How long did the Follow Through educational program last?
Follow Through (project)
Follow Through was the largest and most expensive experimental project in education funded by the U.S. federal government that has ever been conducted. The most extensive evaluation of "Follow Through" data covers the years 1968–1977; however, the program continued to receive funding from the government until 1995. "Follow Through" was originally intended to be an extension of the federal "Head Start" program, which delivered educational, health, and social services to typically disadvantaged preschool children and their families. The function of "Follow Through", therefore, was to provide a continuation of these services to students in their early elementary years.
Follow Through (project)
Direct Instruction model. Developed by Siegfried Engelmann and Wesley Becker of the University of Oregon, direct instruction is scripted and specifies precisely what the teacher says and what the students' responses should be. Moreover, the program designers carefully sequenced the instruction so that students do not progress to higher-order skills unless they have mastered prerequisite basic skills. There is a high degree of interaction between teachers and students so the teacher may receive continuous feedback about how well the students are doing, and adjusts instruction accordingly. The program makes a specific distinction between on-task and off-task behavior: instruction is arranged so that students are fully engaged in learning (via frequent checking for understanding and praises by the teacher) the majority of the time. According to the program sponsors, anything presumed to be learned by students must first be taught by the teacher.
Changing Lives Through Literature
The Changing Lives Through Literature (CLTL) program first began in the fall of 1991 at the University of Massachusetts Dartmouth, with Robert Waxler, Judge Robert Kane, and probation officer Wayne St. Pierre. Initial applicants were male probationers from New Bedford who were offered the opportunity to participate in the program. If they successfully completed the program, six-months would be reduced from their probation. In 1992, Jean Trounstine cofounded the first CLTL program for women. The success of CLTL has led to its adoption in at least 12 other states. The program is also taught in Manchester, England.
Ernest Wetherell
From 1960 until his retirement he was the Minister for Education. During his tenure he continued Bob Heffron's work on the education reforms known as the Wyndham Scheme were in the final stages of planning which culminated in the "Public Education Act" of 1961, which included an expansion of secondary education from 5 to 6 years and the replacement of the Leaving Certificate by the Higher School Certificate.
Follow Thru (musical)
Act I
Follow Through (project)
In addition to identifying the most effective instructional practices and disseminating them to schools and districts, it was also hoped that "Follow Through" would help reduce the number of potentially conflicting federal intervention programs in schools, which was thought by some to be counterproductive and expensive. Moreover, if models could be identified that were effective with needy children, these interventions could be staged in regular education classrooms as well.
Response-Ability
The program began in 1974 as a vocations awareness program for the SHCJ. Sisters would bring college-age students to various sites throughout the US to perform service for three weeks over the summer. Inspired by the work of Teach for America, Response-Ability launched its Teacher Service Program in Philadelphia in 1993. Volunteers began to serve as teachers in inner-city parochial school classrooms. This was beneficial to many schools that faced the possibility of closure. In the following years, the program grew to include volunteer houses in Los Angeles and Washington, DC. At the same time, the Holy Child Sisters requested that volunteers work with them in the Dominican Republic and in Chile. These volunteers, mainly women, work in the areas of education, health care, and social services.
Ron Hendren
After his time at "Entertainment Tonight", Hendren hosted the syndicated daily television show "All About Us", part of LBS Communications' INDAY programming. He also hosted and co-executive produced the award-winning national public television program "BreakThrough: Television’s Journal of Science and Medicine," which aired on more than 200 stations and won 13 national awards in its first and only season.
Follow Through (project)
A separate analysis examined the impact of Siegfried Engelmann's Direct Instruction method on students over several decades. This analysis suggested a long term benefit.
Sacred Heart School – Ateneo de Cebu
In 2015, the Department of Education of the Philippines (DepEd) announced that an extra two years of schooling will be required from every student in the Philippines. This campaign, known commonly as the K to 12 Program or simply K-12, would standardize Philippine education, thus turning secondary or high school education in the Philippines into a period of six years, as prior to this, Philippine high school only lasted four school years.
Education in Nigeria
Before 1976, education policy was still largely shaped by the colonial policy of the British Colonial Period. In 1976, the Universal Primary Education program was established. This program faced many difficulties and was subsequently revised in 1981 and 1990. The Universal Basic Education, "UBE", came as a replacement of the Universal Primary Education and intended to enhance the success of the first nine years of schooling The "UBE" involves 6 years of Primary School education and 3 years of Junior Secondary School education, culminating in 9 years of uninterrupted schooling, and transition from one class to another is automatic but determined through continuous assessment. This scheme is monitored by the Universal Basic Education Commission, UBEC, and has made it "free", "compulsory" and a right of every child.
Therefore, the "UBEC" law section 15 defines UBE as early childhood care and education. The law stipulates a 9-year formal schooling, adult literacy and non-formal education, skill acquisition programs, and the education of special groups such as nomads and migrants, girl child and women, Al-majiri, street children and disabled people (Aderinoye, 2007).
Students spend six years in Secondary School, that is 3 years of JSS (Junior Secondary School), and 3 years of SSS (Senior Secondary School). By Senior Secondary School Class 2 (SS2), students are taking the GCE O’Levels exam, which is not mandatory, but some students take it to prepare for the Senior Secondary Certificate Examination. The Senior Secondary School ends on the WASSCE.
Junior Secondary School is free and compulsory. It leads to the BECE, which opens the gate to Senior Secondary School. SSS curriculum is based on 4 core subjects completed by 4 or 5 elective subjects. Core subjects are: English; mathematics; Economics; Civic Education; one or more electives out of biology, chemistry, physics or integrated science; one or more electives out of English literature, history, geography or social studies; agricultural science or a vocational subject which includes: Commerce, food and nutrition, technical drawing or fine arts.
Educational technology
Assessments "of" educational technology have included the "Follow Through" project.
Follow Through (project)
It seems doubtful that any form of experiment could realistically and faithfully serve both aims. According to Hill, true program evaluators should be "technical rather than political or programmatic, and their attitudes skeptical and dispassionate". The planning group of OEO wanted a true empirical investigation that would determine the most effective models. Conversely, CAP and "Head Start" personnel advising the "Follow Through" planners viewed it as a social program. Thus, "neither set of constituent groups was fully satisfied with this solution".
Our Lady of Mercy College, Parramatta
In 1955, the primary school was to phased out and the boarding school closed at the end of 1974. This was to help the College update its facilities for the implementation of the Wyndham Scheme. This new education policy made the subject of Science compulsory for all students to the end of Year 10, and introduced another year to the high school program so that it now covered six years instead of five.
Ontario Academic Credit
The Ontario Academic Credit or OAC ( or CPO) was a fifth year of secondary school education that previously existed in the province of Ontario, Canada, designed for students preparing for post-secondary education. The OAC curriculum was codified by the Ontario Ministry of Education in "Ontario Schools: Intermediate and Senior" (OS:IS) and its revisions. The Ontario education system had five years of secondary education, known as Grade 13 from 1921 to 1988; grade 13 was replaced by OAC for students starting high school (grade 9) in 1984. OAC continued to act as a fifth year of secondary education until it was phased out in 2003.
Live Through This (TV series)
Live Through This is a teen drama broadcast on MTV during the 2000–2001 season, though cancelled after only 13 episodes due to poor ratings. The hour-long drama plot involved a fictional 1980s band entitled "The Jackson Decker Band" reuniting for one last comeback tour. Each episode featured original music written by Graham Nash and performed by Pat Benatar. It was the first hour-long drama series to be aired on MTV.
Direct instruction
Debates about the efficacy of DI have raged since before the final results of Project Follow Through were published; however, there is substantial empirical research supporting its effectiveness. A meta-analysis published by Adams & Engelmann (1996), a chief architect of the DI program, finds a "mean effect size average per study...(as) more than .75, which confirms that the overall effect is substantial."
