Program

 

 

 

Plenary Sessions

PISA 2012

Over a half-million students in 65 economies participated in the most recent round of the Program for International Student Assessment (PISA). Details of these results will be presented by the Organization for Economic Cooperation and Development (OECD), with discussion of implications for US and other schools. www.oecd.org/pisa/keyfindings/pisa-2012-results.htm
    

Scaling-Up Promising Reforms

Dr. Vivian Tseng and Dr. Kim DuMont of the W.T. Grant Foundation will lead a keynote session examining efforts to scale up reforms from idea to several schools, from several schools to dozens, and from substantial numbers of schools to hundreds or thousands of schools.  In a series of related sessions, we will include Multi-year Results from Ideas in Innovation (I3) Grants. These sessions will include presentations by developers ofreforms that have been awarded $30-$50 million dollars from the U.S Department of Education.   Efforts at scaling up Cooperative Learning, Knowledge is Power Program (KIPP), Success for All, Teach for America and other programs will be presented alongside 4th year external evaluations of the programs? effects.   

 

Teacher Effects

Dr. Tom Good, University of Arizona, and Dr. Daniel Muijs, University of Southampton, will discuss what we and practitioners need to
know.

 

School And System Effects Meta-Analyses leading toward High Reliability Reforms  Dr. Robert Marzano will present results from his meta-analyses of school- and system-level educational effects, driving toward his call for High Reliability Organization (HRO) structures in educational reform.  He will be joined by international scholars working in reviews of educational effects from diverse perspectives.  A follow-up session will examine the processes and decade-plus follow-up data from Neath Port Talbot Wales High Reliability Schools project and from a successful effort in Kentucky (USA) to use HRO principles to enhance transition between middle- and high-school years.

 

Turning Around Low Performing Schools  If there is one imperative of the world?s research on educational effectiveness, it was put forward by the late Ron Edmonds a third of a century ago.  We must improve schools that serve large numbers of less advantaged students.  In the USA, such schools are often concentrated in urban areas.  Perhaps no one has written more persuasively and done more to prepare school principals for the work of turning around historically low-performing schools than Dr. Dan Duke. He will present his research and related work.  Commentaries will be provided by US and World scholars.