Why does professional learning for educators have such a mixed history? Why is it so hard to find solid research evidence of professional development programs that actually improve student learning outcomes? Part of the answer, writes Thomas R. Guskey, is that professional learning experiences for educators are rarely well planned. Consequently,…

This paper describes a major initiative in the Commonwealth of Kentucky to develop a statewide, standards-based, student report card for reporting the learning progress of individual students at all grade levels (K-12). Led by a team of researchers with expertise in grading and reporting, 36 educators from three diverse school districts created…

Scholars from the American Institutes for Research analyzed findings from over 1,300 studies that potentially address the effect of professional development on student learning outcomes. The project was sponsored by the Regional Education Laboratory-Southwest (RELSW) and funded by the Institute of Education Sciences of the U.S. Department of…

Traces the development of outcome-based education and mastery learning, highlighting the work of Ralph W. Tyler and Benjamin S. Bloom. OBE is principally a goal-driven curriculum reform model with definite implications for assessing student learning. Mastery learning is primarily an instructional process to help teachers enhance their teaching…

Mastery learning is a philosophically based approach to teaching and learning which focuses on effective individualized instruction in the group oriented classroom setting. This article discusses the development and application of mastery learning theory and its implications for teachers. (JN)

Some educators believe that authentic, performance-based assessments can drive instructional improvement. The Kentucky Education Reform Act uses a measure-driven instructional approach (the Kentucky Instructional Results Information Program) that evaluates student portfolios in writing and mathematics, achievement on performance events, and scores…

In recent years, different researchers and research agencies, teacher associations, national education organizations, and the U.S. Department of Education have published lists of the characteristics of effective professional development to guide school leaders in their improvement efforts. This study analyzed 13 of the better known of these lists…

A new staff development model postulates that teachers' beliefs and attitudes change as a result of changes in learning results, which in turn stem from changed classroom practices. Evidence supporting this model is summarized, and implications for staff development practice are discussed. (MCG)

When assessing a staff development program, several factors must be considered, including improvement in student outcomes, content and quality of the staff development program, and organizational climate and culture. Specific suggestions for evaluating program influences on participants, students, and the organization are offered. A multifaceted…

Specific problems (involving power, implementation, mission, time management, expertise, cultural constraints, avoidance, and motivation) are keeping school-based decision making from improving teaching and learning. Educators must begin with a clear mission, set explicit goals for the decision-making process, alter governance structures to…

Questions frequently arise about the origins of outcome-based education and mastery learning, their similarities and differences, their theoretical and practical links, and evidence about their effects on student learning. Historical and theoretical perspectives show a clear distinction between outcome-based education and mastery learning.…

This paper describes an interim evaluation of the Block Schedule Restructuring Program at Governor Thomas Johnson High School in Frederick, Maryland. The program began in the 1992-93 school year, when the school changed from seven 48-minute class periods per day to a block schedule format of four 90-minute class periods. Classes are conducted on a…