As part of Alberta's Educational Quality Indicators initiative, Spirit River School Division used staff, parent, and student input to develop indicators of effective teaching: 26 teacher behaviors related to planning and preparation, communication skills, teacher-student relationship, and instructional strategies. The indicators provided a basis…

In response to Alberta's Educational Quality Indicators initiative, Fort McMurray Catholic Schools implemented outcome-based mathematics instruction in 30 classrooms, grades 2-10. Collaborative planning and implementation of outcome-based education principles led to improvements in student achievement, attitudes, and responsibility. (SV)

As part of Alberta's provincial initiative, teacher-researchers in two Calgary school districts developed and field-tested quality indicators for assessment of student artwork and mathematical problem solving. The resulting qualitative materials depend on informed professional judgment and student involvement in self-assessment; celebrate…

As part of Alberta's provincial initiative, Brooks School District used administrator, teacher, and student input to develop quality indicators of responsible student behaviors and values that contribute to academic success. Baseline data were collected on homework completion, vandalism, disciplinary actions, and academic achievement. Community…

As part of Alberta's Educational Quality Indicators initiative, Fort McMurray School District developed a three-level approach to measuring student social skills that includes teacher ratings on report cards, diagnostic screening, and referral to a counselor. The 44-item Social Skills Diagnostic Screen covers personal and interpersonal factors,…

In response to Alberta's Educational Quality Indicators initiative, Lethbridge Catholic Schools developed and validated a taxonomy of student affective behaviors that reflect learning or development in the areas of self-esteem, interpersonal relationships, world awareness, motivation, and spiritual life. Measures developed include classroom…

Comments on the educational quality indicators projects undertaken by Alberta school districts, noting their dependence on process-product research; inclusion of social and affective aspects of education; use of provincial achievement tests as indicators; and emphases on accountability, teacher collaboration, and professional development. (SV)

Forty-seven findings present generalities about (1) instructional analysis; (2) instructional design and development; (3) instructional presentation; (4) exploitation of educational technology; (5) evaluation of instruction; and (6) instructional management. Related comments provide explanations and reference information about each finding,…

A survey of 40 training executives, 37 training specialists, and 39 instructors examined the usefulness of the "What Works" document used by Navy personnel to improve training. A second-phase evaluation with 23 subjects supports the findings of the document's usefulness and value, and provided information to enhance the document. (SLD)

Reviewed 319 doctoral theses in educational administration completed at the University of Alberta between 1958 and 1990. The proportion of descriptive studies increased whereas the proportion of relational studies declined. The proportion of studies using case study strategies, interviews, and multiple methods of data collection also increased.…

Examines how the interpretation of historical events and the values on which the interpretation is based inform our knowledge of decision making in education. The historian's analysis of policy-related events is based not only on the shared ideals or inherent values of historical research but in the choices which individual historians make. (KS)

Critique on two overstatements about literacy: the illiteracy problem is much worse than many people think and is getting worse; and literacy development is both the cause and the solution to many social problems and will lead to economic development. Explores issues in literacy education such as skills versus processes, standardized testing,…

Argues that educational theory and practice are dominated by a language frame that structures thought and practice into an input-output form. Outlines an alternative view of reflection and recursion based on the conversation postulate. A conversation is a system of mutually interacting components. Each component "perturbs" other components by…

Identifies a number of possible epistemological perspectives that can be taken on the changing nature of curricular knowledge in science and considers some of the normative characteristics of each. The varieties of knowledge and value perspectives associated with each inform teachers and students how they are expected to think about the subject.…

Defines the concept of autonomous learning. Presents the Strategies Program for Effective Learning/Thinking (SPELT), including its underlying assumptions, instructional model, teacher training procedures, research findings, and anticipated future development. Research results include implications for learning-disabled and gifted students. (KS)