaUsing Service-Learning as Part of an ESL ProgramBy James M. MinorIncorporating Critical Thinking Skills Development into ESL/EFL CoursesBy Andy HalvorsenHelping ESL Learners to Minimize Collocational ErrorsBy Rotimi TaiwoUsing Concept Maps to Gauge Students' UnderstandingBy Lee Chien ChingContent Based ESL Curriculum and Academic Language ProficiencyBy Clara Lee BrownUsing Pictures from MagazinesBy Joep van der WerffEnhancing Critical Thinking with Structured Controversial DialoguesBy Hanizah Zainuddin & Rashid A. MooreUsing Expectations to Improve LearningBy Gena BennettIntegrating Language Learning Strategy Instruction into ESL/EFL LessonsBy Catherine Y. KinoshitaUsing Checklists to "Standardise" ContentBy Chien-Ching LeeGames in the ESL and EFL ClassBy Angkana DeesriOvercoming Common Problems Related to Communicative MethodologyBy Stephen B. Ryan
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EF English Proficiency Index - Wikipedia, the free encyclopedia - 0 views
en.wikipedia.org/...EF_English_Proficiency_Index
english language proficiency language english proficiency survey research esol
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participants in the tests are self-selected and must have access to the internet. This pushes the index towards the realm of an online survey rather than a statistically valid evaluation.
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there are few alternative comparisons available of countries by their English skills, and those that exist are smaller in scale, as is the case with a reported British Council study,[1] or they have other sampling flaws, as is the case with rankings of countries by standardized English test scores such as the TOEFL.[6]
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European Commission performed a language survey, SurveyLang, which tests a representative sample of 15 year old European students on their foreign language skills. The first report and data sets were released for 13 European countries in June 2012 [7]
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"The EF English Proficiency Index (EF EPI) is a report which attempts to rank countries by the average level of English skills amongst adults. It is the product of EF Education First, a global language training company, and draws its conclusions from data collected via English tests available for free over the internet."
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Study: Malaysia has best English language speakers in Asia - Nation | The Star Online - 0 views
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education first education esol tesol esl malaysia malaysian education language learning language education EDWCkiv
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Malaysia apparently has the best English language speakers in Asia, beating out Singapore, India, Sri Lanka, Taiwan, China and Kazakhstan - according to a Singapore-based English Language school.
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The school, Education First, which released the findings of their English Proficiency Index on their website Wednesday, ranked Malaysia as having the highest level of English proficiency out of 13 countries in Asia.
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On the global scale, Malaysia was ranked 11th out of 60 countries, with four of the top five slots going to Scandinavian countries, with Sweden and Norway taking the top two spots and Malaysia outperforming Singapore, Belgium, Germany, Latvia and Switzerland - countries which took the 12th, 13th, 14th, 15th and 16th spots respectively.
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X Close"China has also improved, although less dramatically. Japan and South Korea, despite enormous private investment, have declined slightly.Across the board, English language skills are improving in the BRIC countries (Brazil, Russia, India, and China). "This year, India and Russia have moved ahead of China, and Brazil is closing in fast," said Education First.The school went on to say that their Index found the Middle East and North Africa to be the regions with the weakest English proficiency.On the mechanics of the Index, the school said the Index calculated a country's average adult English skill level using data from two Education First tests.The second is a 70-question online placement test used by EF during the enrolment process before students start an English course. Both include grammar, vocabulary, reading, and listening sectionsThe open online test is a 30-question adaptive exam, so each test-taker’s questions are adjusted in difficulty according to his or her previous correct and incorrect answers
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shared by izz aty on 19 Jan 14
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Where In The World You Can Find The Best Schools - And The Happiest Kids - 0 views
www.buzzfeed.com/...d-the-best-schools-and-the-hap
education school schooling OECD research development youth children international survey society ioe happiness emotions young people
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"The Organisation for Economic Co-operation and Development's triennial international survey compared test scores from 65 countries. Happiness was ranked based on the percentage of students who agreed or disagreed with the statement "I feel happy at school." Test scores were ranked based on the combined individual rankings of the students' math, reading, and science scores."
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Breastfeeding linked to child's intelligence later in life | Fox News - 0 views
www.foxnews.com/...lds-intelligence-later-in-life
children research science family parenting parenthood breastfeeding intelligence development
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“Many previous studies have been criticized because any link you might observe between breastfeeding and childhood intelligence could be explained by those other factors,” Belfort told FoxNews.com
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At age 3, the children underwent the higher Peabody Picture Vocabulary Test, a measure of receptive language, or how well a child understands language.
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for each additional month that a child was breastfed, through a year, their language score was .2 points higher – a statistically significant finding.
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at age 7, the same children were assessed using the Kaufman Brief Intelligence Test, a measure of the child’s IQ. For this test, each additional month that a child was breastfed through a year was correlated with an increase in IQ score by a third of a point – another statistically significant discovery.
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However, when children took the Wide Range Assessment of Memory and Learning, which specifically tests memory and learning capabilities, the difference between children who were breastfed and those who weren’t was not significant.
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authors were also interested in exploring whether or not there was a link between a mother’s consumption of fish and the intelligence of children who were breastfed – though they did not find any significant effect there either.
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Though researchers were able to distinguish a small but clear link between breastfeeding and cognitive development, they remain uncertain as to why breast milk appears to be superior to infant formula.
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Belfort noted that the study’s findings support national recommendations urging women to breastfeed exclusively through age 6 months and to continue at least partial breastfeeding through 1 year of age.
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“The cognitive advantage is relatively small so people need to weigh many, many different factors in making this decision.”
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“Turn off the TV, talk to your baby, read to your baby, play with your baby. Those are really important ways to stimulate baby’s development.”
