Louis Volante
Datos Biográficos
| ID | 4633896 |
|---|---|
| NOMBRE | Louis Volante |
| NOMBRES | Louis |
| APELLIDO | Volante |
| FIRMA | VOLANTE L |
| AFILIACIONES | Brock University |
| ORCID | 0000-0002-8723-6774 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Educational assessment in Canada revisited
This article provides an overview of Canada’s decentralised education systems and describes recent changes in provincial, national, and international large-scale assessment programmes. We focus our analysis on the last 17 years to describe notable developments in policy and practice across Canada’s 10 autonomous provincial jurisdictions and 3 territories. The discussion examines the continued tensions that exist between formative and summative pu…
The AI 3 Model
The evolution of machine learning and large language models (commonly referred to as “artificial intelligence” [AI]) presents both opportunities and challenges for teaching and learning across K–12 and higher education contexts globally. Among the most pressing concerns is that these tools can undermine the integrity of student assessment and evaluation systems. This article investigates this timely issue by examining the intersections between AI…
The Relationship Between Education Funding and Student Performance in Unity Schools in Nigeria
Developing countries need to significantly increase education funding in order to meet the Sustainable Development Goal 4 (SDG 4) targets. The question remains as to whether increased funding leads to improved learning outcomes and whether allocated scarce resources are used efficiently to maximize learning outcomes. Using ordinary least squares (OLS) regression and stochastic frontier analysis (SFA), we investigate the relationship between educa…
Academic Resilience and Education Governance in a Post-Pandemic World
Academic resilience has taken on renewed significance in the aftermath of the pandemic — a generational event that disrupted the education of more than 1.5 billion students across the globe. Unsurprisingly, cross-national research has adequately documented the profound impact of school closures on traditional cognitive domains such as reading, mathematics, and science achievement. At the same time, COVID-19 has also brought into sharper focus the…
Empowering university teachers for Education for Sustainable Development
International trends in the implementation of assessment for learning revisited
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classro…
Service-Learning as a niche innovation in higher education for sustainability
Education for Sustainable Development (ESD) is a framework proposed by UNESCO to develop knowledge, skills, values, and behaviors in youth for sustainable development. As part of the global development agenda, higher educational institutions are expected to integrate ESD into their curricula. Service-Learning is a type of experiential learning in which students combine academic coursework with community service which is aligned with the learning …
The politicization of Pisa in evidence-based policy discourses
Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies – high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a …
Empowering youth for sustainability in universities
Purpose Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students’ sustainability competences, especially the action competence. This study aims to a…
Educational Recovery in the Aftermath of the Pandemic
This study expands on our previous research focusing on provincial educational policies to support students’ academic resilience during the pandemic, with the current focus being on the “recovery phase” of the pandemic (January 2022 to December 2023). Our analysis identified 46 provincial documents that addressed one or more of the three dimensions of academic resilience during this recovery period. Similar to our previous findings, a greater emp…
The rise and stall of standards-based reform
The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success o…
Bookshelf
Educators recommend books that have influenced them. Louis Volante recommends Aurelius’ Meditations. And Chelsey Barber recommends Writing Without Teachers by Peter Elbow
Pisa, global reference societies, and policy borrowing
The Programme in International Student Assessment (PISA) has become the prominent method of international comparison of the achievement of 15-year-old children in reading, mathematics, and science. Recently, the OECD, which administers PISA, has devoted a great deal of energy promoting the notion of “academic resilience”—which refers to the capacity of individuals to prosper despite encountering adverse circumstances. Countries are compared and c…
Leveraging AI to enhance learning
Artificial Intelligence (AI) technologies, such as ChatGPT, have ushered in a new digital era that presents formidable challenges related to cheating and plagiarism in the classroom. Although many school systems have reacted by banning AI language models and related applications, these technologies present opportunities to leverage formative assessment practices to enable students to demonstrate more complex and valued learning outcomes. Using th…
Academic Resilience During the Covid-19 Pandemic
This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K–12 students. The pan-…
Pisa and Education Reform in Europe
The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). …
Exploring Teacher Candidates' Assessment Literacy
Louis Volante, Xavier Fazio, Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development [Abstract], Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 30, No. 3 (2007), p. 749, 770
Essential Elements in Teacher Education
Using focus groups and individual interviews, student teachers’ perspectives on their program’s design and delivery were examined. Data analysis using constant comparison revealed a set of 10 essential elements for effective teacher education programs: diverse student bodies, effective program faculty, useful curricula and pedagogy, theory into practice orientation, program coherence, small class sizes, cohort class structure, supportive associat…
Sin obras prominentes en esta página.
