Performance Pressure and Resource Allocation in Washington

Based on interviews with state, district, and school officials, explores how performance pressures have changed resource allocation decisions. Examines reform goals and how Washington's finance system impedes efforts to link resources to student learning

Post-secondary education with special reference to MATSEC English

This paper takes as its point of departure the Report of the Working Group on the Future of Post-Secondary Education (2017) and following a brief overview of the institutions that provide education at this level, turns the spotlight onto the two state institutions that provide education at post-secondary level. Their characteristics and the challenges that they face are expounded on and recommendations made are revisited in light of this analysis. The discussion is informed by data collected during focus group meetings with teachers and students. Prior to this Report, the post-secondary landscape had been relatively unchanged for several years, and a major overhaul was proposed one that factored in among several other considerations, the divide between the academic and the vocational streams. The paper briefly analyses the Matriculation Certificate Reform (2019) and questions the extent to which this reform has adopted recommendations made for the post-secondary sector in the 2017 report.peer-reviewe

The effects of resources across school phases: a summary of recent evidence

This report provides an overview and discussion of the past decade of academic evidence on the causal effects of resources in schooling on students’ outcomes. Early evidence lacked good strategies for estimating the effects of schools resources, leading many people to conclude that spending more on schools had no effect. More recent evidence using better research designs finds that resources do matter, but the range of estimates of the impacts is quite wide. The review devotes special attention to differences across the early years, primary and secondary phases. Theoretical work has indicated that interventions early in a child's life may be more productive than interventions later on. However, although there are more examples of good quality studies on primary schooling, the existing body of empirical work does not lead to a conclusive case in favour of early interventions

A review of periodical literature on merit rating.

Thesis (Ed.M.)--Boston Universit

Deliver security awareness training, then repeat:{deliver; measure efficacy}

Organisational information security policy contents are disseminated by awareness and training drives. Its success is usually judged based on immediate post-training self-reports which are usually subject to social desirability bias. Such self-reports are generally positive, but they cannot act as a proxy for actual subsequent behaviours.This study aims to formulate and test a more comprehensive way of measuring the efficacy of these awareness and training drives, called ASTUTE. We commenced by delivering security training. We then assessed security awareness (post-training), and followed up by measuring actual behaviours. When we measured actual behaviours after a single delivery of security awareness training, the conversion from intention to behaviour was half of the desired 100%. We then proceeded to deliver the training again, another two times.The repeated training significantly reduced the gap between self-reported intention and actual secure behaviours

Architecture-Aware Optimization on a 1600-core Graphics Processor

The graphics processing unit (GPU) continues to make significant strides as an accelerator in commodity cluster computing for high-performance computing (HPC). For example, three of the top five fastest supercomputers in the world, as ranked by the TOP500, employ GPUs as accelerators. Despite this increasing interest in GPUs, however, optimizing the performance of a GPU-accelerated compute node requires deep technical knowledge of the underlying architecture. Although significant literature exists on how to optimize GPU performance on the more mature NVIDIA CUDA architecture, the converse is true for OpenCL on the AMD GPU. Consequently, we present and evaluate architecture-aware optimizations for the AMD GPU. The most prominent optimizations include (i) explicit use of registers, (ii) use of vector types, (iii) removal of branches, and (iv) use of image memory for global data. We demonstrate the efficacy of our AMD GPU optimizations by applying each optimization in isolation as well as in concert to a large-scale, molecular modeling application called GEM. Via these AMD-specific GPU optimizations, the AMD Radeon HD 5870 GPU delivers 65% better performance than with the wellknown NVIDIA-specific optimizations

Using school performance feedback: perceptions of primary school principals

The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support

A role for the developing lexicon in phonetic category acquisition

Infants segment words from fluent speech during the same period when they are learning phonetic categories, yet accounts of phonetic category acquisition typically ignore information about the words in which sounds appear. We use a Bayesian model to illustrate how feedback from segmented words might constrain phonetic category learning by providing information about which sounds occur together in words. Simulations demonstrate that word-level information can successfully disambiguate overlapping English vowel categories. Learning patterns in the model are shown to parallel human behavior from artificial language learning tasks. These findings point to a central role for the developing lexicon in phonetic category acquisition and provide a framework for incorporating top-down constraints into models of category learning

Metacognition and Reflection by Interdisciplinary Experts: Insights from Cognitive Science and Philosophy

Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example, or fixed on certain approaches, and less flexible in novel situations or situations outside their domain of expertise. An explanation is that experts’ conscious and unconscious cognition and behavior depend upon their learning and acquisition of a set of mental representations or knowledge structures. Compared to beginners in a field, experts have assembled a much larger set of representations that are also more complex, facilitating fast and adequate perception in responding to relevant situations. This article argues how metacognition should be employed in order to mitigate such disadvantages of expertise: By metacognitively monitoring and regulating their own cognitive processes and representations, experts can prepare themselves for interdisciplinary understanding. Interdisciplinary collaboration is further facilitated by team metacognition about the team, tasks, process, goals, and representations developed in the team. Drawing attention to the need for metacognition, the article explains how philosophical reflection on the assumptions involved in different disciplinary perspectives must also be considered in a process complementary to metacognition and not completely overlapping with it. (Disciplinary assumptions are here understood as determining and constraining how the complex mental representations of experts are chunked and structured.) The article concludes with a brief reflection on how the process of Reflective Equilibrium should be added to the processes of metacognition and philosophical reflection in order for experts involved in interdisciplinary collaboration to reach a justifiable and coherent form of interdisciplinary integration. An Appendix of “Prompts or Questions for Metacognition” that can elicit metacognitive knowledge, monitoring, or regulation in individuals or teams is included at the end of the article

"If I join forces with Mr. Kuhn": Polanyi and Kuhn as Mutually Supportive and Corrective

My purpose is to examine how Kuhn and Polanyi might be mutually supportive and corrective so as to join forces in providing a more comprehensive understanding of the progress of science. My presentation will be divided into three parts: (I) The common ground Kuhn shares with Polanyi; (II) Four soft spots in Kuhn and their remedy; (III) Clarifying and upgrading Polanyi appeal to "objective reality.