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Focus on Basics Volume 7, Issue C: Modes of Delivery

Adult basic education (ABE) programs use a variety of modes of delivery: group, individualized, and online instruction; one-on-one tutoring; permutations of all of these; and probably a few others I’ve never heard of. In preparing this issue of Focus on Basics, I was struck by how little empirical evidence has been gathered on the relative…


Focus on Basics Volume 5, Issue D: Staff Development

Federal and state policies, programmatic flexibility, and peer and collegial support must work together to enable teachers to make changes based on professional development; otherwise, those resources are, in a sense, wasted. In our cover story, NCSALL’s Cristine Smith and Judy Hofer present the findings from their multiyear study of staff development. Teachers’ “pathways to…


Mathematizing ESOL I: Integrating Whole Number Operations

The idea of integrating math into the ESOL classroom originated with ESOL teachers and students who saw both the need and the opportunity to learn math skills for employment, academics, and daily life. ESOL lessons are often contextualized using themes such as shopping, banking, and employment — topics where math is inherent. The wonderful reality…


Mapping of Student Assessments in Jordan report

Intended to contribute to the overall objective of the Education Reform for Knowledge Economy II (ERfKE II) reforms, this study seeks to better inform policy makers and educational partners of the current system of student assessment in Jordan in terms of purpose, adequacy, “stakes,” usability, and utilization strategies. The document also aims to support new…


POLICY BRIEF – Gender Gap in Student Achievement in Jordan

This study seeks to identify student and school level factors, including school, teacher, and student characteristics, that explain the gap in student achievement between females and males in Jordan, where the former outperform the latter. Using data from international assessments (TIMSS, PISA), as well as local assessments (NAfKE and National Test) and focus groups to…


POLICY BRIEF – Assessing Jordan’s School and Directorate Development Program (SDDP)

This policy brief presents principals', supervisors', teachers', and students' views on schools' and directorates' compliance with the SDDP program and the degree of “fidelity” with which SDDP has been implemented regarding teaching and learning practices, school environment, parental involvement in schools, participatory leadership, field directorate and supervisors’ support to education improvement, and program sustainability. Although…


Assessment of Kindergarten Teacher Training in Jordan

Since 1999, there has been rapid expansion in the development and availability of public school kindergartens in Jordan, with close to 1,000 classrooms and trained teachers today. This study assesses the kindergarten training programs, kindergarten teachers’ self-reported competencies, and classroom practices, using a representative random sample of kindergarten teachers from 38 directorates and 249 schools…


POLICY BRIEF – School Rationalization Baseline Study: The Situation of Crowded and Underutilized Schools in Jordan

The findings presented in this policy brief aim to stimulate a policy level debate about the extent to which crowdedness and underutilization continue to be an issue in Jordan. Although the overall number of crowded and underutilized schools has decreased in the last three years, some important trends in crowdedness and underutilization persist: Jordan continues…


POLICY BRIEF – Classroom Observation Baseline Study: Student-Centered Effective Teaching and Learning in Jordanian Schools

The findings presented in this policy brief stimulate a policy level debate about the extent to which teachers use Student-Centered Active Learning and Teaching (SCALT) methodologies in Jordan. The results of the study suggest that Jordanian teachers have much room for improvement in utilizing SCALT. Creating policies to replicate SCALT practices through modeling teaching mechanisms…


Blended and Project-based Learning

Many educators created projects as students or have had their own students do projects for their classes. This course is intended for anyone who wants to refresh their understanding of project-based learning (PBL) and use new technologies and approaches in their teaching. Using a blending learning approach with project-based learning allows teachers to introduce their…


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