Socrates programme
The SOCRATES programme was an educational initiative of the European Commission; 31 countries took part. The initial Socrates programme ran from 1994 until 31 December 1999 when it was replaced by the Socrates II programme on 24 January 2000, which ran until 2006. This, in turn, was replaced by the Lifelong Learning Programme 2007–2013.
Follow Through (project)
Narrowness of instruments. Adams and Engelmann note that many critics have suggested that more instruments should have been used in the "Follow Through" evaluation. Egbert agrees with Adams and Engelmann that the data collection efforts were extensive. Despite the agreement among model sponsors on a uniform set of instruments to evaluate the effectiveness of their models—that model sponsors believed their programs achieved gains on more intrinsic, less measurable indicators of performance, such as increased self-worth or greater parental involvement. To the extent that these desired outcomes occurred, and benefited the lives of students in ways that might never be measurably through quantitative means, those aspects of many models were successful. Both the House "et al." critique and others (cited in Wisler) express concerns about the inadequacy of the instruments used to measure self-esteem the "Follow Through" evaluation (i.e., the Intellectual Achievement Responsibility Scale (IARS) and the Coopersmith Self-Esteem Inventory). But it was better, according to many researchers, to measure outcomes imperfectly rather than not to measure them at all. Thus, while "perfect" measures of desired outcomes might never exist, one should not let the perfect be the enemy of the good—in other words, one could call into question the efficacy of conducting any experiment at all on the basis that some bias or imperfection exists.
Fitzsimons Army Medical Center
When the USAMEOS program was first developed, the training program was divided into Basic and Advanced Courses. The basic course work was 20 weeks long. The advanced course work was 32 weeks long. The courses were later changed to a 40-week basic class (35G) and 32-week advanced course (35U). The graduates of the basic course were known as "Super G's" referring to the MOS of 35G. With a small amount of additional course work, USAMEOS graduates could earn an AAS in Biomedical Equipment Maintenance from Regis University in Denver.
During the 1990s, the MOS designation was changed to 91A for Biomedical Equipment Repair Technician, and the Basic Course consisted of a 38-week course broken up into twelve modules. Didactic Modules included Anatomy and Physiology, Basic Soldering, AC/DC theory and Ohm's Law, electron theory, Transistor Theory, Digital Circuits, Basic Troubleshooting, Dental and Pneumatic Devices, heating and cooling, Sterilizers and Ultrasonic Cleaners, Linear Circuits, Spectrophotometers and Solid State Relays, advanced troubleshooting, cryogenics primer, high and low capacity modules of X-ray, The school culminated in a field problem where students lived in ISOs and temper tents while filling out paperwork in the field environment to include pulling guard duty and setup of mobile sterile operating units and generators.. After graduation from the basic course, students would typically be assigned to an operational unit for practical work between the Basic and Advanced Courses. Technical training at USAMEOS was accelerated, 8 hours per day in class, it was intensive and provided both engineering theory and hands on learning opportunities in an extensive set of labs. The school closed in 1999 due to base closure.
Milton Margai College of Education and Technology
In 1995, in response to the needs of the new 6-3-3-4 system of education, a Bachelor of Education (B.Ed) degree programme was introduced. The 6-3-3-4 system involves six years of primary schooling, three years of junior secondary schooling (JSS), three years of senior secondary schooling (SSS), and four years of tertiary education. The Bachelor of Education degree programme was introduced in the specialist subject areas of Physical and Health education, Performing arts, Practical Arts, Technical Studies, Business Studies, Secretariat Studies, Integrated Science, Indigenous Languages (include the Mende, Temne, Limba and Krio), Community Development Studies, Social Studies and Religious and Moral Education. This significant restructuring of the curriculum meant a change in the depth and breadth of the education offered, and the name was changed to "Milton Margai College of Education (MMCE)" to reflect this.
Twelfth grade
In 2011, the country started to transition from its old 10-year basic educational system to a K to 12 educational system as mandated by the Department of Education; the department stated that the 10-year basic educational system was congested and designed for twelve years of teaching, not ten. Thus, the K to 12 system was introduced in order to establish educational continuity not just integrated with the ASEAN region system of basic education but aligned with the rest of the world. The 12-year system is currently compulsory, along with the adoption of an improved, decongested curriculum for all schools (see 2010s and the K–12 program). The transition period will end with the 2017–2018 school year, which is the first graduation year for the first group of students who entered the new educational system. Grade 12 is the second year of Senior High School and is now the new final year of high school prior to employment, entrepreneurship, or college/university in the country. Students are usually 17 – 18 years old.
Education in Egypt
Another system that runs in parallel with the public educational system is known as the Al-Azhar system. It consists of six years of primary stage, a three-year preparatory stage and finally three years of secondary stage. The Ministry of education reduced the number of secondary school years from four to three years in 1998, so as to align the Al Azhar system with the general secondary education system. In this system as well, there are separate schools for girls and boys. Al Azhar education system is supervised by the Supreme Council of the Al-Azhar Institution. The Azhar Institution itself is nominally independent from the Ministry of Education, but is ultimately under supervision by the Egyptian Prime Minister.Al Azhar schools are named "Institutes" and include primary, preparatory, and secondary phases.All schools in all stages teach religious subjects and non-religious subjects. The bulk of the curriculum, however, consists of religious subjects as described below. All the students are Muslims. Al-Azhar schools are all over the country, especially in rural areas. The graduates of Al-Azhar secondary schools are eligible to continue their studies at the Al-Azhar University. As of 2007 and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar schools accounted for less than 4% of the total enrollment. The graduates of this system are then automatically accepted into Al-Azhar University.In 2007, the Pre-University enrollment in Al- Azhar institutes is about 1,906,290 students.
John M. Tobin Montessori School
In the early years, the Tobin School established the Project Follow Through program which attracted students from the successful Head Start Program. The Head Start Program gives lower income pre-school and kindergarten students some enhanced early instruction and intervention. Project Follow Through built upon that instruction while mixing the students with middle and upper income students. Later the Tobin School instituted another magnet program called, "The School of the Future." This program was an early experiment in integrating computer technology in the classroom environment. These two magnet schools worked parallel to the traditional classrooms until it became clear that computer integration was happening in all classrooms. At this time the three separate programs merged into one.
Say Yes to Education
Say Yes began in 1987 with the creation of the Belmont Program of the Philadelphia Chapter. The first students chosen to participate in the program were a group of 112 sixth grade students. Students in the Belmont Program received mentoring and tutoring services, and were provided with after-school and summer programs. Say Yes also focused on family outreach, offering social work and psychological services and administering free medical and dental care.
Transcendental Meditation technique
On the day after the personal instruction session, the student begins a series of three 90 to 120 minute "teaching sessions", held on three consecutive days, called "three days of checking". Their stated purpose is to "verify the correctness of the practice" and to receive further instruction. The first day's checking meeting takes place in a group on the day following personal instruction, and gives information about correct practice based on each student's own experience. The second day of checking uses the same group format, and gives more details of the mechanics of the practice and potential results of the practice, based on student experiences. The third day of checking focuses on subjective growth and the potential development of higher stages of human consciousness, and outlines the follow-up programs available as part of the course. New meditators later return for private follow-up sessions to confirm that they are practicing the technique properly, a process called "personal checking". The preferred schedule for follow up classes is 30 minutes, once per week for one month, and once per month thereafter. The purpose of the follow-up, or "checking sessions", is to verify the practice, give an opportunity for one-on-one contact with a TM teacher, and to address any problems or questions. Course graduates may access a lifetime follow-up program which includes consultations, "refresher courses", advanced lectures and group meditations. Advanced courses include weekend Residence Courses and the TM-Sidhi program.
