Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222. Kevin Ashford-Rowe is at the learning and teaching center at Australian Catholic University. Janice Herrington is at Murdoch University in Perth, Australia and Christine Brown is a researcher at the University of Wollongong in Australia. This study sought to establish the significant elements of an authentic learning activity, design them into an appropriate framework and then use this framework to direct the design, development and application of work-relevant assessment. Its purpose was to formulate an effective model of task design and assessment. The
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Doolittle, Robert H. Horner, George Sugai, and Claudia Vincent are at the University of Oregon and Renee Bradley is with the office of special education at the U.S. Department of Education. The purpose of their study was to examine to what extent state departments of education in the United States are including goals for student social behavior in their mission statements as well as how state initiatives focus on improving student social behavior. All 50 SDE’s in the United States and the District of Columbia were included in this study. The main question of the study was-Do state mission statements include student social behavior as one of their identified educational outcomes? Results revealed that only 16 states included a formal commitment to providing students with social skills needed to contribute effectively to society. The authors hypothesize that educational policies regarding behavior support will continue to evolve in the future due to federal legislation in …show more content…
Fugazzotto received his M.S.Ed. in Higher Education Administration and Policy from Northwestern University. He currently serves as Associate Registrar at Teachers College, Columbia University. His primary research interests center on strategy and management in higher education institutions. In this paper the author attempts to show how mission statements personify structure and culture and what role physical space plays in carrying out the mission of the institution. Suggestions are made that seemingly abstract links between mission statements and campus space present leaders with a concrete, strategic opportunity to reexamine and change structure and culture for the sake of effectiveness. The author concludes that thinking strategically about mission and space allows institutional leaders to question structures and cultural elements that may seem
Doolittle, Robert H. Horner, George Sugai, and Claudia Vincent are at the University of Oregon and Renee Bradley is with the office of special education at the U.S. Department of Education. The purpose of their study was to examine to what extent state departments of education in the United States are including goals for student social behavior in their mission statements as well as how state initiatives focus on improving student social behavior. All 50 SDE’s in the United States and the District of Columbia were included in this study. The main question of the study was-Do state mission statements include student social behavior as one of their identified educational outcomes? Results revealed that only 16 states included a formal commitment to providing students with social skills needed to contribute effectively to society. The authors hypothesize that educational policies regarding behavior support will continue to evolve in the future due to federal legislation in …show more content…
Fugazzotto received his M.S.Ed. in Higher Education Administration and Policy from Northwestern University. He currently serves as Associate Registrar at Teachers College, Columbia University. His primary research interests center on strategy and management in higher education institutions. In this paper the author attempts to show how mission statements personify structure and culture and what role physical space plays in carrying out the mission of the institution. Suggestions are made that seemingly abstract links between mission statements and campus space present leaders with a concrete, strategic opportunity to reexamine and change structure and culture for the sake of effectiveness. The author concludes that thinking strategically about mission and space allows institutional leaders to question structures and cultural elements that may seem