Index: Teaching and Learning

Learning Standards (1999)

Page Contents

A B C D E F G H I J L M P R S

A

Artzt, A. F., & Newman, C. M. (1990). Implementing the Standards. Cooperative Learning. Mathematics Teacher, 83, 6, 448-52 Sep. Reviewed are the basic principles of cooperative learning including a rationale for its use and the formation of cooperative learning groups in the classroom. Examples of the application of this teaching method to mathematics teaching are discussed. (CW) EJ415535

B

Bitter, G., Thomas, L., Knezek, D. G., Friske, J., Taylor, H., Wiebe, J., & Kelly, M. G. P. (1997). National Educational Technology Standards: Developing New Learning Environments for Today's Classroom. NASSP Bulletin, 81, 592, 52-58 Nov. The National Educational Technology Standards Project, partly funded by the National Aeronautics and Space Administration, aims to develop technology performance standards for preK-12 students, establish specific applications of technology throughout the curriculum, provide standards for supporting technology in schools, and address student assessment and evaluation of technology's role in learning. Standards for technology skill domains are outlined. (MLH) EJ553817

C

Caffarella, E. P. (1998). The New Information Literacy Standards for Student Learning: Where Do They Fit with Other Content Standards? 5pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. The Association for Educational Communications and Technology (AECT) and the American Association of School Librarians (AASL) have formed a committee to write a new edition of the "Information Power" guidelines and to investigate the information literacy needs of K-12 students over the next 20 years. The following nine information standards for student learning have been developed: (1) accesses information efficiently and effectively; (2) evaluates information critically and competently; (3) uses information effectively and creatively; (4) pursues information related to personal interests; (5) appreciates and enjoys literature and other creative expressions of information; (6) strives for excellence in information seeking and knowledge generation; (7) recognizes the importance of information to a democratic society; (8) practices ethical behavior in regard to information and information technology; and (9) participates effectively in groups to pursue and generate information. These standards are divided into three broad categories: information literacy (standards 1- 3); independent learning (standards 4-6); and social responsibility (standards 7-9). Each standard is written as a lifelong skill and is therefore not grade specific. This paper examines the standards and the interface of these standards with other subjects typically taught in schools. (AEF) ED421076

Casteel, J., & Others. (1996). "No Such Things as an Expert": Learning to Live with Standards in the Classroom. Theme issue: Standards in Language Arts Education. Describes what teachers at four demonstration sites throughout Michigan do in their classrooms as they appropriate and incorporate the Michigan English Language Arts Framework standards into their daily classroom instruction. (SR) EJ524262

D

Darling-Hammond, L., & Falk, B. (1997). Using Standards and Assessments To Support Student Learning. Phi Delta Kappan, 79, 3, 190-99 Nov. Content and performance standards can underlie high-quality assessments that provide useful information about how students and schools are doing. These data should be used to inform teaching decisions, trigger special supports for students' learning, and evaluate school practices, rather than simply allocating mechanistically determined rewards and sanctions or requiring automatic grade retentionpractices with undesirable effects. (40 references) (MLH) EJ555406

E

_____. (1996). Exploring Language Arts Standards within a Cycle of Learning. Theme issue: Standards in Language Arts Education. Discusses beliefs about language arts standards of members of the Elementary Section Steering Committee of the National Council of Teachers of English (NCTE). Discusses key assumptions underlying the International Reading Association/NCTE language arts standards and relates to a cycle of learning. (SR) EJ524259

F

Fleischer, C., & Others. (1996). Learning to Walk It, Not Just Talk It: Standards and Michigan's Demonstration Sites. Theme issue: Standards in Language Arts Education. Offers an overall perspective on how standards demonstration sitesplaces teachers come together to study standards and to grow in their teachinghave functioned in Michigan to help State Department of Education personnel, school district personnel, and university personnel collaborate to make the Michigan English Language Arts Framework standards work for kids, teachers, and communities. (SR) EJ524263

G

Gellman-Danley, B. (1997). Who Sets the Standards? Accreditation and Distance Learning. New Directions for Community Colleges, 25, 3, 73-82 Fall. Describes a study that analyzed the distance-learning policies and guidelines for six regional accrediting agencies. Found that most agencies are studying how to address distance learning. Argues for the elimination of accreditation differences between on-campus and distance learning in community colleges. (10 citations) (JDI) EJ554314