Learning Through Art
Learning Through Art is an educational program of the Solomon R. Guggenheim Museum. LTA pairs practicing artists with participating public elementary school classrooms throughout the five buroughs of New York City. These resident artists spend one day a week for a period of 10 or 20 weeks working with classroom instructors to create and execute an art curriculum for the students that ties in with current Guggenheim exhibitions and supports the core curriculum learning inside of the classroom. Participating classrooms visit the Guggenheim multiple times throughout the duration of their program, and student artwork is shown in a culminating exhibition at the Guggenheim Museum in their annual "A Year With Children" showcase.
United States Marine Corps Force Reconnaissance
The Mission Training Plan has five phases, and is based on a two-year platoon cycle. Training is ongoing and continuous, and functions as if it were a loop. Before FORECON operators are "Special Operations Capable" they follow the Company's MTP, which underlines the training protocol of the Pre-deployment Training Program (PTP).The first phase in FORECON's Mission Training Plan takes place within the MEU's Pre-deployment Training Program (PTP) Initial Training Phase. In order for Marines to become Force Recon operators, it is required to complete each course as they progress through the 'Accession Pipeline' although there are other senior and veteran Marines that have already served with Force Recon, choosing to stay attached to the company only to repeat the 2-year platoon cycle continuously. Whichever the case, they both will attend their respective schools: the candidates traverse through the accession pipeline, as the recon veterans attend specialized schools—both participating in Phase 1 of the MTP.
Chasing Time (TV series)
Chasing Time is a reality television and documentary show screened in the United Kingdom from 2001 to 2003. It was akin to a game show in a race format where a team of two related people completed a series of challenges in a major world city in a limited period of time. The show is also named "Chasing Time In" with some sources.
Follow Through (project)
Lack of random assignment. Random assignment of subjects into treatment and control groups is the ideal method of attributing change in a sample to an intervention and not to some other effect (including the pre-existing capabilities of students, teachers, or school systems). However, for a variety of practical reasons, this procedure was not done in "Follow Through". Instead, sites were selected "opportunistically", based on their readiness to participate in the evaluation, and on their unique circumstances of need. As Stebbins "et al." point out, the treatment groups were often the neediest children. To randomly select some of the most disadvantaged children (many of whom participated in Head Start prior to "Follow Through") out of the evaluation would certainly have been negatively perceived by community members. Stebbins "et al." point out that there were "considerable variations in the range of children served"; yet despite the presence of "many of the problems inherent in field social research...evaluations of these planned variations provides us with an opportunity to examine the educational strategies under real life conditions as opposed to contrived and tightly controlled laboratory conditions".
Hidden Lake Academy
Like other behavioral modification institutions dedicated to improving behaviors, Hidden Lake Academy put students through different developmental tracks. Each peer group progressed through the steps of the program. The tracks were known as Elements: Earth, Water, Fire, Wind, and Galaxy. The program ranged from 18 to 28 months; their website stated that their programs ran from 13 to 15 months. The counselor had a choice whether to hold a student back, if he or she was not performing up to the counselor's expectations.
Follow Through (project)
"Head Start" personnel remained involved in the design and implementation of "Follow Through", although it appeared they were working at separate ends from the planning group of the OEO, who viewed "Follow Through" as an empirical investigation. Much of what occurred during the planning stage—which Egbert describes "as a time of haste and confusion"—was an attempt to satisfy constituencies of both perspectives.
Washington County Closed-Circuit Educational Television Project
William M. Brish had an idea in 1956 to experiment with teaching the K-12 grades using instruction by live television and pre-recorded programs. He was Superintendent of Schools for Washington County, Maryland, at the time. The project was dubbed "Pioneering Experiment". It was financed by the Electronic Industries Association and the Fund for the Advancement of Education of the Ford Foundation, (the Chesapeake and Potomac Telephone Company was partly involved also in the financing). It was a program costing two million dollars and was spread out over a five-year term (1956–1961). The Ford Foundation Fund along with the Electronic Industries Association contributed some $200,000 a year to the project over the five-year period. These two organizations gave almost $1,500,000 to the Project in the five years it was functional.
Follow Through (project)
In President Lyndon B. Johnson's 1967 state of the union address, he proposed $120 million for the program, to serve approximately 200,000 children from disadvantaged backgrounds. However, when funding for the project was approved by the United States Congress, a fraction of that amount—merely $15 million—was authorized. This necessitated a change in strategy by the Office of Economic Opportunity (OEO), the government agency charged with oversight of the program Instead, program administrators made the "brilliant decision... (to) convert "Follow Through" from a service program to a research and development program".
Comprehensive school
The Australian education system is organised through three compulsory school types. Students commence their education in Primary school, which runs for seven or eight years, starting at kindergarten through to Year 6 or 7. The next is Secondary school which runs for three or four years, from Year 7 or 8 to Year 10. Finally, Senior Secondary school which runs for two years, completing Years 11 and 12. Each school tier follows a comprehensive curriculum that is categorised into sequences for each Year-level. The Year-level follows specific sequence content and achievement for each subject, which can be interrelated through cross-curricula. In order for students to complete and graduate each tier-level of schooling, they need to complete the subject sequences of content and achievement. Once students have completed Year 12, they may choose to enter into Tertiary education. The two-tier Tertiary education system in Australia includes both higher education (i.e.: University, College, other Institutions) and vocational education and training (VET). Higher education works off of the Australian Qualifications Framework (AQF) and prepares Australians for an academic route that may take them into the theoretical and philosophical lenses of their career options.
Junior Cycle
Transition Year (TY) () is an optional one-year programme that can be taken in the year after the Junior Certificate in Ireland and is intended to make the senior cycle a three-year programme encompassing both Transition Year and Leaving Certificate.Circular M31/93, Department of Education, Ireland, 1993 The idea of such a year is strange in other countries, as they don't have the same year. Transition Year was created as a result of the Programme for Economic and Social Progress which called for a six-year cycle of post-primary education.
Secondary education in the United States
Compulsory education first became required in Massachusetts upon the passing of the Compulsory Attendance Act of 1852. The law required that all children eight to fourteen to attend school for three months out of the year, and of these twelve weeks, six of them had to be consecutive. The only exceptions to this law was if the child already attended another school for the same amount of time, proof the child had already learned the material, if they lived in poverty, or the child had a physical or mental disability preventing them from learning the material.
Educating Essex
Educating Essex is the first series of the British documentary television program "Educating" produced by Twofour for Channel 4 that ran for seven episodes from September to November 2011. It uses a fly on the wall format to show the everyday lives of the staff and pupils of Passmores Academy, a secondary school in Harlow, Essex, interspersed with interviews of those involved and featuring narration from the director and interviewer, David Clews.
Thayer Learning Center
The Thayer Learning Center or TLC was a military based, Christian boarding school boot camp for troubled teens in Kidder, Missouri from 2002 to 2009. The program enrolled over 100 students and costs run up to $4,000 a month. The program stated that it "...changes, reunites, and restores hope to families across the nation." There has been some controversy in past years. The center is one of many facilities for troubled teens listed on the watch list on the International Survivors Action Committee (ISAC).website. For more information on the ISAC allegations, see the ISAC website here..
Socialist Education Movement
The goal of the movement was to cleanse politics, economy, organization, and ideology (the four cleanups). It was to last until 1966. What this movement entailed was that intellectuals were sent to the countryside to be re-educated by peasants. They still attended school, but also worked in factories and with peasants.
