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Educational Complexity and Professional Development: Teachers' Need for Metacognitive Awareness
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Hughes, Andrew J. – Journal of Technology Education, 2017
The study was designed to investigate technology and engineering teachers' metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2)…
Descriptors: Metacognition, Teaching Methods, Engineering Education, Faculty Development
Effects of a Reform High School Mathematics Curriculum on Student Achievement: Whom Does It Benefit?
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Krupa, Erin E.; Confrey, Jere – Journal of Curriculum Studies, 2017
This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based "Core-Plus Mathematics" curricular materials on student…
Descriptors: Educational Change, Mathematics Curriculum, Academic Achievement, Integrated Curriculum
The Feasibility of Implementing Early College Instructional Strategies and Design Principles in Traditional High Schools as a Reform Model
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Wyont, Sheila Smith – ProQuest LLC, 2017
Early college high schools were developed as a partnership between school districts and colleges to provide students an opportunity to earn a high school diploma concurrently with an associate's degree or transferable college credit at little or no cost. In 2011, North Carolina New Schools implemented the Rural Innovative Initiative with the…
Descriptors: Educational Strategies, Feasibility Studies, Design, High Schools
State-Mandated Accountability in High Schools: Teachers' Interpretations of a New Era
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Louis, Karen Seashore; Febey, Karen; Schroeder, Roger – Educational Evaluation and Policy Analysis, 2005
This article addresses conflicting statements about the impact of accountability policies in which some argue that testing undermines good teaching, while others claim that it stimulates improvement. The authors begin with the assumption that it is important to explore implementers' cognitive perspectives in order to understand a policy's effects.…
Descriptors: Accountability, State Standards, Educational Policy, Educational Change
Teachers Working Conditions in Turnaround Team High Schools
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Hirsch, Eric; Emerick, Scott – Center for Teaching Quality, 2006
North Carolina has become a leader in the national movement toward creating new, smaller high schools that can prepare students for the 21st century demands of higher education and the workforce. Governor Easley has established 13 (with 21 additional schools scheduled to open this Fall) Learn and Earn schools to provide students with at least…
Descriptors: High Schools, Teacher Effectiveness, Educational Change, Teaching Conditions
2011 State Teacher Policy Yearbook. North Carolina
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National Council on Teacher Quality, 2011
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…
Descriptors: Academic Achievement, Accountability, Beginning Teacher Induction, Beginning Teachers