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Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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Major Differences in Diet across Three Linguistic Regions of Switzerland: Results from the First National Nutrition Survey menuCH.
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In: Nutrients, vol. 9, no. 11, pp. pii: E1163 (2017)
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Educating students with disabilities in Kenyan primary schools: instructional strategies and teacher preparation ...
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Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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| 6 |
ИЗУЧЕНИЕ СОБСТВЕННОЙ ЛИЧНОСТИ С УЧЕТОМ НАЦИОНАЛЬНОГО ПРОИСХОЖДЕНИЯ НА БАЗЕ ТЕСТА КЕТЕЛЛА И ДРУГИХ МЕТОДИК ОЦЕНИВАНИЯ
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БЕКЛЕМИЩЕВ Е.П.; КИНСТЛЕР Л.А.. - : Негосударственное образовательное учреждение высшего профессионального образования «Ростовский социально-экономический институт», 2015
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National Standards: A secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey
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New Zealand's National Education Monitoring Project 1995-2009. The Pre-Conception, Conception, Realisation, and Contribution of an Educationally Principled Large-Scale Assessment Programme
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| 10 |
Processes for Assessing Outcomes of Multi-national Missions (Processus d'evaluation des resultats de missions multinationales)
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In: DTIC (2013)
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| 11 |
The Relationship Between the National Survey of Student Engagement Scores and Persistence Data from the Freshman Year to the Sophomore Year among Georgia Southern University Students
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In: Electronic Theses and Dissertations (2013)
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| 12 |
A Foucauldian and quantitative analysis of NAPLaN, the category 'language background other than English', and English as a second language level.
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Creagh, Sue. - : The University of Queensland, School of Education, 2013
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| 14 |
Parlamentskommunikation und Neue Medien: das Internet-Nutzungsverhalten der Abgeordneten zum österreichischen Nationalrat
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In: SWS-Rundschau ; 42 ; 3 ; 309-334 (2012)
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| 15 |
Beyond PRONADE: NGOs and the Formal Education Sector in Guatemala
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In: Master's Capstone Projects (2012)
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Abstract:
In Guatemala, the Ministry of Education (MoE) is overburdened with challenges;these include the most basic provision of services and support for public schools across the country. In the absence of a capable state presence, countless nongovernmental organizations (NGO) have sprung up to provide, sustain and/or take over basic education services. These NGOs come in all shapes and sizes, with different motivations, from different countries and receiving funding from a variety of national and international sources. The combination of rapidly increasing numbers of NGOs along with minimal state coordination means that the Ministry is unaware of the number of NGOs operating in the education sector, much less what they are doing, where they are and the capabilities that they bring to the sector. Recent estimates place the number of NGOs in Guatemala upwards of 10,000 with no definitive number to be determined in the near future. The National Program for Self-Managed Schools for Educational Development (PRONADE) from 1994 – 2007 was the first large-scale initiative to include NGOs in the provision of public education. The participating NGOs delivered technical services such as pedagogical training and financial reporting. However, more recently, there have been an increase in smaller foreign and national NGOs that are interacting with the education sector in new ways. This study interviews six of these smaller NGOs along with four different policymakers working at the national level to inquire about their views on NGOs working in the education sector. This study finds that the participant NGOs are involved in a complex set of interactions with the formal education sector primarily at the local level. This includes active and dependent partnerships at the local and ministerial levels and the supplementation and replacement of public services. Despite all of this NGO activity,there is a dearth of information on NGOs working in the formal education sector in Guatemala. And finally, both policymakers and NGOs expressed their interest in future NGO-MoE partnerships although each envisions such partnerships differently.
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Keyword:
and Multicultural Education; and Research; Bilingual; Education; Education Economics; Educational Assessment; Evaluation; Guatemala; Interviews; Ministry of Education; Multilingual; National Program for Self-Managed Schools for Educational Development; NGO; Policymakers; PRONADE
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URL: https://scholarworks.umass.edu/cie_capstones/15
https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1014&context=cie_capstones
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| 16 |
An Intelligence-Sharing Continuum: Next Generation Requirements for U.S. Counterterrorism Efforts
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In: DTIC (2011)
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Creating an accessible block alternative for the fourth and eighth grade NAEP mathematics assessments
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| 18 |
スロヴァキア共和国の言語教育政策 ; Language Education Policies in the EU : A Case of Slovakia
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A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematics
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Eurobarometer 67.1: Cultural Values, Poverty and Social Exclusion, Developmental Aid, and Residential Mobility, February-March 2007 ... : Version 2 ...
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Papacostas, Antonis. - : ICPSR - Interuniversity Consortium for Political and Social Research, 2008
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