Operation Breakthrough (program)
Operation Breakthrough, an anti-poverty movement, was established in Durham, North Carolina in August 1964. It played a prominent and influential role in the expansion of the Civil Rights movement in Durham. Terry Sanford, its founder, managed to develop that through the help and involvement of the North Carolina Fund. A Member of the Democratic Party, Sanford was the former governor of North Carolina and was highly respected for his intervention in the improvement of public education. Indeed, in the 1960s, the education system in place in North Carolina was very poor as one quarter of the adults above 25 years old had received an education inferior to sixth grade, making most of them illiterate. Because of the high success of the program, the concept developed through the North Carolina Fund was mimicked throughout the nation, transforming what initially was a state wide program to a national program. Throughout this movement, activism played a fundamental role as the main aim of the program consisted in changing the economic situation of a state through the use of political and social power.
People to People Student Ambassador Program
Since its founding, nearly half a million students, adults and athletes have participated in the ambassador programs. Since 2002, the services offered have been operated by Ambassadors Group, a for-profit company. Though open to international primary and secondary school students, programs are primarily for American students aged 10 through 18. The typical length of a program is three weeks for a group of thirty to forty students. . The organization currently operates as a for-profit travel company with income of almost 100 Million. Ambassadors Group ceased operations for student travel on July 13, 2015. Beginning in 2016, Enriching Cultural Experiences (ECE) International will serve as the travel provider of People to People International replacing the Ambassadors Group.
The University Transition Program
The University Transition Program, often called the Transition Program or simply Transition, is an early college entrance program funded by the Vancouver School Board, the University of British Columbia and the BC Ministry of Education that is based in the University of British Columbia in Vancouver, British Columbia, Canada. Each year, the program accepts around 20 new students between the ages 12 and 15, half of which are from outside the Vancouver School District. This is out of approximately 200 applicants; rigorous testing must be performed to select acceptable candidates. Over the course of two years, students aim to complete the required high school curriculum along with some university level coursework. When they graduate from the program, the students usually are accepted into UBC earlier than they would if they had graduated from a regular high school (aged 14–17 instead of 18–19). The program was first established in 1993 by the Vancouver School Board, British Columbia Ministry of Education and the University of British Columbia. Students of the program have access to most UBC facilities and possess UBC undergraduate student cards. The program held its 20th anniversary on May 15–17, 2015.
Follow This
Follow This is an American documentary television series produced by BuzzFeed. The show was released on Netflix on August 23, 2018. Netflix ordered 20 episodes for the show, initially releasing the first 7 episodes in August 2018, with 7 more episodes in September and 6 more episodes in November 2018.
Follow Through (project)
"Follow Through", like "Head Start", was enormous in scope, and designed to remedy the fact that "poor children tend to do poorly in school". Despite the cut in funding, it nevertheless served a substantial number of students. At its height, the program would grow to encompass 20 different sponsored interventions and approximately 352,000 "Follow Through" and comparison children in 178 projects nationwide.
Education in the Philippines
There are four "phases" during the implementation of the new system. These are:
In terms of preparing the resources, specifically classrooms, teacher items, textbooks, seats, and water and sanitation improvements, the following table shows the accomplished material from 2010 to 2014 and those planned for 2015.
The Department of Education's justifications in this change, in implementing 13 years of basic education, is that the Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two), and that the 13-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally.
Advanced Passenger Train
Jones did so, and spent the next two years walking the corridors of Whitehall when one civil servant after another agreed that it was a great idea but that it was really the job of someone else to approve it. In spite of being repeatedly put off, Jones persisted, especially with Government Chief Scientist, Solly Zuckerman, to arrange a stable funding system for the entire topic of railway research. This was finalised as the Joint Programme between the Ministry of Transport and the British Railways Board, sharing the costs 50:50. The Programme would run sixteen years from January 1969 to March 1985. The first two programmes were APT and the Train Control Project.
Follow Thru (musical)
Follow Thru (musical) is a musical comedy with book by B. G. DeSylva and Laurence Schwab, lyrics by B. G. DeSylva and Lew Brown, music by Ray Henderson.
Produced by Laurence Schwab and Frank Mandell, the Broadway production opened on January 9, 1929 at the Chanin’s 46th St. Theatre for a total run of 401 performances. The show was directed by Edgar MacGregor and used set designs by Donald Oenslager. The cast included Jack Haley, Zelma O’Neal, John Barker and Eleanor Powell.
Points-based immigration system (United Kingdom)
The Post Study Work scheme combined the previous one-year International Graduates Scheme (IGS) and two-year Fresh Talent - Working in Scotland Scheme (FTWiSS) into a single UK-wide two-year work scheme. Those already working under the IGS could have switched into the new scheme for a maximum total leave of 24 months. The UK Border Agency described Tier 1 (Post Study Work) as "a bridge to highly skilled or skilled work. People with Post Study Work leave are expected to
switch into another part of the points system as soon as they are able to do so". The route was closed to all extension applicants on 6 April 2015 and subsequently fully closed to all applicants (including settlement) on 6 April 2018.
Follow the Sun (TV series)
Follow the Sun is an American adventure and drama series which ran for thirty episodes on the ABC television network from September 17, 1961, through April 8, 1962.
IB Diploma Programme
The first six years of the IB Diploma Programme, with a limited number of students, are referred to as the "experimental period". Each school was to be inspected by ISES or IBO and had to be approved by their government. The experimental period ended in 1975, and in that year, the International Baccalaureate North America (IBNA) was established as a separate entity, allowing the funding for implementation of the IBDP to remain in the country rather than being sent to Geneva. The first official guide to the programme containing its syllabus and official assessment information was published in 1970 and included the theory of knowledge course. The extended essay was introduced in 1978, but creativity, action, service (CAS), although mentioned in guides beforehand, was not specifically identified in the guide until 1989.
Follow Through (project)
In typical scientific experiments, treatment and control groups are selected through random assignment. Because "Follow Through" was an experiment designed to evaluate the efficacy of a number of interventions in local districts, districts chose the interventions they wanted implemented in their schools. This method of selecting a desired intervention among several candidates is called planned variation. One publication refers to it as "random innovation". Actually, there is nothing random about it. Planned variation was thought to be advantageous over random assignment because it gave local communities (e.g. community members, parents, administrators, and teachers) an element of local control over the implementation of their program. In fact, Hill believed that programs like "Follow Through" "can be... permanent sources of advocacy pressure on behalf of the goals and beneficiaries of federal programs".
Youth Challenge Program
The Youth Challenge Program is a program for at-risk youth run by the National Guard of the United States, which consists of Youth Challenge Academies (known as YCA's) in each participating state. The stated mission of the Youth Challenge Program is "to intervene in and reclaim the lives of at-risk youth to produce program graduates with the values, skills, education and self-discipline necessary to succeed as adults." The program accepts 16- to 18-year-old male and female high school dropouts who are drug-free and not in trouble with the law. The program lasts for 17½ months. The first 5½ months are part of the quasi-military Residential Phase. The last 12 months are part of the Post-Residential Phase. Most participants will earn their GED or a high school diploma by the end of their Residential Phase.
Educational stage
The last school before higher education is called "gymnasiet" (ongoing school) and is voluntary, though most choose to attend. At this level students decide among separate career-related schools. Some of the more practical schools last only two years, and some students may choose to attend an extra year to study higher education. The typical duration is three years, though some schools offer a four-year program to enable students to engage in more athletics or gather real work experience.In England and Wales education is divided into two stages: primary education and secondary education. Required assessment within the National Curriculum takes place in years 2 and 6 (National Curriculum assessments) and Year 11 (GCSEs). School education is generally followed by two years of further education – often in a 6th form or 6th form college and then three or four years at university by those who decide to stay in education.
List of secondary education systems by country
The Senior High School (SHS) curriculum lasts for three years (was extended a four-year curriculum from 2007 to 2009). The SHS ends on a final exam called the West African Senior School Certificate Examination (WASSCE), and to get into a university the student must have at least a credit in three of four core subejectMath,English, Social studies, Integrated Science program and three other electives.