Essential Elements in Teacher Education
Using focus groups and individual interviews, student teachers’ perspectives on their program’s design and delivery were examined. Data analysis using constant comparison revealed a set of 10 essential elements for effective teacher education programs: diverse student bodies, effective program faculty, useful curricula and pedagogy, theory into practice orientation, program coherence, small class sizes, cohort class structure, supportive associat…
Exploring Teacher Candidates' Assessment Literacy
Louis Volante, Xavier Fazio, Exploring Teacher Candidates' Assessment Literacy: Implications for Teacher Education Reform and Professional Development [Abstract], Canadian Journal of Education / Revue canadienne de l'éducation, Vol. 30, No. 3 (2007), p. 749, 770
Pisa and Education Reform in Europe
The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity (France); and (4) a negative equity trend (Finland). …
Academic Resilience During the Covid-19 Pandemic
This study employed a qualitative content analysis of provincial policy documents, following deductive methods, to examine academic resilience and education policy developments across Canada during the COVID-19 pandemic. More specifically, the study explicates the nature and scope of provincial policy responses to the global pandemic that address academic issues, physical health and well-being, and mental health issues for K–12 students. The pan-…
Pisa, global reference societies, and policy borrowing
The Programme in International Student Assessment (PISA) has become the prominent method of international comparison of the achievement of 15-year-old children in reading, mathematics, and science. Recently, the OECD, which administers PISA, has devoted a great deal of energy promoting the notion of “academic resilience”—which refers to the capacity of individuals to prosper despite encountering adverse circumstances. Countries are compared and c…
Leveraging AI to enhance learning
Artificial Intelligence (AI) technologies, such as ChatGPT, have ushered in a new digital era that presents formidable challenges related to cheating and plagiarism in the classroom. Although many school systems have reacted by banning AI language models and related applications, these technologies present opportunities to leverage formative assessment practices to enable students to demonstrate more complex and valued learning outcomes. Using th…
Service-Learning as a niche innovation in higher education for sustainability
Education for Sustainable Development (ESD) is a framework proposed by UNESCO to develop knowledge, skills, values, and behaviors in youth for sustainable development. As part of the global development agenda, higher educational institutions are expected to integrate ESD into their curricula. Service-Learning is a type of experiential learning in which students combine academic coursework with community service which is aligned with the learning …
The politicization of Pisa in evidence-based policy discourses
Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies – high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a …
Empowering youth for sustainability in universities
Purpose Service-learning (SL) shows potential to respond to the global policy agenda of education for sustainable development (ESD) by increasing pro-sustainability competences through direct involvement of students in projects that satisfy identified community needs. Nevertheless, there is a scarcity of studies that attempt to measure the impact of SL on students’ sustainability competences, especially the action competence. This study aims to a…
Educational Recovery in the Aftermath of the Pandemic
This study expands on our previous research focusing on provincial educational policies to support students’ academic resilience during the pandemic, with the current focus being on the “recovery phase” of the pandemic (January 2022 to December 2023). Our analysis identified 46 provincial documents that addressed one or more of the three dimensions of academic resilience during this recovery period. Similar to our previous findings, a greater emp…
The rise and stall of standards-based reform
The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success o…
Bookshelf
Educators recommend books that have influenced them. Louis Volante recommends Aurelius’ Meditations. And Chelsey Barber recommends Writing Without Teachers by Peter Elbow
The Relationship Between Education Funding and Student Performance in Unity Schools in Nigeria
Developing countries need to significantly increase education funding in order to meet the Sustainable Development Goal 4 (SDG 4) targets. The question remains as to whether increased funding leads to improved learning outcomes and whether allocated scarce resources are used efficiently to maximize learning outcomes. Using ordinary least squares (OLS) regression and stochastic frontier analysis (SFA), we investigate the relationship between educa…
Academic Resilience and Education Governance in a Post-Pandemic World
Academic resilience has taken on renewed significance in the aftermath of the pandemic — a generational event that disrupted the education of more than 1.5 billion students across the globe. Unsurprisingly, cross-national research has adequately documented the profound impact of school closures on traditional cognitive domains such as reading, mathematics, and science achievement. At the same time, COVID-19 has also brought into sharper focus the…
Empowering university teachers for Education for Sustainable Development
International trends in the implementation of assessment for learning revisited
This paper discusses the evolution of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions. Scholars from Australia, Canada, Ireland, Israel, New Zealand, Norway, and the United States discuss prominent assessment reforms within their respective countries over the last decade. Particular attention is given to the impact of the pandemic as well as technological developments for classro…
Educational assessment in Canada revisited
This article provides an overview of Canada’s decentralised education systems and describes recent changes in provincial, national, and international large-scale assessment programmes. We focus our analysis on the last 17 years to describe notable developments in policy and practice across Canada’s 10 autonomous provincial jurisdictions and 3 territories. The discussion examines the continued tensions that exist between formative and summative pu…
The AI 3 Model
The evolution of machine learning and large language models (commonly referred to as “artificial intelligence” [AI]) presents both opportunities and challenges for teaching and learning across K–12 and higher education contexts globally. Among the most pressing concerns is that these tools can undermine the integrity of student assessment and evaluation systems. This article investigates this timely issue by examining the intersections between AI…
Political science (11 obras) · Psychology (11 obras) · Pedagogy (8 obras) · Higher education (7 obras) · Sociology (7 obras) · Mathematics education (6 obras) · Economics (5 obras) · Student Assessment and Feedback (5 obras) · Economic growth (4 obras) · Global Educational Policies and Reforms (4 obras)