H

Hermant, C., Ed., & van Langenhove, L., Ed. (Apr 1991). Markets and Standards for Advanced Learning Technology. A Report from a DELTA Workshop on Markets and Standards of Advanced Learning Technology (Milanfiori, Italy, December 1990). 80pp. For related reports, see IR 015 316-323. This report is based on presentations given at the workshop arranged jointly by the DELTA (Developing European Learning through Technological Advance) Unit of DG XIII/F and the Italian based Datamont spa. The workshop addressed three principal themes: markets for technology-based learning, standards and conventions for technology-based learning, and the effectiveness of technology-based learning. For each theme the report includes presentation of the issues by commission staff, a transcript of the major speech from the invited expert, and abstracts of supporting presentations from invited experts. The purpose in collecting these papers is to offer a synthesis of findings and provide a baseline for further research in the area of telematic systems for flexible and distance learning. After a preface by Roland Huber, the following papers are presented: (1) "Background to the Workshop" (Corinne Hermant and Lieve Van Langenhove); (2) "Markets and Standards in Learning Technologies" (Luis Rodriguez-Rosello; (3) "Markets for Technology-Based Learning" (Corinne Hermant and Lieve Van Langenhove); (4) "La prise en compte des couts dans les strategies de production des nouvelles technologies de formation"French title; "Where Are the Markets for Technology-Based Learning?"English title (Jean-Marie Albertini and Joel Bonamyin French with English summary); (5) "Small and Medium Enterprises" (Carlos Bragaabstract); (6) "Corporate Training" (Ronnie Dallalabstract); (7) "User Requirements for Technology-Based Learning" (Chris Lloydabstract); (8) "Standards and Guidelines for Technology-Based Learning" (Corinne Hermant and Lieve Van Langenhove); (9) "Which Standards and Conventions Are Appropriate for Advanced Learning Technology in Europe?" (Giuseppe Sala); (10) "Standards for the Design, Production and Use of Learning Technology" (Willem Bulthuis Philips abstract); (11) "Standards for Learning in European Networks" (Joseph Fromont abstract); (12) "Effectiveness of Technology-Based Learning" (Corinne Hermant and Lieve Van Langenhove); (13) "Effectiveness of Flexible and Distance Learning in Terms of Investment and Learning Progress" (Geoff Toplis); (14) "Investing in Learning Technologies" (Ulla Schwarzabstract); (15) "Learning Efficiency of New Technology" (Glyn Martinabstract); and (16) "Policy Issues" (Claudio Dondi abstract). (DB) ED340340

Hillesheim, G. (1998). The Search for Quality Standards in Distance Learning. 8pp. In: Distance Learning '98. Proceedings of the Annual Conference on Distance Teaching & Learning (14th, Madison, WI, August 5-7, 1998); see IR 018 976. This paper explores the issues surrounding quality in higher education and its necessary adaptation to the online world of educational delivery. A historical perspective on quality standards is presented, and characteristics of recent models for quality control are outlined. Quality- related issues in Walden University's (Minnesota) two new online, course based programsa Ph.D. in Professional Psychology and a Master of Science degree in Educational Change and Technology Innovationare discussed. Highlights include: (1) managerial quality/organizational criteria, including leadership and record keeping; (2) functional quality/technological criteria, including student support via process teams; and (3) ethical quality/instructional criteria, including the relationship between students and faculty, faculty evaluation, and student and faculty empowerment. (Contains 33 references.) (AEF) ED422856

I

_____. (1997). Illinois Learning Standards. First Edition. 126p. The Illinois Learning Standards are required learning targets for Illinois students and schools. This guidebook includes the Illinois State Goals for Learning in seven learning areas (as updated from the 1985 Learning Goals), Learning Standards for each of the State Goals, and Learning Benchmarks that define progress at five developmental levels for each standard. The seven learning areas include English language arts, mathematics, science, social science, physical development and health, fine arts, and foreign languages (advisory standards). The guidebook also describes the historical and philosophical background of standards-based education and the standards- development process in Illinois. Appendices contain a glossary, a chart that compares the 1985 State Goals with the 1997 Learning Standards, and a list of participants in the standards-development process. (Contains 131 references.) (LMI) ED410667