Breakthrough Collaborative
Breakthrough Collaborative (formerly Summerbridge National) is the umbrella organization of a collaborative of programs across the United States and in Hong Kong that aim to effect positive change in urban schools. Breakthrough offers high-potential, under-served middle school students the opportunity to participate in rigorous academic enrichment programs throughout the summer and school year. Students make a commitment to participate in the program through middle school and high school and in turn, Breakthrough provides many services to students and their families, ranging from academic enrichment to one-on-one tutoring to high school and college preparation. Additionally, all Breakthrough classes are taught by talented, high-achieving high school and college students from around the country who are interested in the field of education. Through the teacher development program offered by Breakthrough, these young educators become potential candidates for professional teaching and educational leadership positions after college. Teaching at Breakthrough has been named a Top Ten Internship in America by the Princeton Review, as well as other prestigious national organizations, and a 1999 Stanford University report stated that "72% [of Breakthrough teachers] went on to work in other educationally related careers or internships after teaching at a Breakthrough site."
All-through school
An All-through school is a school which provides both primary and secondary education. In the United Kingdom, they accept children at age 4, and school them right through to the age of 16 (or 18 with a sixth form).
Milwaukee-Downer College
Three presidents led Milwaukee-Downer College from 1895 to 1964: Ellen Clara Sabin from 1895 to 1921, Lucia Russell Briggs from 1921 to 1951, and John B. Johnson from 1951 to 1964. Under Sabin's leadership, the college established a curriculum emphasizing the liberal arts and the cultivation of moral and religious values. Two of the college's long-lasting curricular specializations were home economics and occupational therapy. The program in home economics was established in 1901, and the occupational therapy program was one of the first in the country, established in 1918-1919. Enrollment peaked during Lucia Briggs' tenure at 444 students in the 1946-47 scholastic year. Briggs was succeeded by John B. Johnson, a political science professor with teaching and administrative experience at only one place, Park College in Parkville, Missouri, before coming to Milwaukee-Downer. Under Johnson, the number of men on the faculty increased in almost every year, and the residence halls were closed to women faculty. Johnson also initiated a policy of hiring part-time, "ad hoc" faculty to teach one or two courses. Through the 1950s and early 1960s, enrollment declined in almost every year, from 278 in 1951-52 to a low of 176 in 1962-63.
Guiding Eyes for the Blind
Matching a guide dog to a blind person is arguably the most important part of the entire process. Any blind person can apply for the course; however, they receive an in-depth home interview and then are carefully evaluated based on their physical abilities and personalities before being matched with a dog. The guide dogs and students then meet and spend 26 days at the Yorktown Heights training facility learning to work safely with each other. The 4 month process the dogs just went through is pretty much repeated, but at a faster pace (i.e. 26 days). At the conclusion of this training, a graduation ceremony is held in celebration of the new partnerships and puppy raisers get to see their dogs become full-fledged guide dogs. After graduation, Guiding Eyes doesn’t just desert the new pair. Instructors provide follow-up services, as needed, to graduates in order to provide assistance, suggestions and general support as required. The average working life of a dog is 8–10 years. Often, the dog will live out his life in the home with the handler, if possible, alternately, Guiding Eyes makes sure that retired dogs are placed into loving homes..
Education in Czechoslovakia
Education was compulsory between the ages of six and sixteen from 1984 (i.e. 10 years, 1922-1948: 8 years, 1948-1984: 9 years). In 1974-75 planners began an education reform, shortening the primary cycle from nine to eight years and standardizing curricula within the secondary-school system. The state financed education, and all textbooks and instructional material below the university level were free (returned at the end of the semester).
Awang Semaun Secondary School
The school follows the national Secondary Schools' curriculum of the SPN-21 ("Sistem Pendidikan Abad ke-21") starting 2007. Under this system, students study a two-year common curriculum in Year 7 and Year 8 and are then channelled to five streams namely Express (two years programme), General Science (three years), General Programme (3 years), General Applied (3 years) and Special Applied (Edexcel) Programme. Channelling is determined by the results of the Students' Progress Examination at the end of Year 8.
Lifelong Learning Programme 2007–2013
The Lifelong Learning Programme 2007–2013 was established by "Decision No.1720/2006/EC of the European Parliament and of the Council of 15 November 2006". It was the single financial instrument available to the Commission for its directly managed education and training policies during the period covered by the European Union's 2007-2013 financial perspective. The Programme continued the main actions launched under previous action programmes (in particular, it brings together the various actions financed under the Socrates programme and the Leonardo da Vinci programme). It had six sub-programmes:The Programme's objectives are first, to support the development of quality lifelong learning (a reference to the first paragraphs of Articles 149 and 150 of the Treaty of Rome, which establish the European Union's duties in education and training in those terms); and thereafter to help member states of the European Union develop their own education and training systems. Although the objectives are expressed in somewhat abstract terms, they are underpinned by actions which concentrate on the creation of links between people, institutions and countries in education and training – what the programme describes as the "European Dimension" of education and training.
Follow Through (project)
Of course, it would have been ideal to have the kind of conclusiveness associated with laboratory experiments when we conduct social experiments in communities and schools. Andy B. Anderson (1975) wrote that "the idea of a controlled experiment has long been recognized as a goal worth pursuing in the social and behavioral sciences for the same obvious reason that made this mode of inquiry the predominant research strategy of the natural and physical sciences: the controlled experiment permits the most unequivocal assessment of a variable's influence on another variable". Particularly when experimentation is used as a tool for informing policy decisions (e.g., in recommending the efficacy of some instructional approaches with disadvantaged students over other, less effective interventions), the design should be of the highest degree of rigor possible. For a variety of reasons, "Follow Through" did not have the classic characteristics of a true experiment.
Follow Through (project)
Bank Street model. The Bank Street model was developed by Elizabeth Gilkerson and Herbert Zimiles of the Bank Street College of Education in New York. In this model, the students themselves direct learning: they select what tasks they wish to engage in, alone or with peers. The teacher arranges the classroom in ways that the sponsors believe will create the conditions for successful learning: various objects and media are available for children to interact with, and the teacher acts as a facilitator, guiding students through activities. According to the program sponsors, students use previously learned knowledge to construct new knowledge. According to the sponsors, given a safe and stable environment, learning is a process that occurs naturally.
Read More About It
Read More About It was a public service announcement campaign created as a joint venture between CBS and the Library of Congress that ran from 1980 to 1999 on CBS. The campaign, which usually aired one at the end of a special primetime program, was famous for its opening title sequence, which originally showed a live action TV set which zoomed in using stop motion that used pages on the side flipping into either the celebrity of the program aired or just on-screen graphics, which was remade in 1990 using computer animation that used CGI for the pages on the side of the TV flipping to revolve to the celebrity/graphics. The spiel in each PSA talks about learning more about what happened in the program, the books the Library of Congress suggests, and that they can be found in their local library or bookstore. It ended with either the celebrity of the program or an announcer saying, "Visit them. They'll be happy to help you "Read More About It"."
Follow Through (project)
"Follow Through" planners felt that they were responding to an important challenge in the education of disadvantaged students. It was generally hypothesized that the mere provision of specific supports in the form of federal compensatory programs—such as "Head Start" and Title I of the Elementary and Secondary Education Act—would result in increased academic achievement for disadvantaged children, if implemented faithfully by committed teachers. However, studies had shown that despite its successes, in general any gains that children made from "Head Start" (in measures of academic achievement) "faded out" during the first few years of elementary school. It was unclear to policy makers and others if the elementary school experience itself caused this phenomenon, or if specific approaches to instruction within schools were the problem. "Follow Through" intended to solve the problem by identifying what whole-school approaches to curriculum and instruction worked, and what did not. Subsequently, effective models were to be promulgated by the government as exemplars of innovative and proven methods of raising the academic achievement of historically disadvantaged students.
