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The achievement of learning objectives can be measured through an exact and precise authentic assessment. Hence, it is important to perform an authentic assessment that is ideal following the curriculum. As the implementation process, it is needed to evaluate to perceive if there are lacks and obstacles encountered by the teacher and then find the solution. This article was prepared to review three evaluation results related to the implementation of authentic assessment in thematic learning in several elementary schools. The evaluation results reviewed include journals issued in authorized journals. The method used a systematized review of the evaluation results. A review is done by identifying, assessing, examining the success of the program, and providing suggestions on some of the evaluation results. The results of the review show that the implementation of authentic assessment in thematic learning in elementary schools has not been fully carried out ideally and according to the curriculum. Some of the contributing factors are the teacher's shortage of understanding in preparing assessment instruments and the process of practicing them in learning. Inputs and recommendations related to the implementation of authentic 2013 curriculum assessments in primary schools will then be discussed in this article. [ABSTRACT FROM AUTHOR]

Teacher shortages have created an influx of alternatively certified teachers, which raises questions about the effect these teachers are having on classrooms. This study explored potential differences in mathematics teachers’ beliefs based on their path to certification. An ANOVA revealed differences in beliefs among the four certification pathways explored, such as teachers certified through a traditional mathematics education program self-reported significantly higher levels of mathematics identity and mathematics teacher identity than teachers certified through a traditional education program that was not mathematics specific. These findings have implications for educational stakeholders and policy makers when considering the certification pathway options available for potential teachers. [ABSTRACT FROM AUTHOR]

This paper discusses the history and the current situation of New China's human right education at university, reflects on the existing problems of the current situation of New China's human right education, and tries to give some suggestions for its future development. A lack of human right education at university for a long period since the new China was founded. Human right education appeared at university in the 1990s, and developed quickly in the recent decade. Many colleges and universities of China open the human rights law courses, establish the human rights research direction for the degree of master and doctor, do research program of human rights. The great improvement of China' human rights education at university should be confirmed while there are still the dissenting and conservative opinions about the openness of human rights courses for the students at Law School and for the ordinary students at university, more theory but less practice in human rights courses, less employment opportunities for the human rights major graduates; There is a shortage of qualified teachers of human rights and ext. The encouragement and investments by the government, improvement and development of human right teaching methods and contents will promote the China's human rights education. [ABSTRACT FROM AUTHOR]

The question of teacher supply has been of great interest for several decades now, as staffing schools with qualified teachers has become an increasingly national priority. More rigorous graduation and curricular requirements have added to this concern. This work investigates how teacher supply, and more particularly, undersupply relates to school performance and other school characteristics. Taking an organizational perspective on schools, with teacher undersupply as a characteristic of each school individually, this work looks at teacher supply and demand, and the relationship between school-specific undersupply and school performance and effectiveness. This analysis develops a demand formula to calculate within-school demand for each high school in the state of Michigan, and presents preliminary findings from an early application of this formula, then offers specific critiques and steps for further development of the formula. The goal of this analysis is to estimate the impact of school undersupply as an organizational feature of schools on school performance and effectiveness, and develop an understanding of how the supply of teachers within a given school relates to other organizational characteristics as well as outcomes. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

As demand for data expertise intensifies, educators are developing new programs to prepare professionals for emerging roles in data systems and services. They are challenged, however, by not knowing enough about evolving workforce needs and the state-of-the-art and emerging best practices at the forefront of the field. This interactive panel will report on recent studies on workforce demand and educational strategies that are meeting that demand through academic programs built in partnership with established data centers. This panel will offer insights from both LIS educators and practicing professionals in data centers, on building collaborations to develop curriculum and field experiences for students. [ABSTRACT FROM AUTHOR]

The article focuses on the development of TEACHES, a project that provides assistive technology (AT) training to special education teachers in Pennsylvania. The project aims to increase the supply of teachers with first-hand experience with disability issues. It has also created strategies for the recruitment and retention of special education teachers.