J

_____. (Jan 1990). A Capacity for Learning: Revising Space and Utilization Standards for California Public Higher Education. Commission Report 90-3. 157p. A review of space and utilization standards in California public higher education culminated in several principles that should govern the changes in space and utilization standards generally. These principles were as follows: (1) changes should be conceputally simple, consolidating various formulaic elements into single standards wherever possible; (2) at the state level, changes should be administered flexibly, thereby encouraging creativity at the campus and system- wide levels; (3) changes should be interpreted broadly and not become highly specific design standards where the exact sizes of rooms are dictated without regard to need or function; (4) changes should encourage balance among all physical facilities; (5) they should be accompanied by strong accountability and reporting requirements; (6) they should be reviewed on a regular basis; and (7) they should not be changed unless a compelling case for change can be demonstrated. Recommendations on the basis of these principles called for a modest relaxation in the current classroom standard and, in particular, the utilization component of that standard; virtually no change in teaching laboratory standards; a continuation of current practice in the funding of University of California research space; and some improvements in faculty offices. Regular classroom and teaching laboratory utilization reports were also recommended. The text of "Time and Territory: Phase II," published as Report 86- 12, is reproduced in an appendix. Twenty-four references are provided. (GLR) ED330251

Jegede, O. J., & Okebukola, P. A. O. (1996). Students' Ranking of and Opinions about the Standards of Learning in Nigerian Science Education Program. Journal of Research in Science Teaching, 33, 6, 665-75 Aug. Investigates how science education students (n=265) rank some identified science education program standards and discusses their perceptions of the desirability and achievement of the standards in Nigeria. Results indicate that encouraging students to become self-directed learners and emphasizing the utilization of scientific values were prioritized as first and last, respectively. Contains 48 references. (JRH) EJ528409

Jenkins, A. A., Leigh, J., & Patton, J. (1997). State Certification Standards for Teachers of Students with Learning Disabilities: An Update. Learning Disability Quarterly, 20, 4, 266-79. This update of a 1986 survey of state certification standards for teachers of students with learning disabilities presents data in narrative and tables on certification categories (titles) and level(s); (2) teacher training requirements (i.e., courses, standards, and hours); (3) examination requirements for certification; and (4) other additional information. (Author/DB) EJ556907

L

_____. (1996). Learning Standards for the Arts. Revised Edition. 66p. This revised edition of the New York learning standards for the arts incorporates changes in earlier editions to the content standards and performance indicators based on extensive review by the public. Samples of student work and teacher comments on the work are also new in this edition. The examples are intended to provide some ideas of tasks that support attainment as various levels of acceptable work. These standards for the state of New York reflect educational goals common to dance, music, theater, and the visual arts while recognizing the distinctive aspects of each discipline. The standards provide local school districts the direction and basic structure for the development of local curricula that link instruction and assessment to the content standards. (EH) ED423155 Available from: New York State Education Department, Publication Sales Desk, 89 Washington Avenue, Room 309, Albany, NY, 12234 ($3).

Lewis, M. V., & Others. (1996). National Standards and Learning in Automotive Technician Training Programs. Journal of Vocational Education Research, 21, 3, 3-12. In a study of secondary and postsecondary auto mechanics programs, some certified by the National Institute for Automotive Service Excellence, students completed the Test of Cognitive Skills and the auto mechanics certification test. Students in certified programs had higher auto mechanics knowledge scores. (SK) EJ540395

Linn, M. C., & Others. (1994). Can Research on Learning and Instruction Inform Standards for Science Education? Journal of Science Education and Technology, 3, 1, 7-15 Mar. Compares current science education reform efforts with those of the 1960s to enhance student learning. Discusses how an "alternative models" view of scientific explanation can contribute to reforms of course goals, social aspects of science learning, instructional practices, and roles for technology. Contains 50 references. (ZWH) EJ487088

Lyday, W. J., & Winecoff, H. L. (1998). Service Learning Standards for Teachers. Guidelines for Practitioners and Pre- Service Teacher Education Programs. Community Education Journal, 25, 1-2, 43-44 Fall. A three-round Delphi process involving more than 40 service learning practitioners developed these service learning standards for teachers. Standards are listed for each service learning component: preparing, implementing, reflecting, celebrating, and evaluating. (SK) EJ556412