Secondary education in the United States
In 1892, in response to many competing academic philosophies being promoted at the time, a working group of educators, known as the "Committee of Ten" was established by the National Education Association. It recommended twelve years of instruction, consisting of eight years of elementary education followed by four years of high school. Rejecting suggestions that high schools should divide students into college-bound and working-trades groups from the start, and in some cases also by race or ethnic background, they unanimously recommended that "every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease."
Follow Through Magnet School
School 8 was built in 1838 at the corners of Franklin and Church Streets, the first school building that was built under the reorganized Buffalo Public Schools district. It came under criticism for its construction as its elaborate design and front pillars were more than required for the new school system. This building would be closed in 1883 due to a lack of enrollment, and the number 8 was transferred to a new school built in the growing East Side. In 1918, this building was destroyed by fire and replaced the following year by the current building. An addition was built to the school in 1961, and had a name change in 1976 as part of the desegregation plan. The building was closed in 2004 due to budget cuts, but served as a swing school for Dr. Martin Luther King Jr. Multicultural Institute, City Honors High School, and School 81 while their home buildings were being reconstructed. The building may be used to house Middle Early College High School and Buffalo's Adult Learning Program beginning with the 2013-2014 school year
The Whitworth Society
Today, the scholarship programme lasts for the duration of an individual's academic studies, typically 3-4 years of full-time degree studies. During this time, the individuals are termed "award holders" and are required to write annual progress reports to the awards committee outlining their own assessment of the achievements they've made, difficulties they've experienced and their plans for the following year. At the same time, their academic results must also be presented to the committee for review. An award holder does have access to an extensive network of experts and former Whitworth Scholars through the Whitworth Society as outlined in various case studies.
Thinkabout (U.S. TV series)
Thinkabout, "a cooperative project for acquiring skills essential to learning", is an instructional program for children, produced in 1979 by the Agency for Instructional Television, in association with various contributing television stations in the United States and Canada. There was also a sequel, titled Thinkabout II. It was distributed to PBS and educational stations across the US and Canada as late as the mid-to-late 1980s.
Transition Year
Transition Year (TY) () is an optional one-year school programme that can be taken in the year after the Junior Certificate in Ireland. However, depending on school population and funding it may not be available, and in other schools it is compulsory. It was intended to make the senior cycle a three-year programme encompassing both Transition Year and Leaving Certificate. For the most part the year is designed around giving students life skills, incorporating a work experience program. There are also many trips available to the students, foreign and local, aimed at giving a more hands on aspect to learning. There is a compulsory 'retreat' for team building and bonding within the TY program. It aims to help students mature and connect with their peers.Circular M31/93, Department of Education, Ireland, 1993 Transition Year was created as a result of the Programme for Economic and Social Progress which called for a six-year cycle of post-primary education. The mission statement of the Transition Year is:
Graduate Teacher Programme
The Graduate Teacher Programme (GTP) was a programme in England and Wales for graduates who want to gain Qualified Teacher Status while working. A person must work in a school as an unqualified teacher in order to participate in the programme, which can last from three months to a year. The Department for Education announced in mid-2012 that The Graduate Teacher Programme will no longer exist, and has now been replaced with a new scheme called School Direct. The last academic year the programme ran was 2012/2013.
Transcendental Meditation in education
The Fletcher Johnson Educational Center, a charter school with 1,500 students in Washington, D.C., introduced the TM program for schools in 1994. Its principal, George H. Rutherford, is a member of the DLF's Board of Advisors. The Ideal Academy Public Charter School began its program with the approval of the Washington, D.C. Board of Education in 1997. The 2005–2006 pilot project at Ideal Academy was conducted along with research to document the effects of the program. The Nataki Talibah Schoolhouse] in Detroit began using the program for students in the fifth through eighth grade in 1996 and was featured on the Today Show in 2003. The school has since been classified by the Skillman Foundation as a "High-Performing Middle School". Over the years, the program at Nitaki Talibah has been funded by various foundations including General Motors, Daimler Chrysler, the Liebler Foundation and the DLF. The program at the school has been researched by Rita Benn of the University of Michigan's Complementary and Alternative Medicine Research Center.
Crashing Through
Bonus tracks
Muddling Through
Muddling Through is an American television sitcom that aired on CBS from July 9, 1994 to September 7, 1994.
Follow Through (project)
Conceived and implemented in the midst of President Johnson's War on Poverty campaign of the 1960s, "Follow Through" "came out of larger plan which attempted to lay out the causes and cures of poverty in American society on a systemic basis". In addition to the landmark Elementary and Secondary Education Act of 1965, other initiatives included economic policies designed to maintain levels of high employment and federally subsidized job training specifically targeted at people from disadvantaged backgrounds. These programs were implemented amidst the turbulent era of the 1960s and 1970s; marked by the struggles and eventual enfranchisement of a number of formerly excluded constituencies "including African Americans, feminists, Hispanics, Native Americans, and parents of handicapped children".
American Gathering of Jewish Holocaust Survivors and their Descendants
Initiated in 1984 by Vladka Meed and jointly administered by the American Gathering and the USHMM, the Holocaust and Jewish Resistance Teachers' Program is a two-week summer program for middle school and high school teachers, both Jewish and non-Jewish alike, on trips to Holocaust sites in Poland and to Israel. Participating scholars come from Yad Vashem in Jerusalem, the Study Center at Kibbutz Lohamei HaGeta'ot, and the USHMM in Washington, D.C. to speak with teachers selected for the program. A biannual Alumni Conference of the program's participants further reinforces its goals to foster remembrance and toleration.
Education in Ghana
The Ghanaian education system is divided in three parts: "Basic Education", secondary cycle and tertiary Education. "Basic Education" lasts 11 years(Age 4-15), is free and compulsory. It is divided into Kindergarten(2 years), primary school(2 modules of 3 years) and Junior High school(3 years). The junior high school(JHS) ends on the Basic Education Certificate Examination (BECE). Once the BECE achieved, the pupil can pursue into secondary cycle. Secondary cycle can be either general (assumed by Senior High School) or vocational(assumed by technical Senior High School, Technical and vocational Institutes and a massive private and informal offer). Senior High school lasts three years and ends on the West African Secondary School Certificate Examination (WASSCE). Other secondary institutions leads to various certifications and diplomas. Tertiary education is basically divided into university (academic education) and Polytechnics(vocational education). The WASSCE is needed to join a university bachelor's degree program.A bachelor's degree lasts 4 years and can be followed by a 1 or 2 year Master. The student is then free to start a Phd, usually completed in 3 years. Polytechnics are opened to vocational students, from SHS or from TVI. A Polytechnic curriculum lasts 2 to 3 years. Ghana also possesses numerous colleges of education. New tertiary education graduates have to serve one year within the National Service Scheme. The Ghanaian education system from Kindergarten up to an undergraduate degree level takes 20 years.
Progressive education
From 1919 to 1955 the Progressive Education Association founded by Stanwood Cobb and others worked to promote a more student-centered approach to education. During the Great Depression the organization conducted the Eight-Year Study, evaluating the effects of progressive programs. More than 1500 students over four years were compared to an equal number of carefully matched students at conventional schools. When they reached college, the experimental students were found to equal or surpass traditionally educated students on all outcomes: grades, extracurricular participation, dropout rates, intellectual curiosity, and resourcefulness. Moreover, the study found that the more the school departed from the traditional college preparatory program, the better was the record of the graduates. (Kohn, Schools, 232)
Turks and Caicos Islands
Public education is supported by taxation, and is mandatory for children aged five to sixteen. Primary education lasts for six years and secondary education lasts for five years. In the 1990s, the island nation launched the Primary In-Service Teacher Education Project (PINSTEP) in an effort to increase the skills of its primary school teachers, nearly one-quarter of whom were unqualified. Turks and Caicos also worked to refurbish its primary schools, reduce textbook costs, and increase equipment and supplies given to schools. For example, in September 1993, each primary school was given enough books to allow teachers to establish in-class libraries. In 2001, the student–teacher ratio at the primary level was roughly 15:1. The Turks and Caicos Islands Community College offers free higher education to students who have successfully completed their secondary education. The community college also oversees an adult literacy program. The Ministry of Health, Education, Youth, Sports, and Women's Affairs oversees education in Turks and Caicos. Once a student completes their education at Turks and Caicos Islands Community College, they are allowed to further their education at a university in the United States, Canada, or the United Kingdom for free. They have to commit to working in The Turks and Caicos Islands for four years to receive this additional education.
