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This paper focuses on the design of an assessment plan that can accurately measure the impact of using World Wide Web-based deliveries to increase performance. Key trends in technology and training are reviewed, and effective assessment of online training deliveries is examined. The Virtual Business Training Center (VBTC) is an integrated business resource center that provides students with access to online market research, project management, and other project-based data analysis opportunities. It also functions as a business lab and virtual training for business partners. The authors used this unique virtual project environment to facilitate the access of project data by students (retrieval, analysis, evaluation), re-post as work in progress onto a Web-based environment for business partners' participation, then edit or move onto the next project phase. Current research results indicate that the Web-based environment enhances access to both volume and timeliness of data and information. This virtual training platform also speeds up analysis and contributes to more effective project completion. The contribution to project success was measured by adherence to schedule, agreed-upon deliverables, and resource allocation. (Contains 14 references.) (MES)

This paper focuses on the design of an assessment plan that can accurately measure the impact of using World Wide Web-based deliveries to increase performance. Key trends in technology and training are reviewed, and effective assessment of online training deliveries is examined. The Virtual Business Training Center (VBTC) is an integrated business resource center that provides students with access to online market research, project management, and other project-based data analysis opportunities. It also functions as a business lab and virtual training for business partners. The authors used this unique virtual project environment to facilitate the access of project data by students (retrieval, analysis, evaluation), re-post as work in progress onto a Web-based environment for business partners' participation, then edit or move onto the next project phase. Current research results indicate that the Web-based environment enhances access to both volume and timeliness of data and information. This virtual training platform also speeds up analysis and contributes to more effective project completion. The contribution to project success was measured by adherence to schedule, agreed-upon deliverables, and resource allocation. (Contains 14 references.) (MES)

This paper focuses on the design of an assessment plan that can accurately measure the impact of using World Wide Web-based deliveries to increase performance. Key trends in technology and training are reviewed, and effective assessment of online training deliveries is examined. The Virtual Business Training Center (VBTC) is an integrated business resource center that provides students with access to online market research, project management, and other project-based data analysis opportunities. It also functions as a business lab and virtual training for business partners. The authors used this unique virtual project environment to facilitate the access of project data by students (retrieval, analysis, evaluation), re-post as work in progress onto a Web-based environment for business partners' participation, then edit or move onto the next project phase. Current research results indicate that the Web-based environment enhances access to both volume and timeliness of data and information. This virtual training platform also speeds up analysis and contributes to more effective project completion. The contribution to project success was measured by adherence to schedule, agreed-upon deliverables, and resource allocation. (Contains 14 references.) (MES)

This paper focuses on the design of an assessment plan that can accurately measure the impact of using World Wide Web-based deliveries to increase performance. Key trends in technology and training are reviewed, and effective assessment of online training deliveries is examined. The Virtual Business Training Center (VBTC) is an integrated business resource center that provides students with access to online market research, project management, and other project-based data analysis opportunities. It also functions as a business lab and virtual training for business partners. The authors used this unique virtual project environment to facilitate the access of project data by students (retrieval, analysis, evaluation), re-post as work in progress onto a Web-based environment for business partners' participation, then edit or move onto the next project phase. Current research results indicate that the Web-based environment enhances access to both volume and timeliness of data and information. This virtual training platform also speeds up analysis and contributes to more effective project completion. The contribution to project success was measured by adherence to schedule, agreed-upon deliverables, and resource allocation. (Contains 14 references.) (MES)

This paper focuses on the design of an assessment plan that can accurately measure the impact of using World Wide Web-based deliveries to increase performance. Key trends in technology and training are reviewed, and effective assessment of online training deliveries is examined. The Virtual Business Training Center (VBTC) is an integrated business resource center that provides students with access to online market research, project management, and other project-based data analysis opportunities. It also functions as a business lab and virtual training for business partners. The authors used this unique virtual project environment to facilitate the access of project data by students (retrieval, analysis, evaluation), re-post as work in progress onto a Web-based environment for business partners' participation, then edit or move onto the next project phase. Current research results indicate that the Web-based environment enhances access to both volume and timeliness of data and information. This virtual training platform also speeds up analysis and contributes to more effective project completion. The contribution to project success was measured by adherence to schedule, agreed-upon deliverables, and resource allocation. (Contains 14 references.) (MES)

