WWW.raising achievement: internet research resources on raising achievement in post-compulsory education; the agency comments

This report is designed to help practitioners and researchers find and use internet-based resources that deal with raising achievement. It contains a guide to useful research sources and organisations accessible via the internet; an introductory synthesis of research findings drawn from the Educational Resources Information Center (ERIC) and suggestions for applying American research findings to raising achievement in the UK

The Scientist, Winter 2009

https://scholarworks.sjsu.edu/scientist/1003/thumbnail.jp

Focal Spot, Winter 1983

https://digitalcommons.wustl.edu/focal_spot_archives/1033/thumbnail.jp

Learning science and technology through cooperative education.

Cooperative education, a form of experiential or work‐integrated learning is common in tertiary educational institutions worldwide. However, in New Zealand few institutions provide work‐integrated learning programs in science or technology, and the management and process of work‐integrated learning programs is not that well understood. How well do such programs work? What infrastructure is needed to ensure learning actually occurs? Are graduates of work‐integrated learning programs able to satisfy employer needs? This chapter synthesizes decades of work around such issues, and details research initiatives that provide valuable insights into how students learn science on in the workplace, how their skill development matches that desired by employers, and best practice for management of work‐integrated learning in science and engineering (Asia‐Pacific Journal of Cooperative Education, 2007, 8(2), 131‐147)

School autonomy: necessary but not sufficient

School autonomy has become increasingly significant in the politics of education, as well as a central feature of education systems’ reform policies in Australia and globally. This review examines the spectrum of evidence on the impact of school autonomy on student academic achievement, and the features of autonomy that improve or constrain achievement, and discusses the implications of these findings for future policy. There is no definitive or simple conclusion from assessing the impact of autonomy on student achievement, but neither does the evidence reject the contribution of autonomy. Rather, the evidence points to autonomy as a key and necessary component of a mature and high-performing system, as it is in other areas of public administration. However, the wider institutional context matters, and parallel policies like accountability and leadership development need to be in place. Crucially, and counter to popular conception, more rather than less systemic support is needed for the potential of school autonomy to be realised

PICES Press, Vol. 7, No. 1, January 1999

Taking stock and looking to the future - note from former PICES Chairman The state of the western North Pacific in the first half of 1998 The status of the Bering Sea in the first eight month of 1998 The state of the eastern North Pacific since February 1998 Highlights of PICES VII, review of SB activities and future workplan The second PICES Workshop on the Okhotsk Sea and ajacent area PICES-GLOBEC Climate Change and Carrying Capacity Program: A report from PICES VII Data management for the CCCC Program Report on GOOS Living Marine Resource Panel Meeting Photos from PICES VII Vjatcheslav Petrovich Shuntov GLOBEC Canada: Who we are, what we’ve been doing and where we’re headed The Ocean Carrying Capacity Research Program (OCC) at the Alaska Fisheries Science Center, Auke Bay Laboratory, Juneau, Alaska JAMSTEC research activities in the northern North Pacific People and event

The Faculty Notebook, September 2011

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Inventory of Pacific Research at Victoria University of Wellington 1999-2005

This inventory seeks to document the range of research interests and activities taking place on Pacific topics at Victoria University of Wellington (VUW). It has emerged out of a collaboration between the Office of Research and Postgraduate Studies, and the Programme in Pacific Studies. The inventory aims to provide an informed basis for the strategic development of Pacific research and teaching at VUW, through the newly established unit, Va'aomana Pasifika. By "Pacific" we mean the most inhabited portions of the Pacific basin. At times, reference may be made to "Pacific people": by this we mean people who trace descent to andtor are citizens of any of the territories commonly understood to be part of the Pacific (i.e., Melanesia, Micronesia, Polynesia). Alternative terms that may appear in the inventory include: "Pasifika", "Pasefika", "Pasifiki". These are respectively generic Polynesian, and specifically Samoan and Tongan variations on the word "Pacific". The terms "Asia-Pacific" or "Asia Pacific" arise occasionally: we understand that the terms do not always coincide with our emphasis on the Pacific basin and Pacific peoples, and for the most part privilege nations and peoples on the "Pacific Rim". However, we are also aware that some permutations of "Asia-Pacific" at W are more conscientiously engaged with the Pacific basin. We have allowed for the benefit of the doubt in most cases. In this inventory, distinction is made between academic staff who are "Pacific by ethnicity" and academic staff who are "Pacific by interest". Academic staff who are actively engaged in research on Pacific topics may not trace their ancestry to Pacific nations, while academic staff who are "Pacific by ethnicity" may not necessarily be conducting research on Pacific topics. This inventory does not include exclusively Maori research. Inventories of Maori research activity and services at W have already been undertaken through the office of Toiahurei, the Pro Vice Chancellor Maori at VUW. Finally, this research inventory is limited to the period 1999-2005 because of the restrictions of our staffing and research resources. While it would have been useful to have a more extensive inventory, perhaps reaching back 10 or even 30 years, this was beyond our means at the time and could be a future project. We know that we may not have captured all the Pacific research carried out during this period. We apologise for any omissions and welcome such information to add to and assist grow this inventory data base