Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Fidelity | 3 |
| Task Analysis | 3 |
| Educational Practices | 2 |
| Faculty Development | 2 |
| Foreign Countries | 2 |
| Teaching Methods | 2 |
| Academic Standards | 1 |
| Alignment (Education) | 1 |
| Barriers | 1 |
| Behavioral Objectives | 1 |
| Case Studies | 1 |
| More ▼ | |
Author
| Croninger, Robert | 1 |
| De La Paz, Susan | 1 |
| Deogracias, Jeehye Shim | 1 |
| Erlam, Rosemary | 1 |
| Felton, Mark | 1 |
| Fenwick, Lisl | 1 |
| Hoffman, Benjamin Polk | 1 |
| Jackson, Cara | 1 |
| Monte-Sano, Chauncey | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 3 |
Education Level
| Elementary Secondary Education | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Australia | 1 |
| New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkFenwick, Lisl – Curriculum Journal, 2017
Governments in Australia claim that standards-based reforms to schooling will result in greater use of assessment for and as learning. This study analyses the assessment practices that evolved within the planned curricula for senior secondary schooling in the Northern Territory of Australia during standards-based reforms. Case-study methodology…
Descriptors: Curriculum Based Assessment, Academic Standards, Educational Practices, Educational Change
Erlam, Rosemary – Babel, 2014
Over the past 20 years task-based language teaching (TBLT) has become a dominant approach to teaching in many contexts, including schools in New Zealand and the Flemish speaking region of Belgium (East, 2012; Van den Branden, 2006), but there are challenges for teachers in adapting their teaching to this approach. This paper reports on a study…
Descriptors: Teaching Methods, Task Analysis, Language Teachers, Elementary Secondary Education
De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk – Theory and Research in Social Education, 2014
In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…
Descriptors: Curriculum, Intervention, Teaching Methods, Outcomes of Education
