Multi User Decision Support System For Teachers Sertification With HTTPS

Education quality is a key condition to realize the life of a developed nation, modern dan Prosperous. (Fasli Jalal 2008) Teacher quality greatly affect the effectiveness of learning (Suherman, 2007, Rink, 2002). Teacher certification program is a way to improve the quality of teachers so that the quality of education will be increased dan in turn affect students' achievement (Siedentop & Tannehill, 2000). The purpose of this paper is to discuss the design of decision support systems passing teacher certification so as to facilitate the certification team dan assessors in the decision making sertikasi teacher graduation. In this paper we use a qualitative method based on system development life cycle (SDLC), including planning, analysis, design, dan implementation. Design of decision support systems passing teacher certification can provide information about passing the certification of teachers, as information analysis dan control in teacher certification assessment conducted by the assessor dan teacher certification of graduation information. Keywords : Teachers Certification, System Development Life Cycle (SDLC), Qualitative Methods, Method of Black Box

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Opportunity by Design: New High School Models for Student Success

Schools throughout the country will soon begin to implement the Common Core State Standards and adopt the Next Generation Science Standards. These new standards, which are "fewer, clearer, and higher" than existing state standards, are designed to provide all young people with the knowledge and skills they need for success in a global economy. Though they are a powerful tool for improving our educational system, standards alone cannot deliver widespread, meaningful change. To bring all students to much higher levels of achievement and to help underprepared students catch up to meet the standards' new demands, we must "do school differently." This means redesigning how schools use teaching, time, technology, and money to create opportunities for more young people to succeed. And, it means replacing existing one-size-fits-all approaches with rigorous, personalized learning that creates multiple opportunities for students to be successful.Individual interventions are important, yet by themselves, they are not likely to produce sufficiently strong outcomes to help all students meet the demands of the new standards. Instead of retooling individual elements such as teacher preparation, learning time, or technology in isolation, all the elements that we know work and some emerging tools must be integrated into comprehensive school designs that will truly meet the needs of every student

When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

Benefits of Industry Involvement in Multidisciplinary Capstone Design Courses

Opportunities for industry involvement in capstone design courses go beyond industry sponsorship of capstone design projects. Representatives from industry can serve as guest lecturers, curriculum advisors, and design project sponsors and team mentors. Since 2000, industry participation has been a core part of the capstone design course at Marquette University. Practicing engineers provide a relevant, practical real-world perspective of their topic, reinforcing its importance to professional engineering practice. Students and faculty benefit from the up-to-date treatment of the topic provided by guest speakers from industry who have expertise in the topic and are willing to share their experiences with students. Students benefit from industry sponsorship of senior design projects through the opportunity to work on realworld problems of importance to industry, exposure to industry and company-specific project management and product development processes, and familiarity with economic, legal, and regulatory design constraints. This paper provides a brief description of the Multidisciplinary Capstone Design course at Marquette University, examples of industry involvement in the course, and the observed benefits of industry involvement to students, the university, and industry participants. It presents examples of current practices used at other schools as well as helpful recommendations for managing industry participation in capstone design courses

Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students

Offers models for improving teachers' skills, including through apprenticeships and in-school mentoring; for creating an environment for great teaching through better leadership and whole-school reform; and guidance for donors on the policy environment

Program Design and Student Outcomes in Graduate Education

Doctoral programs in the humanities and related social sciences are characterized by high attrition and long time-to-degree. In response to these long-standing problems, the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the structure and organization of PhD programs, and in turn reduce attrition and shorten time-to-degree. Over a 10-year period starting in 1991, the Foundation provided a total of $80 million to 51 departments at 10 major research universities. This paper estimates the impact of the GEI on attrition rates and time-to-degree. Our analysis is based on a competing-risk duration model and student-level data spanning the start of the GEI, including data on students at a set of control departments. We estimate that, on average, the GEI had modest impacts on student outcomes in the expected directions: reducing attrition rates, reducing time-to-degree, and increasing completion rates. The overall impacts of the GEI appear to have been driven in part by reductions in cohort size, increases in financial aid, and increases in student quality

Entrepreneurial university ecosystems and graduates' career patterns: do entrepreneurship education programmes and university business incubators matter?

Purpose This paper provides insights about how graduates' career patterns (i.e. academic entrepreneur, self-employed or paid employed) are influenced by entrepreneurial university ecosystems (i.e. incubators and entrepreneurship education programs). Design/methodology/approach By adopting Douglas and Shepherd's utility-maximising function, the influence of one entrepreneurial university ecosystem on graduates' career choices was tested using a sample of 11,512 graduates from the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico. Findings Our results show the critical role of entrepreneurial universities ecosystems in facilitating employability options as academic entrepreneurship for ITESM's graduates. The study shows some insights about how graduates' risk aversion and work effort are positively influenced by the university business incubator and entrepreneurship education programs, respectively. Practical implications Diverse implications for stakeholders have emerged from our results. These implications are associated with potential benefits of implementing programmes oriented to engage academic entrepreneurship within Latin American universities. Originality/value Entrepreneurial universities provide a range of employability alternatives for their students, such as to be self-employed, academic entrepreneurs or paid employees. In this scenario, entrepreneurial universities have configured entrepreneurial ecosystems (educational programmes, business incubators and other infrastructures) to support potential entrepreneurs (students, academics, staff and alumni). Despite the relevance of the environmental conditions on individuals' occupational choices, few studies have explored the role of the entrepreneurial university ecosystems on graduates' employability. In this vein, our study contributes to some academic discussions: (1) the role of context on career choice models (Ilouga et al., 2014; Sieger and Monsen, 2015), (2) the role of incubators and entrepreneurship education on fostering academic entrepreneurship on the graduates' community (Nabi et al., 2017; Good et al., 2019; Guerrero and Urbano, 2019a) and (3) the effectiveness of the entrepreneurial university ecosystems on graduates' employability (Herrera et al., 2018; Wright et al., 2017)

Why Performance-Based College Funding Doesn't Work

For the better part of the past century, elected officials have sought ways to improve the performance of public sector operations, such as fire departments, libraries, health clinics, job training programs, elementary schools, and traffic safety. Interest in performance management has only grown over time, to the point today that it is nearly impossible to talk about government finance without also talking about performance. The idea of attempting to measure outcomes and paying for those results is compelling because of its simple logic. Proponents believe setting clear performance goals and tying funding to them will create incentives for public organizations to operate more efficiently and effectively, ultimately resulting in better delivery of public services. Fire departments, they reason, should not be funded according to the number of engines they own, but according to the number of fires they put out. Hospitals should be funded not by the number of patients admitted, but by the health outcomes of their patients. Schools should not be funded by the number of teachers they employ, but by each teacher's contribution to student learning.In recent years, advocates seeking to increase the number of college graduates in the United States have promoted the idea that states should finance their public universities using a performance-based model. Supporters of the concept believe that the $75 billion states invest in public higher education each year will not be spent efficiently or effectively if it is based on enrollment or other input measures, because colleges have little financial incentive to organize their operations around supporting students to graduation. When states shift to performance-based funding, it is hoped, colleges will adopt innovative practices that improve student persistence in college. The appeal of performance-based funding is "intuitive," its proponents argue, "based on the logical belief that tying some funding dollars to results will provide an incentive to pursue those results."However, while pay-for-performance is a compelling concept in theory, it has consistently failed to bear fruit in actual implementation, whether in the higher education context or in other public services