M

_____. (1992). Minimum Standards for the Description of Participants in Learning Disabilities Research. Learning Disability Quarterly, 15, 1, 65-70. A report from the Council for Learning Disabilities Research Committee is presented on standards for the descriptions of people with learning disabilities in research reports. Updated guidelines for describing participants are provided for small-sample and large-group research. Suggestions are made for promoting compliance with the minimum standards. (Author/BRM) EJ444426

Mayes, A. S., & Banks, F. (1998). High Quality and New Standards: An Open Learning Contribution to the Improvement of Pre-Service Teacher Education. 15pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). Using British research related to the Open University's Postgraduate Certificate in Education (OU PGCE), a preservice teacher education program, this paper considers how open and distance learning (ODL) programs are evolving quality assurance systems and procedures across a range of elements, including student teacher assessment. The paper explores how high- quality provision and outcome standards of students are assured in a high- volume, highly dispersed program with over 2,000 school-based contexts for practice each year. Section 1 presents an overview of some ODL teacher education programs. Section 2 discusses quality assurance issues for ODL preservice teacher education. Section 3 focuses on assessment (an example of high quality in an open learning preservice education program). Section 4 examines issues related to improving program quality. The paper concludes that three factors (course materials with their common structure; the competence model with its open, shared, and moderated assessment; and the program support and monitoring network of the Open University) all combine to maintain the quality and integrity of the course and qualification. An appendix presents an OU PGCE competence and professional qualities model. (Contains 7 figures and 20 references.) (SM) ED418965

P

Pullin, D. C. (1994). Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity. Symposium: Equity in Educational Assessment. Current proposals (Goals 2000, SCANS, and the National Council on Education Standards and Testing report) linking education and work present problems of fairness and equity and can be challenged by those denied equal opportunities. Study of unsuccessful initiatives shows that focus on lifelong learning, ownership by all stakeholders, and teacher empowerment are cornerstones of reform. (SK) EJ478807

R

Reigeluth, C. M. (1997). Educational Standards: To Standardize or to Customize Learning? Phi Delta Kappan, 79, 3, 202-06 Nov. Standards can be used as tools for standardization or customization. To accelerate learning for all students, standards must reject the dominant standardization (sorting) approach to education. Standards should represent attainment levels, be divorced from timetables and age levels, apply also to nonacademic areas, allow choice within limits, and be learning-focused, certified, and aligned with positive incentives and appropriate measures. (32 references) (MLH) EJ555407

Rosenberg, M. S. (1994). Minimum Standards for the Description of Participants in Learning Disabilities Research. Remedial and Special Education (RASE), 15, 1, 56-59 Jan. This paper discusses the problem of vague and inconsistent descriptions of individuals with learning disabilities in research reports, presents guidelines for the description of participants in small and large sample research studies, and makes suggestions for promoting compliance with the minimum standards. (Author/JDD) EJ477715

Rosenberg, M. S. O. (1993). Minimum Standards for the Description of Participants in Learning Disabilities Research. Journal of Learning Disabilities, 26, 4, 210-13 Apr 1993. Guidelines, developed by the Council for Learning Disabilities Research Committee, for the minimum description of participants with learning disabilities in educational research. Subjects should be described both in the report narrative and in an accompanying table. Editors of professional journals are urged to require that all manuscripts contain complete subject descriptions. (JDD) EJ462499

S

_____. (1993). Standards of Quality for School-Based Service-Learning. Theme issue devoted to community service learning. Presents standards of quality for school-based service-learning, excerpted from a document developed by the Alliance for Service Learning in Education Reform. These standards are expected to evolve as the practice of high-quality, school- based service learning grows. A distinction is drawn between service-learning and community service. (SLD) EJ476936

_____. (1994). Standards for Community, Junior and Technical College Learning Resources Programs. Prepared by a Joint Committee composed of representatives from the Assn. for Educational Communications and Technology and the Junior College Libraries Section of the Assn. of College and Research Libraries. These draft standards apply to two- or three-year academic institutions awarding associate degrees or certificates. They are intended to assist in evaluation and in developing learning resources programs. Areas addressed include objectives, organization and administration, staff, budget, user services, collections, and facilities. (Contains nine references.) (JLB) EJ485193