A Sociopolitical Eclipse: The Surrendering of Two Super Systems to Promote Equity in U.S. Education     

Lisa Bass 《Peabody Journal of Education》2015,90(5):711-728

In this analysis, I argue that inequitable social and educational policies and practices hinder equity in the U.S. educational system. I challenge and critique the status quo, and the nation's current efforts toward educational equity. I then propose a radical shift in educational policy – a surrendering of social and political systems for the purpose of promoting equitable schooling conditions.  相似文献   

Two special papers in this issue of Discourse     

Bob Lingard  Martin Mills  Victoria Carrington  Greg Thompson  Sam Sellar 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):303-305

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The Effect of Changing Content on IRT Scaling Methods     

Lisa A. Keller  Robert R. Keller 《教育实用测度》2015,28(2):99-114

Equating test forms is an essential activity in standardized testing, with increased importance with the accountability systems in existence through the mandate of Adequate Yearly Progress. It is through equating that scores from different test forms become comparable, which allows for the tracking of changes in the performance of students from one year to the next. This study compares three different item response theory scaling methods (fixed common item parameter, Stocking & Lord, and Concurrent Calibration) with respect to examinee classification into performance categories, and estimation of the ability parameter, when the content of the test form changes slightly from year to year, and the examinee ability distribution changes. The results indicate that calibration methods, especially concurrent calibration, produced more stable results than the transformation method.  相似文献   

Cross-Age Peer Tutoring in Physics: Tutors,Tutees, and Achievement in Electricity     

Marianne Korner  Martin Hopf 《International Journal of Science and Mathematics Education》2015,13(5):1039-1063

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Student Teachers’ Approaches to Teaching Biological Evolution     

Lisa A. Borgerding  Vanessa A. Klein  Rajlakshmi Ghosh  Albert Eibel 《Journal of Science Teacher Education》2015,26(4):371-392

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Brief Therapy at a University Counseling Center: Working Alliance,Readiness to Change,and Symptom Severity     

Megan Mahon  Stephanie McGuire Wise  Martin H. Ritchie  Nick J. Piazza  Mojisola F. Tiamiyu 《Journal of College Counseling》2015,18(3):233-243

The authors investigated whether students receiving short–term individual counseling at a university counseling center showed progress as evidenced by perceived client and counselor outcomes and the roles that client readiness to change and working alliance played in this setting. The results indicated that the counselor reports, not the client reports, reflected statistically significant change in client symptoms. Changes in symptom severity were not associated with working alliance and readiness to change.  相似文献   

Coteaching in teacher education: research and practice     

Colette Murphy  Sonya N. Martin 《Asia-Pacific Journal of Teacher Education》2015,43(4):277-280

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The cohort model: Lessons learned when principals collaborate     

Lisa A. Umekubo  Janet H. Chrispeels  Alan J. Daly 《Journal of Educational Change》2015,16(4):451-482

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Web 2.0 and Transfer: Trainers' Use of Technology to Support Employees' Learning Transfer on the Job     

Andrea J. Hester  Holly M. Hutchins  Lisa A. Burke‐Smalley 《Performance Improvement Quarterly》2016,29(3):231-255

We steer transfer research in a new direction by examining the use of Web 2.0 technologies for supporting learning transfer resulting from formal training. We report survey results from training professionals (N = 83) on how their organization uses such methods to cue and support workers’ application of learned knowledge and skills on the job. Guided by the technology acceptance model (TAM) theory, we examined predictor variables found to influence technology use based on empirical and theoretical support in the information technology (IT) literature. Results indicate that trainers are influenced by several individual factors (computer experience, computer anxiety, and computer self‐efficacy), as well as their organization's learning climate, to use Web 2.0 tools to support transfer of learning. Trainers also prefer to use social media, networking applications, and visual media to support transfer among learners. We discuss implications for using Web 2.0 technologies in support of learning transfer and provide directions for future workplace learning research.  相似文献   

Using TIMSS and PISA results to inform educational policy: a study of Russia and its neighbours     

Martin Carnoy  Tatiana Khavenson  Alina Ivanova 《Compare》2015,45(2):248-271

In this paper, we develop a multi-level comparative approach to analyse Trends in International Mathematics and Science Survey (TIMSS) and Programme of International Student Achievement (PISA) mathematics results for a country, Russia, where the two tests provide contradictory information about students’ relative performance. Russian students do relatively well on the TIMSS mathematics test but relatively poorly on the PISA. We compare the performance of Russian students with different levels of family academic resources over the past decade on these tests compared to students with similar family resources in Russia’s neighbours and to Russian students studying in Latvian and Estonian Russian-medium schools. These comparisons and interviews with educators in Latvia and Estonia help us understand why students in Russia may perform lower on the PISA and to draw education policy lessons for improving international test performance generally and Russian students’ PISA mathematics performance specifically.  相似文献