1. A Validity Argument Approach to Evaluating Teacher Value-Added Scores
Author: Hill, H. C.; Kapitula, L.; Umland, K.
Source: American Educational Research Journal, 2011, 48(3): 794-831
Abstract: Value-added models have become popular in research and pay-for-performance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers’ value-added scores, derived from a large (N = 222) district data set, to survey- and observation-based indicators of teacher quality, instruction, and student characteristics. This analysis found teachers’ value-added scores correlated not only with their mathematical knowledge and quality of instruction but also with the population of students they teach. Case studies illustrate problems that might arise in using value-added scores in pay-for-performance plans.
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2. An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children
Author: Fantuzzo, J. W.; Gadsden, V. L.; McDermott, P. A.
Source: American Educational Research Journal, 2011, 48(3): 763-793
Abstract: This article reports on the development and field trial of an integrated Head Start curriculum (Evidence-Based Program for Integrated Curricula [EPIC]) that focuses on comprehensive mathematics, language, and literacy skills. Seventy Head Start classrooms (N = 1,415 children) were randomly assigned to one of two curriculum programs: EPIC or the Developmental Learning Materials Early Childhood Express, with curricula implemented as stand-alone programs. EPIC included instruction in mathematics, language, literacy, and approaches to learning skills; formative assessment; and a learning community for teachers. Multilevel growth modeling through four direct assessments revealed significant main effects and growth rates in mathematics and listening comprehension favoring EPIC, controlling for demographics and special needs and language status. Both programs produced significant growth rates in literacy.
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3. Coleman Revisited
Author: Goldsmith, P. R.
Source: American Educational Research Journal, 2011, 48(3): 508-535
Abstract: Students from minority segregated schools tend to achieve and attain less than similar students from White segregated schools. This study examines whether peer effects can explain this relationship using normative models and frog-pond models. Normative models (where peers become alike) suggest that minority schoolmates are a liability. Frog-pond models (where students benefit from recognition) suggest that minority schoolmates are an asset. Data from the National Educational Longitudinal Study and the Census show that students from minority-concentrated schools attain less education in the long run than students from White-concentrated schools net of many covariates. Both normative processes and frog-pond processes (especially from class rank) help explain attainment, but they tend to cancel each other out and make the net effect of peers in minority and white concentrated schools small.
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4. ‘This is a school, it's not a site’: teachers' attitudes towards Gypsy and Traveller pupils in schools in England, UK
Author: Bhopal, K.
Source: British Educational Research Journal, 2011, 37(3): 465-483
Abstract: This article examines teachers' attitudes towards Gypsy and Traveller pupils in one primary and one secondary school in an inner-London borough in England, UK. The research is based on in-depth interviews with 20 teachers, heads, deputies and classroom assistants. The main aims of the study were to examine examples of ‘good practice’ in schools and to explore strategies that would improve the educational outcomes for Gypsy and Traveller groups. This article will argue that despite schools implementing inclusive measures for Gypsy and Traveller pupils, this alone does not encourage positive attitudes or change attitudes towards them. In some cases, such practices work to emphasise the difference and outsider status of these groups.
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5. Performing desires: the dilemma of aspirations and educational attainment
Author: St Clair, R.; Benjamin, A.
Source: British Educational Research Journal, 2011, 37(3): 501-517
Abstract: The authors critique the mechanistic notion of aspirations running through much research and policy-making on educational and vocational outcomes. They present a performative model, with individuals drawing on limited social resources to express aspirations within constrained contexts. This argument is illustrated by discussion of the findings of large-scale empirical investigation of the aspirations of 490 young people in three UK schools. Five themes from this analysis are presented and it is argued that these need to be explored in order to enrich and expand our understanding of young people's expression of aspirations.
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6. Results of a citation analysis of knowledge management in education
Author: Uzunboylu, H.; Eriş, H.; Ozcinar, Z.