Project Strike Back
Project Strike Back was an FBI and US Department of Education program created after the September 11th attacks to review the financial aid applications of college students suspected in terrorism investigations. This project, uncovered by student Laura McGann at the Medill School of Journalism, sought to discover if college aid money was being fraudulently obtained to finance terrorist plots. Through the Inspector General of the Department of Education, the FBI was able to scan millions of financial aid records, although they searched for only several hundred names in total. According to Freedom of Information Act requests, the program began just 10 days after September 11 and was discontinued in June 2006. The first FBI requests to the Department began on September 24, 2001, but according to the Office of Inspector General, they diminished in the following years.
Association Citizens Educational Center
Total duration of the school program is 7 years. Students at the conclusion of a certain educational level may continue their education to the next level after which student receives a Certificate. At the end of the 7 years overall program the examiner (student) will present the candidate with a Diploma of music
Avance (non-profit organization)
The effectiveness of the Parent-Child Education Program was evaluated over a four-year period, from 1987-1991 with support from the Carnegie Corporation of New York. The evaluation studied a group of 486 individuals, comprising 207 participants in the AVANCE program and 279 in a control group. The data collected related to maternal knowledge, behavior, attitudes and continuing education. The study continued over a two-year period and concluded that "most of the program goals were attained to an impressive degree." It found the two-generation Parent-Child Education Program for low-income families to be beneficial in such aspects as the home learning environment, maternal behaviors and attitudes towards children. A review of the program in Early Childhood Education Journal found that children in the AVANCE-Dallas chapter academically outperformed their peers. In the 2005 TAKS (Texas Assessment of Knowledge and Skills), 88% of child graduates met the passing standard for reading, compared with 73% in the Dallas Independent School District and 83% in the state.
Thru-hiking
In United States, the term is most commonly associated with the Appalachian Trail (AT), the Pacific Crest Trail (PCT), and the Continental Divide Trail (CDT), but also refers to other end-to-end hikes. The Appalachian Trail Conservancy defines a through hike as one completed within a twelve month period; this definition is used by many groups.
Passing Through (film)
Passing Through (also known as Passing Thru) is a 1921 American silent comedy film directed by William A. Seiter and written by Agnes Christine Johnston, and Joseph F. Poland. The film stars Douglas MacLean, Madge Bellamy, Otto Hoffman, Cameron Coffey, Fred Gamble, Bert Hadley, and Margaret Livingston. The film was released on August 14, 1921, by Paramount Pictures. It is not known whether the film currently survives, which suggests that it is a lost film.
List of secondary education systems by country
In Brunei, secondary school lasts for five years, beginning in year 7 and ends in year 11, and typically aged 12 to 16. Entry to secondary school is based on "Penilaian Sekolah Rendah" "(PSR)" or Primary School Assessment taken at the end of year 6 in primary school. Secondary years are divided into lower secondary and upper secondary. The former takes two years and, under the new education system "Sistem Pendidikan Negara Abad ke-21" (translatable as 21st Century National Education System), the major assessment is Student Progress Assessment, replacing the phased out "Penilaian Menengah Bawah" or Lower Secondary Assessment. Students then proceed to upper secondary, which takes three years and culminates in the sitting of Brunei-Cambridge General Certificate of Education Ordinary Level or simply known as O Level. Students may then continue to the two-year sixth form, where they eventually sit for A Level for admission to bachelor's degree, or proceed to technical and vocational education where they can undertake various certificate and diploma programmes.
Follow Through (project)
Was "Follow Through" a social or scientific program? After an initial period, new regulations mandated that 80 percent of "Follow Through" funding was to be allocated to the provision of service while 20 percent was to be used for knowledge production. The regulations themselves suggest that "Follow Through" was principally "a federally funded education program which contained a built-in research component". An inevitable conflict exists when one attempts to operationalize a federal program in education that possesses both service delivery and research and development objectives. Rivlin "et al." point out that "the byzantine complexity of the public policymaking process makes the conduct of social experiments extremely difficult". Given the reduction in funding, the decision to engage in an effort to evaluate the effectiveness of various interventions in an empirical experiment appears appropriate and straightforward. However, if the change is not reflected in Congressional legislation or communicated clearly at the local level, issues of implementation and conflict with deeply held values inevitably result. There is much evidence that indicates confusion about the intent of the "Follow Through" evaluation at the administrative level.
Adrienne Arsht Center for the Performing Arts
Educational programs, many of which are planned with Miami-Dade Public Schools, Miami-Dade County Department of Cultural Affairs, the resident companies, and community-based organizations, offer unique opportunities for young people and adults to learn about and enjoy the performing arts both in the Center and out in their communities. Examples include Ailey Camp, a six-week full scholarship summer camp which debuted in 2009; and the Learning Through the Arts program, which provides live music, theater and dance components via the public school system's Passport to Culture initiative. Rock Odyssey is the flagship of the Learning Through the Arts program. It brings 25,000 fifth graders to the Center every year to enjoy a live rock-and-roll musical based on Homer's Odyssey - all free of charge to students and schools.
Billie Orr
Dr. Orr was active in public education for over twenty years in Arizona, and became the deputy Superintendent of Public Education. With her leadership, Arizona implemented the most vigorous charter school program in the country.
She left the Arizona Department of Education in 2001 to become the president of the Education Leaders Council in Washington, D.C. Education Leaders Council is a non-profit, conservative education reform organization founded by a number of state school officials in 1995. It was an alternative to Council of Chief State School Officers, a more liberal oriented organization with close ties to the teacher unions such as National Education Association (NEA) and the American Federation of Teachers (AFT). In that role she actively promoted increased standards in education and teacher preparation. ELC gained federal funding for its project, Following the Leaders, to implement the reform policies of the new federal education law. However, an investigation by the U.S. Department of Education initially suggested that ELC did not comply with federal regulations for the funds it was expending, and federal procurement standards. A final audit, however, showed that ELC’s financial and administrative management had actually undercharged the Department of Education and outstanding grant funding was ultimately paid to the ELC and its spin-off organization, Following the Leaders by the Department of Education. Orr’s original contract was extended to 2004.
She has consistently promoted school choice and advocated at the local, state, and national levels for increased standards for students and teacher preparation, emphasizing equality for all students from the gifted, to special needs children, to the disadvantaged. In this effort she worked closely with local, state and federal officials.
She serves as the director of Willow Hills Baptist Church adult bible studies and is a volunteer serving brain-injured individuals and Special Olympics. Previously she was director of advancement at the Montana Bible College.
Break Through (book)
Break Through: From the Death of Environmentalism to the Politics of Possibility, first published in October 2007, is a book written by Ted Nordhaus and Michael Shellenberger, both long-time environmental strategists. "Break Through" is an argument for a positive, "post-environmental" politics that abandons the traditional environmentalist focus on nature protection for a focus on creating a new sustainable economy.