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"Belfort and her colleagues gathered data from 1,312 mothers and children in the United States, tracking everything from the mother's frequency of breastfeeding to other factors including the mother's intelligence, the mother and father's education levels, measures of the home environment, the mother's employment and the type of childcare the baby received."
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An exploration of factors influencing workplace learning among novice teachers in Malay... - 0 views
search.proquest.com.elibrary.ioe.ac.uk/...7
malaysia malaysian education education higher education tertiary education
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"The article describes an exploratory study to develop and conduct preliminary testing of the PFIL (perceptions toward factors influencing workplace learning among novice teachers) inventory. The 20-item inventory was tested among 90 recent graduates of one teacher training institute in Sarawak, Malaysia"
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Independent school (United Kingdom) - Wikipedia, the free encyclopedia - 0 views
en.wikipedia.org/...endent_school_(United_Kingdom)
independent school english education england united kingdom private school state school schooling ESTEkiv
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Edward Thring of Uppingham School introduced major reforms, focusing on the importance of the individual and competition, as well as the need for a "total curriculum" with academia, music, sport and drama being central to education
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The Independent Schools Council say that UK independent schools receive approximately £100m tax relief due to charitable status whilst returning £300m of fee assistance in public benefit and relieving the maintained sector (state schools) of £2bn of costs
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They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite
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the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries
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The Direct Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding as comprehensive schools and full independence
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Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools
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Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991
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share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978
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changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.
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As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16
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According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".
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Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite
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Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination
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principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent
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Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.
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Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]
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Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]
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longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms
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a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.
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As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions
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Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment
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Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level
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Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.
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In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council
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2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy
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independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools
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Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain
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the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year
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the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools
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many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored
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the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.
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Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees
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Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area
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may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector
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Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"
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The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to afford the fees
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The scheme was terminated by the Labour government in 1997, and since then the private sector has moved to increase its own means-tested bursaries.
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Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education
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Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school
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pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.
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In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)
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A major area of debate in recent years has centred around the continuing charitable status of independent schools, which allows them not to charge VAT on school fees. Following the enactment of the Charities Bill, which was passed by the House of Lords in November 2006, charitable status is based on an organisation providing a "public benefit" as judged by the Charity Commission.[23]
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"ceteris paribus, academic performance at university is better the more advantaged is the student's home background".
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they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school
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The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score
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Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge
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A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment
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Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.
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In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools
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Share English Quiz Online: Lesson 01 - Incorrect word TOEFL - 0 views
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shared by izz aty on 08 Mar 14
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Ken Robinson: How to escape education's death valley | Talk Video | TED - 0 views
www.ted.com/...transcript
education learning teaching educational policy policy government politics cultrue society lifestyle social phenomenon social issues social justice drop out students
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. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered.
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I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) — because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work. 2:04 And it's working beautifully. In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
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the difference between the task and achievement senses of verbs. You know, you can be engaged in the activity of something, but not really be achieving it, like dieting. It's a very good example, you know. There he is. He's dieting. Is he losing any weight? Not really. Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.
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The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help.
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What Traits Can Recruiters Deduce From Your Facebook Profile When Screening For a Job? ... - 0 views
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Northern Illinois University’s College of Business, has found that Facebook personality profiling managed to outperform industry standard psychometric tests in terms of its ability to predict the job success of a candidate.
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What was remarkable was that the researchers only needed a five to ten minute perusal of a Facebook profile to achieve these superior results, which compares favourably to psychometric tests which can take up to 30 minutes to complete. This means it is easy for employers and recruiters to do the same.
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surely this is a non-issue as Facebook users can prevent recruiters from seeing their profile data, using privacy controls, right?
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What if an employer askS for access to your Facebook profile? This is personal information, protected under the data protection legislation of many countries in the world and you are under no obligation to disclose it to a recruiter.
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Issues about Outcomes Based Education - 0 views
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Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
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According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
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The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
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the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
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Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
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Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
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According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
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Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
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An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
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Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
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Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
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little mention is made about specific things that students should know as a result of being in school.
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The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
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It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
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Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
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Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
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If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
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Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
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transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
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Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
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consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
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If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
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With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
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whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
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although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
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Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
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shared by izz aty on 18 Aug 11
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Regents' Test Essay Topics - 0 views
www.lcc.gatech.edu/...samples.html
writing topics ideas references education journal language learning resources reference esl language
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Name some place you would not like to go on a date and explain why you would choose not to go there.
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shared by izz aty on 17 Oct 14
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10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views
blog.centerforpubliceducation.org/...-to-understanding-pisa-results
PISA american education OECD education
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The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
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an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
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international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
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PISA is one of the few tools we have to compare the outcomes of high school students internationally. PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
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PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
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Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
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OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
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Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
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look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
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see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
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just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
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Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
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Level B - Lesson 02 - English Quiz Online - 0 views
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Lesson 02 - Reading comprehension - TOEFL - English Quiz Online - 0 views
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Perpustakaan Negara Malaysia Digital Gateway - 0 views
pnmdigital.com
malaysia library encyclopedia literature government literacy learning education language learning reference resources
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Washington Post Social Reader on Facebook - 0 views
apps.facebook.com/...nARTk
china asia students education usa tertiary education illegal assessment evaluation success culture society
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The allure of America's universities, and the pressure-cooker drive to succeed among Asia's expanding upper class, will continue to propel Asian students into American schools. Many Chinese teenagers applying abroad, Melcher said, are the sort of highly motivated students colleges desire. "Chinese kids are typically great," Melcher said. "They're not at the tailgate parties drinking. They're busting their butts. Failure is not an option." But college application fraud will continue, he said, so long as the risks are low and the rewards are so high. His consultancy suggests interviewing all Chinese students via online video chats, conducting spot tests in English, and hiring a mainland Chinese staffer in the college's home office.
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