This student guide is part of a protocol learning module designed to teach the prospective teacher the importance of being aware of classroom activities and some critical factors in deterring deviant behavior. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol materials, (b) a discussion of the concept of "withitness" or awareness, (c) two practice lessons in the recognition of awareness and proper techniques in the effective deterrence of deviant behavior, and (d) practice exercises in applying the techniques of "withitness" in simulated teaching situations. The principle underlying this module is that teacher behaviors which demonstrate a teacher's awareness of what is going on in the classroom tend to increase student work involvement and decrease disruptive student behavior. Four teacher behaviors are noted: (a) desisting--the teacher demonstrates "withitness" by telling students to stop the deviant behavior, being sure that the desist is directed at the initiating student and that it is administered before the deviant behavior spreads; (b) suggesting alternative behavior; (c) concurrently praising--the teacher avoids direct confrontation with the disruptive student by concurrently praising the nondeviant behavior of other students; and (d) describing--the teacher describes or has the disruptive student describe the desirable behavior which the student usually exhibits or should exhibit in place of the deviant behavior. (HMD)

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A central challenge in defense acquisition is the development of accurate cost and schedule estimates. The lack of discipline in estimating and unrealistic expectations in the early phases of programs have been often cited as common causes for poor performance of large programs (GAO, 2004, 2006). Initial estimates provided by contractors are known to anchor expectations (Aranda & Easterbrook, 2005), even when changes in personnel, technology, or budgetary priorities can affect the performance of a program. We examine the use of prediction markets as a tool for generating schedule estimates as a supplement to existing estimation methodologies.

A central challenge in defense acquisition is the development of accurate cost and schedule estimates. The lack of discipline in estimating and unrealistic expectations in the early phases of programs have been often cited as common causes for poor performance of large programs (GAO, 2004, 2006). Initial estimates provided by contractors are known to anchor expectations (Aranda & Easterbrook, 2005), even when changes in personnel, technology, or budgetary priorities can affect the performance of a program. We examine the use of prediction markets as a tool for generating schedule estimates as a supplement to existing estimation methodologies.

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a) instruction in the use of protocol learning modules, (b) a discussion of transitions in the classroom, (c) practice lessons for recognition of smooth classroom transitions, and (d) practice exercises for applying the techniques of a smooth transition in simulated teaching experiences. The principle upon which this module is based is that management techniques used by the teacher either facilitate or interfere with the smooth transition from one classroom activity to another. Three types of teacher behavior which interfere with smooth transitions are: (a) stimulus boundedness-the teacher is deflected from the main activity and reacts to some external stimulus that is unrelated to the ongoing activity; (b) thrust--the teacher bursts in suddenly on the children's activities in a manner that indicates that her own intent was the only determinant of her timing and point of entry; and (c) flip-flop--the teacher starts a new activity without bringing the original activity to a close and then returns to the original activity. (HMD)

Research Abstract - CS 632 IT Project Management Best Practices: Effective and Efficient Comm

Research Abstract - CS 632 IT Project Management Best Practices: Effective and Efficient Comm

Research Abstract - CS 632 IT Project Management Best Practices: Effective and Efficient Comm

Research Abstract - CS 632 IT Project Management Best Practices: Effective and Efficient Comm

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG)

38 pages ; 28 cm

38 pages ; 28 cm

38 pages ; 28 cm

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

Includes bibliographies and index

This student guide is part of a protocol learning module designed to teach the concept and use of group alerting in classroom management. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (1) instruction in the use of protocol modules, (2) a discussion of the concept of group alerting and its use in deterring disruptive behavior in the classroom, (3) lessons for recognition of instances of group alerting in classroom situations, and (4) practice exercises for applying the concept of group alerting in simulated teaching situations. The principle which underlies the concept of group alerting is that teacher behaviors designed to keep students alert will increase on-task behavior and reduce deviant behavior in the classroom. Three techniques of group alerting are noted: (1) questioning techniques--the teacher frames a question and pauses before calling on a reciter rather than naming a reciter and then giving the question; (2) recitation strategy--the teacher calls on reciters at random rather than calling on them in a predetermined sequence; and (3) alerting cues--the teacher alerts nonperformers that they may be called on. (HMD)

A survey of 18 students in Executive Refresher Course 76-3 (PM's, Deputy PM'S, and others at GS-15/Colonel level or higher) at the Defense Systems Management College was conducted to determine if project managers have difficulty in the management of their time, how many hours they averaged at their job each day, and the distribution of their time with respect to various time consumers. Results of the survey revealed that two-thirds of the PM's did not have enough time to adequately perform their management duties, were spending 12 hours a day at work, and took home an average of over one and a half hours worth of work each night. Time manangement principles that were developed from a review of related research were given an abbreviated test among 11 students of Program Managers Course 76-2 at the Defense Systems Management College. The results of the survey of the students who responded were unanimous in their conclusion that the principles were helpful in managing their time and thought that they would be helpful to a project manager. It can be concluded from the study that project managers have difficulty in managing their time and that although neglected, time management should be taught to project managers so as to preclude spending an inordinate amount of time to accomplish their job. An understanding and use of the time management principles delineated in the study should allow the manager to make much more effective use of his available time. (Author)