Follow Through (project)
In 1972, the OE created the Joint Dissemination Review Panel (JDRP) and the National Diffusion Network (NDN) to disseminate information about effective models to schools and districts nationwide. JDRP reviewed programs for effectiveness according to a mixture of empirical and holistic criteria. NDN was responsible for disseminating the results based on the recommendations of JDRP. Watkins (1997) criticizes the dissemination criteria for two reasons. First, the organizations identified programs for dissemination that had not been part of the "Follow Through" experiment and for which there was no empirical validation. Second, JDRP and NDN endorsed programs that showed improvement in areas "such as self-concept, attitude, and mental or physical health (of students) ... (or) if it has a positive impact on individuals other than students, for example if it results in improved instructional behavior of teachers" (p. 47), but did not raise students' academic achievement. Thus, programs "that had been incapable of demonstrating improved academic performance in the "Follow Through" evaluation" were recommended for adoption by schools and districts. Watkins cites the former Commissioner of Education, Ernest Boyer, who wrote with dismay that "Since only one of the sponsors (Direct Instruction) was found to produce positive results more consistently than any of the others, it would be inappropriate and irresponsible to disseminate information on all of the models".
Expanded learning time
In 1993, the landmark Massachusetts Education Reform Act (MERA) created the framework for unprecedented improvements in students' learning, teachers' professionalism, school management, and equity of funding. As a result of MERA, 54 distinct activities were initiated by the then Department of Education to implement the Act In 1995, the First Annual Implementation Report was released, which separated the 54 activities into five goals and evaluated their impact on education throughout the Commonwealth. In the analysis of the first goal—to establish new standards and programs for students that ensure high achievement—the report concluded, "If schools are to meet the enormous demands of assisting students in meeting these new standards, it may become necessary to increase the amount of time that students spend directly involved in education." The legislature then charged the Board of Education to form the Massachusetts Commission on Time and Learning with a mandate to develop "a plan to extend the time during which students attend school to reflect prevailing norms in advanced industrial countries and to address the educational needs of children in the Commonwealth."
Philippines
On May 15, 2013, the Philippines implemented the Enhanced Basic Education Act of 2013, commonly known as K–12 program. It added two more years to the country's ten-year schooling system for primary and secondary education. The country was then hit by Typhoon Yolanda (Haiyan) on November 8, 2013, which heavily devastated the Visayas. When the United States President Barack Obama visited the Philippines on April 28, 2014, the Enhanced Defense Cooperation Agreement, was signed, paving the way for the return of United States Armed Forces bases into the country.
High School and Beyond
High School and Beyond (HS&B) is a national longitudinal study originally funded by the United States Department of Education’s National Center for Education Statistics (NCES) as a part of their longitudinal studies program. NORC at the University of Chicago, then known as the National Opinion Research Center, developed the sample design and performed the data collection for the study. The study surveyed students from 1,015 public and private high schools on their cognitive and non-cognitive skills, high school experiences, work experiences, and future plans.[1]. Baseline surveys were administered in 1980, with follow-up surveys in 1982, 1984, 1986, and 1992.[2]
Pacific Flying Club
The program, started in 2002, has recently undergone changes and an update to the syllabus. It is delivered in four consecutive academic terms, with small breaks for holidays and flying time. Program length has been extended to 18 months in total duration, up from 16 months originally. This was partially for additional breaks and flying, allowing for the possibility of extended periods of inclement weather.
Direct instruction
Direct Instruction is recognized as one of two effective models of comprehensive school reform and, in many cases, can be integrated into a tiered model system to address students with developing problems. The findings from Project Follow Through, conducted in a variety of selected communities throughout the United States, suggested that Direct Instruction is the most effective model for teaching academic skills and for affective outcomes (e.g., self-esteem) of children. Recent large-scale studies (1997–2003), such as the Baltimore Curriculum Project, show that it is possible to help schools that are in the lowest twenty percent with respect to academic achievement steadily improve until they are performing well above average. In some cases, school achievement improved from the 16th percentile to above the 90th percentile.
Lively District Secondary School
The Transition Program is a four-year program which provides instruction for the student who has significant difficulties meeting academic demands of the regular secondary school program. The emphasis of this program is on the transition to the workplace and the enhancement of independent living skills. Students receive a Certificate of Accomplishment upon completion of the four-year program.
Education in Ghana
The year 1987 marked the beginning of new series of reforms: The military coup of Jerry Rawlings in 1981 had been followed by a period of relative political stability and opened the way to broader international support. The Rawlings government had gathered enough founds from numerous international organizations (including the World bank) and countries to afford massive changes to the educational system. The 1987 Education Act aimed at turning the 1974’s Dozbo committee measures into reality: a national literacy campaign was launched, pre-tertiary education was reduced from 17 to 12 years and vocational education appeared in Junior High School. Education was made compulsory from 6 to 14. The reform succeeded in imposing a new education structure, as well as to increase the enrollment and the number of infrastructure. Yet the promise of universal access to basic education was not fulfilled. Vocational programs were also considered as a failure. The return to constitutional rule in 1992, though still under Rawlings government, gave a new impulse by reclaiming the duty of the state to provide a free and compulsory basic education for all. The local government Act of 1993 initiated the decentralization in education administration, by transferring power to district assemblies. The Free, Compulsory and Universal Basic Education(FCUBE) provided an action plan for the period 1996-2005, focusing on bridging the gender gap in primary-school, improving teaching materials and teacher’s living condition. It was later completed by significant acts, like the creation of the “Council for Technical and Vocational Education and Training” in order to promote vocational education(2006), or the founding of the national accreditation board (2007), introducing a national accreditation for all tertiary level institution. In 2007-2008, the two years in Kindergarten were added to the free and compulsory education (which is now going age 4 to 14).
Dover Area High School
Project 720 was a high school reform program implemented for three years under the Rendell administration. The intent was to increase academic rigor and improve the instruction of teachers in the Commonwealth’s high schools. Teachers were expected to use data driven instructional practices and to meet the needs of diverse learners. The 720 in the name referred to the number of days a student was in high school in ninth through 12th grades. High school’s applied for funding and were required to agree to report to the PDE their plans, their actions and the outcomes. In 2007-08 budget year, the Commonwealth provided $11 million in funding. Dover Area School District did not participate in any of the three years. There were 161 PA public school districts that got extra funding. For 2010-11, Project 720 funding was decreased to $1.7 million by Governor Rendell. The grant program was discontinued effective with the 2011-12 state budget.
Follow Through (project)
Wisler "et al", in their review of the "Follow Through" experience, wrote that it was likely that no other educational data has been examined more extensively, excepting the Equality of Educational Opportunity Survey. At least three major reevaluations of the "Follow Through" data exist in the literature: House, "et al." (1978); Bereiter and Kurland (1981); and Kennedy (1981). All largely confirm the original statistical analysis conducted by Abt Associates. Generally, the consensus among most researchers is that structured models tended to perform better than unstructured ones, and that the Direct Instruction and Behavior Analysis models performed better on the instruments employed than did the other models.) Most critiques of the "Follow Through" experiment have tended to focus on the operational and design problems that plagued the experiment. In particular, these critiques note that there was more variation within a particular model than there was from model to model. This problem has largely been attributed to the problem of how to measure the effectiveness of a particular implementation; the measures used were largely qualitative and anecdotal. In some instances, sites were included in the analysis that had ceased to implement specific models, or the model sponsors had serious reservations about the way particular models were implemented.
Education in Albania
The term of study in the institutes of higher education lasted three to five years, and tuition was also free at this level. Provision was made to expand higher education by increasing the number of full-time students, setting up new branches in places where there were no post-secondary institutes, and organizing specialized courses in which those who had completed higher education would be trained to become highly qualified technical and scientific cadres. All full-time graduate students had to serve a probationary period of nine months in industrial production and three months in military training, in addition to the prescribed military training in school. There were also post-secondary Party schools, such as Lenin Higher Party School, which existed simply to promote the regime's philosophy.