This study examined why schools and districts transitioned from traditional education systems to competency-based, the challenges and benefits school experienced, and characteristics needed in a leader for the shift in education. The study used a quantitative approach informed by survey and correlational research. The participants in this study…

It is imperative for policy makers and institutional leaders to commit to expanding high-quality postsecondary pathways that can meet today's students and deliver on the promise of a personally and professionally rewarding career. Competency-based education (CBE) is focused on actual student learning rather than time spent in class or focused on…

Practical aspects of curriculum development, especially that involving multiple authors, often are overlooked, but they are critical to moving a curriculum from concept to finished product. The Ohio 4-H Camping Design Team developed a competency-model-based curriculum for training the state's 4-H teen camp counselors. The team incorporated action…

The demographic profile of the United States has been rapidly changing; by 2020, minority students will constitute the majority of the public school student population nationwide. This makes cultural competence a necessity for today's school leaders. Educational leadership preparation programs are responsible for preparing culturally competent…

Microcredentials are a promising means for expanding teacher access to high quality professional development. This study examined the effectiveness of online, self-paced microcredential courses designed for teachers working in underserved rural communities. The content of these competency-based microcredentials centered on recommended…

Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

U.S. public university system policies were examined to learn how credit hours were determined for asynchronous online education. Findings indicated that (a) credit hour meaning and use are not consistent, (b) primary responsibility for credit hour decisions was at the local level, and (c) no policies exist to guide credit hour application for…

A staff development process, the Basic Skills Articulation Plan (BSAP), has been used by the Franklin County (Ohio) Department of Education to meet state-mandated educational goals. BSAP and its results are summarized. (MT)

Urges teachers who have replaced teacher-planned and implemented instruction with less effective instruction because of the Ohio Proficiency Tests to recast their teacher role from passive technician to that of proactive decision-maker. (NH)

Urges educators to make the Ohio Proficiency Tests work for their program rather than against it. Claims that by placing the learner outcomes of the test into an inquiry-based context, it is possible to structure classrooms so that teachers do not compromise teaching and learning but students still do well on the tests. (NH)

Relates the procedures and findings of a study of minimum competency programs (MCPs) in four Ohio school districts, focusing on: (1) operational definitions of MCPs; (2) the effects of MCPs on student achievement; and (3) the usefulness of the evaluation model used in the study for local evaluations. (AYC)

In countless surveys, employers, graduate students, academicians, and others continue to list oral and written communication among the most critical skills needed by business students today (Hynes & Bhatia, 1996; Maes, Weldy, & Icenogle, 1997; Plutsky, 1996; Wardrope, 2002). The Association to Advance Collegiate Schools of Business (AACSB)…

The Ohio State Board of Education approved new standards for colleges and universities preparing teachers, which have major implications: (1) joint governance of teacher education by universities and school districts; (2) university involvement in in-service teacher education programs; and (3) a new emphasis on field experiences in a variety of…