Can high stakes national testing improve instruction: reexamining conventional wisdom   总被引：1，自引：0，他引：1  

David W. Chapman  Conrad Wesley SnyderJr 《International Journal of Educational Development》2000,20(6):221

In this paper, the authors draw on recent international experience to assess the success of five propositions for how high stakes national testing can improve classroom instruction and, ultimately, raise student achievement. Findings indicate that testing can be an effective mechanism for improving instructional practice, but its success is not ensured. It has failed as often as it has succeeded, usually because those implementing the strategy failed to understand the intermediate conditions that had to be met for changes in test content, format, or use to have the desired impact on teachers' classroom practice.  相似文献   

The Defense Nuclear Facilities Safety Board's first decade.     

B Chapman 《Journal of Government Information》2000,27(3):345-383

Concern over the safety of the United States' defense nuclear reactors in the late 1980s led to congressional creation of an independent oversight board. The Defense Nuclear Facility Safeties Board (DNFSB) is responsible for overseeing safety issues at the U.S. Department of Energy's nuclear facilities and issuing recommendations on operations and safety at these facilities, which include South Carolina's Savannah River Site, Texas' Pantex facility, Colorado's Rocky Flats Depot, and others. This article provides an historical overview of the DNFSB's first decade and discusses its relationship and interaction with the Department of Energy and congressional oversight committees as well as the recommendations it has issued on nuclear safety. An assessment of DNFSB's future prospects concludes the article.  相似文献   

The handbook of small business     

Sammy Chapman 《Journal of Business & Finance Librarianship》2017,22(2):178-179

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Using research to promote equity within education systems: Possibilities and barriers     

Christopher Chapman  Mel Ainscow 《British Educational Research Journal》2019,45(5):899-917

This article provides an evaluative account of its authors’ involvement in three major national improvement initiatives. Set in the context of three of the countries that make up the UK, these developments were focused in particular on the promotion of educational equity. Unusually, the analysis provided compares evidence collected from an insider perspective with data generated through independent evaluations. In so doing, it considers how research and researchers can contribute to system change by using research evidence to influence policy-makers and practitioners at all levels of the system. The article argues that this requires the coming together of different perspectives in a process of social learning and knowledge creation within particular settings. This means that researchers have to overcome a number of barriers related to social, cultural and political factors. They therefore have to develop skills in creating collaborative partnerships that span boundaries between actors who have different types of professional experience. It is argued that researchers also need to mobilise support in dealing with the pressures that this involves. The article concludes with the presentation of a strategic framework that can be used to think about how school systems can be helped to make better use of research knowledge.  相似文献   

A meta-look at meta-studies of the effectiveness of development assistance to education     

David W. Chapman  Audrey Schuh Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,40(4):547-565

What insights and generalisations can be drawn from looking across the work of multiple governmental and non-governmental organisations aimed at supporting basic education in low and medium income countries? To address this question, this study analysed findings of nine evaluation meta-studies completed by international assistance organisations, each of which was examining the effectiveness of their work in basic education over a multi-year period. The value of the underlying project activities reviewed in these evaluations represents $6–$6–8 billion. Studies analysed with respect to (a) the criteria each used to judge success of their underlying projects, (b) the extent to which these studies focused on outcomes and impacts, (c) the extent to which projects were judged sustainable, (d) the adequacy of the project-level evaluations being reviewed, (e) what the underlying projects accomplished, (f) weaknesses identified in underlying project designs and (g) cost. A major weakness identified in almost all of the meta-studies reviewed was the paucity of evidence regarding the impact of the project activities in promoting student learning outcomes.  相似文献   

Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms   总被引：1，自引：0，他引：1  

Todd Campbell  Nor Hashidah Abd-Hamid  Heather Chapman 《Journal of Science Teacher Education》2010,21(1):13-30

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.  相似文献   

An analysis of USAID assistance to basic education in the developing world, 1990–2005     

David W. Chapman  Jessica Jester Quijada 《International Journal of Educational Development》2009

What was accomplished and what was learned from United States Agency for International Development’s (USAID) investment of over $733 million aimed at strengthening basic education systems in the developing world? These questions were addressed through an analysis of 286 documents drawn from 33 projects sponsored by the USAID between 1990 and 2005. Findings indicated that USAID projects during this time made important contributions to improving student access, retention, and learning. However, more attention was given to tracking the extent that clients were satisfied and system-level inputs were delivered than in assessing projects accomplishments against stated goals. Some projects were over-promised at the design stage and results were overstated in subsequent evaluations. Based on data from USAID and similar World Bank projects, the authors suggest levels of improvement in student achievement and retention that might serve as reasonable benchmarks in planning future basic education projects.  相似文献   

Editorial     

Christopher Chapman 《School Leadership & Management》2014,34(3)

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Researching developing countries: A data resource guide for social scientists     

Sammy Chapman 《Journal of Business & Finance Librarianship》2017,22(1):77-79

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THE PROGRAM OF THE AKRON Y. M. C. A.     

Ben D. Chapman 《Religious education (Chicago, Ill.)》2013,108(10):922-927

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