Launched in 2008, the Strategic Data Project, housed at the Center for Education Policy Research at Harvard University, seeks to bridge the divide between educational research and practice in order to transform the use of data in education to improve student achievement. Through the project, the authors build robust research partnerships with educational agencies--currently including 32 school districts, state education agencies, charter management and other non-profit organizations--in order to grow the analytic capacity of the agencies while also fostering more strategic and informed use of data for informing policy and practice. The proposed panel on the Strategic Data Project will have two primary aims. First, the authors will share background on the genesis of the Strategic Data Project, provide an overview of its key components and highlight how these components contribute to the effectiveness of each partnership overall. After providing a broad overview of the Strategic Data Project, including a summary of selected diagnostic analyses across several partner agencies, the authors will turn to the second aim of the proposed panel: to highlight the work of data fellows placed within two of their partner agencies.

This report describes the activities and outcomes of Project ACHIEVE, an innovative educational reform program targeting academically and socially at-risk and underachieving students. Project ACHIEVE began as a district-wide training program for school psychologists, guidance counselors, social workers, and elementary-level instructional consultants, and is not a school-based/whole-school professional developing program. Specifically, Project ACHIEVE places emphasis on increasing student performance in the areas of social skills and conflict resolution, improving students' achievement and academic progress, facilitating positive school climates, and in increasing parental involvement and support. This is done through an integrated progress of organizational and resource development, comprehensive inservice training and follow-up, and parent and community involvement. Project ACHIEVE's training is facilitated by pupil services personnel and involves regular and special education teachers, paraprofessionals, school staff, substitute teachers, bus drivers, and volunteers. In addition, the training is extended to and utilizes parent involvement and community agencies. Outcomes evaluations of Project ACHIEVE at three school sites in Florida and Texas indicate students increased their scores on reading, math, and language measures after the implementation of Project ACHIEVE. Discipline referrals also declined after program implementation. (CR)

The paper captures the project management experience of using process metrics to measure the development of a large software system for the U.S. government. The Command Center Processing and Display System-Replacement (CCPDS- R) program is a development effort consisting of three subsystems and over 6000, 000 lines of Ada source code executing in a distributed Digital Equipment Corporation VAX VMS environment. The initial subsystem called the Command Subsystem, consists of over 3000,000 lines of Ada source code and is 2 years into development with a successful Critical Design Review (CDR) held at month 25 of the contract. Utilizing the new Ada process model, over 280,000 lines of Ada source code have been developed and integrated into a working demonstration on the operational hardware. This approach has permitted the validation of the software design, allowed early analysis and resolution of the software performance issues, and provided extensive insight into the usability and flexibility of the system for the user community. This first program use of the incremental, demonstration based process model with related software metrics has been totally successful. The technology now is being transferred to other projects within the company. The U.S. Government acquisition agency has designated CCPDS-R as its flagship program and is basing new acquisitions on the approach utilized by the CCPDS-R program.

This student guide is part of a protocol learning module designed to teach the concept and utilization of learner accountability in classroom management. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains (a) instruction in the use of protocol modules, (b) a discussion of learner accountability and its use in improving classroom management, (c) lessons for recognition of examples of teacher use of learner accountability, and (d) practice exercises for applying learner accountability in teaching situations. The concept of learner accountability is based on the principle that when the teacher uses specific strategies to hold the student accountable for his work during class, they will increase student work involvement and reduce the frequency of disruptive behavior. Three techniques which will increase classroom management are: (a) goal-directed prompts--the teacher focuses on the student's goals by asking him about his work plans or work progress; (b) work showing--the teacher holds students accoutable for their work by having them show work or demonstrate skills or knowledge; and (c) peer involvement--the teacher involves students in the work of their peers by having them respond to another student's recitation or work activity. (HMD)

In FY93 the National Defense Authorization and Appropriations Act Congress directed DoD to set up a demonstration project to evaluate the use of the mail to provide maintenance-dose pharmaceuticals to eligible beneficiaries. The project's goal was to test customer acceptance of mail service pharmacy and the concept's potential for reducing health care costs and military staffing requirements prior to the establishment of a DoD-wide effort. The Defense Personnel Support Center (DPSC) is contracting with a private Sector mail service provider to provide this service. As the contract administrator, DPSC wishes to ensure that it have effective management procedures in place in the following four areas: Validation of customer eligibility; certification of contractor billing; monitoring of customer satisfaction; prevention of the diversion of product bought at government prices to commercial customers. This report recommends actions in the above areas that the DPSC should take to effectively manage its mail service contract and it recommendations actions that it can take to reduce the cost of mail service pharmacy contracts in the future.

CS 632 IT Project Management Best Practices: Effective and Efficient Communication Audio