Source: British Journal of Educational Technology, 2011, 42(3): 527-538
Abstract: The purpose of this study was to examine research and trends in knowledge management in education (KME) published in selected professional sources during the period 1990–2008. Citation analysis was used in this study to investigate documents related to KME, which were indexed in the Web of Science, Education Researches Information Center and ScienceDirect. Knowledge management- and educational technology-related keywords were used jointly in the search for documents. There were a total of 125 documents judged to be relevant to the field of KME and were analysed. As a result of this study, it can be seen that the documents and the number of citations related to the KME field has been continuously increasing since 2005. It is recommended that a combination of citation analysis and other types of analyses should be used in future research studies.
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7. A Millennium Learning Goal for education post-2015: a question of outcomes or processes
Author: Barrett, A. M.
Source: Comparative Education, 2011, 47(1): 119-133
Abstract: As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance information on inclusion, conceived as equal opportunity to achieve learning outcomes. However, there is a danger that it would be misused to generate high stakes tests that can be detrimental to the achievement of goals that are not readily measurable and hence to the relevance of education. It is argued that a process goal with qualitative targets for the assessment of learning, for the monitoring of educational processes and for the processes by which learning goals are determined would be more appropriate for the international level and more likely to improve education quality.
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8.Can teachers motivate students to learn?
Author: Thoonen, E. E. J.; Sleegers, P. J. C.; Peetsma, T. T. D. (...)
Source: Educational Studies, 2011, 37(3): 345-360
Abstract: Research on motivation has mainly concentrated on the role of goal orientation and self-evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well-being, academic self-efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self-efficacy (n = 194) in primary schools. Results of the multi-level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process-oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self-efficacy has an impact on both teachers’ teaching and students’ motivation to learn.
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9. The Scope of Principal Efforts to Improve Instruction
Author: May, H.; Supovitz, J. A.
Source: Educational Administration Quarterly, 2011, 47(2): 332-352
Abstract: Researchers have used many angles and perspectives to investigate how principals enact instructional leadership in schools. Most research has emphasized the practices of school leaders, although investigations of leadership styles and leadership processes are also present in the literature. In this study, the authors take a different approach by examining the scope of principal efforts to improve instruction. Scope of principal effort refers to the extent to which principals target or distribute their instructionally oriented work with teachers. Using data from principal web logs and teacher surveys conducted in 51 schools in an urban southeastern district, the authors develop models to examine not only differences in average instructional change at the school level but also variability in instructional change across teachers within schools. The results indicate that the scope of principals’ instructional leadership activities varies from one school to the next, from very broad approaches that target the entire faculty to very targeted approaches that focus on a few teachers, and that the frequency of a principal’s instructional leadership activities with an individual teacher is directly related to the magnitude of instructional changes reported by that teacher. These findings support the notion that principals who focus on the improvement of particular teachers in conjunction with broader approaches can produce greater changes in instructional practice.
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10. Using School Mission Statements for Reflection and Research
Author: Stemler, S. E.; Bebell, D.; Sonnabend, L. A.
Source: Educational Administration Quarterly, 2011, 47(2): 383-420
Abstract: Purpose: Efforts to compare schools nationally tend to focus on educational outcomes (e.g., test scores), yet such an approach assumes that schools are homogeneous with regard to their overall purpose. In fact, few studies have attempted to systematically compare schools with regard to their primary aims or mission. The present study attempts to fill this gap by exploring the utility of school mission statements as a data source for comparing and systematically reflecting on the core purposes of schools nationwide. Research Design: A mixed-methods research design was implemented. In Study 1, true random samples of 50 high schools were selected from each of 10 geographically and politically diverse states, yielding a total of 421 mission statements that were ultimately coded and quantitatively compared. In Study 2, structured interviews were conducted with principals from diverse high schools to evaluate their perspectives on the usefulness of school mission statements. Findings: Results indicate that mission statements can be reliably coded quantitatively and that schools vary systematically and sensibly with regard to both the number and types of themes incorporated into their mission statements. Furthermore, consistent with prior research, the qualitative results showed that principals generally regard mission statements as an important tool for shaping practice and communicating core values. Conclusions: School mission statements are a valuable source of data that can be quantified for educational researchers and administrators interested in reflecting on school purpose, comparing schools with regard to their core mission, and monitoring changes in school purpose over time.
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