21. Space matters: The impact of formal learning environments on student learning
Author: Brooks, D. C.
Source: British Journal of Educational Technology, 2011, 42(5): 719-726
Abstract: The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical environment on student learning. The results of the study reveal that, holding all factors excepting the learning spaces constant, students taking the course in a technologically enhanced environment conducive to active learning techniques outperformed their peers who were taking the same course in a more traditional classroom setting. The evidence suggests strongly that technologically enhanced learning environments, independent of all other factors, have a significant and positive impact on student learning.
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22. Teachers as Civic Agents
Author: Mirra, N.; Morrell, E.
Source: Journal of Teacher Education, 2011, 62(4): 408-420
Abstract: Under the guise of increasing quality and accountability, many urban teacher education programs and professional development models characterize educators as mere transmitters of standardized content knowledge. The authors argue that such dehumanizing practices, which are rooted in the discourse of neoliberalism, prevent teachers from helping their students develop powerful literacies and civic skills. The authors seek to disrupt mainstream views about teaching and learning by instead envisioning the “Teacher as Civic Agent.” By reevaluating theories of schooling and democracy and analyzing a particular learning community that conceptualizes teachers as public intellectuals, this work aims to make an important theoretical shift in how educators, politicians, and policy makers think about the purpose of education in a democracy. The authors argue for new paradigm of teacher education in which teachers engage with local communities, become producers of knowledge, and work collectively in solidarity with their students to create social change.
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23. The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper
Author: Evans, L.
Source: British Educational Research Journal, 2011, 37(5): 851-870
Abstract: Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government’s 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re-shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop-sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether-and to what extent-teacher professionalism may in fact be shaped by government-imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally.
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24. The evolution of accountability
Author: Webb, P. T.
Source: Journal of Education Policy, 2011, 26(6): 735-756
Abstract: Campus 2020: Thinking ahead is a policy in British Columbia (BC), Canada, that attempted to hold universities accountable to performance. Within, I demonstrate how this Canadian articulation of educational accountability intended to develop governmentality constellations to control the university and regulate its knowledge output. This research illustrates how power in education is evolving from a disciplinary form, as expressed in the term governmentality, and toward a form of networked power in the form of societies of control. I pursue my analysis by juxtaposing sections of the government report with sections from Gilles Deleuze’s Postscript on the Societies of Control. The synthesis from these two texts demonstrates how BC’s provincial government intended to develop a network of governmentality constellations which would have maintained and exercised power through macro- and micro-surveillance technologies. In conclusion, I argue that BC wanted to assemble its new accountability machine and finally participate in the neoliberal democratic network of educational surveillance in Canada, and eventually, the world.
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25. The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice
Author: Biesta, G.; Allan, J.; Edwards, R.
Source: British Journal of Educational Studies, 2011, 59(3): 225-239
Abstract: The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted by a lack of attention to theory. In this paper we make a case for capacity building with regard to theory, explore the different roles of theory in educational research, and provide an outline of an agenda for capacity building with regard to theory.
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26. Triangulating Principal Effectiveness
Author: Grissom, J. A.; Loeb, S.
Source: American Educational Research Journal, 2011, 48(5): 1091-1123
Abstract: While the importance of effective principals is undisputed, few studies have identified specific skills that principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers, and parents with rich administrative data to determine which principal skills correlate most highly with school outcomes. Factor analysis of a 42-item task inventory distinguishes five skill categories, yet only one of them, the principals’ Organization Management skills, consistently predicts student achievement growth and other success measures. Analysis of evaluations of principals by assistant principals supports this central result. The analysis argues for a broad view of principal leadership that includes organizational management skills as a key complement to the work of supporting curriculum and instruction.
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27. Two Paths to Inequality in Educational Outcomes
Author: Reisel, L.
Source: Sociology of Education, 2011, 84(4): 261-280
Abstract: The United States and Norway represent two distinctively different attempts to equalize educational opportunity. Whereas the United States has focused on expansion and the proliferation of lower-tier open-access institutions, Norway has emphasized institutional streamlining and the equalization of living conditions. At the same time, the two countries have similar levels of educational attainment among young adults. Is one model more successful than the other in providing equality of educational opportunity among youth from different socioeconomic backgrounds? Using longitudinal data and multinomial regression analysis, the findings reveal that there are more similarities than differences in the relationship between family background and college degree attainment in the two countries. The relatively moderate differences between the two countries primarily emerge in the patterning of selection at different transition points rather than in the overall relationship between socioeconomic background and college degree attainment.
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28. What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement
Author: Stronge, J. H.; Ward, T. J.; Grant, L. W.
Source: Journal of Teacher Education, 2011, 62(4): 339-355
Abstract: This study examined classroom practices of effective versus less effective teachers (based on student achievement gain scores in reading and mathematics). In Phase I of the study, hierarchical linear modeling was used to assess the teacher effectiveness of 307 fifth-grade teachers in terms of student learning gains. In Phase II, 32 teachers (17 top quartile and 15 bottom quartile) participated in an in-depth cross-case analysis of their instructional and classroom management practices. Classroom observation findings (Phase II) were compared with teacher effectiveness data (Phase I) to determine the impact of selected teacher behaviors on the teachers’ overall effectiveness drawn from a single year of value-added data.
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29. What’s so important about teachers’ working conditions? The fatal flaw in North American educational reform
Author: Bascia, N.; Rottmann, C.
Source: Journal of Education Policy, 2011, 26(6): 787-802
Abstract: Teaching conditions have been an enduring concern for North American teachers for over a century. This paper explores this phenomenon by tracing how teaching conditions have been understood by decision makers and in educational research over time. It draws on historical research on the formation of mass public education systems to consider why the conditions teachers identify as critical to their work have been so persistently ignored by policy makers and researchers. Then we review the major ways that teaching conditions have been understood to matter in educational research, focusing first on psychological understandings about the relationship between working conditions and teacher motivation and then on the organizational factors teachers identify as critical to their sense of efficacy and job satisfaction. These two conceptualizations, however, are limited in their explanatory power because they are embedded in a bureaucratic framework where teachers are understood primarily as implementers of policy decisions made by their organizational superiors. Attempting to understand the full power of teaching conditions requires a more comprehensive understanding of teaching and learning processes closer to the ground. We provide descriptions of teachers’ work emerging from a recent study in order to demonstrate the close and reciprocal relationships between teaching conditions and students’ opportunities to learn.
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30. Can research homework provide a vehicle for assessment for learning in science lessons?
Author: Newby, L.; Winterbottom, M.
Source: Educational Review, 2011, 63(3): 275-290
Abstract: Many English schools have a homework policy which prescribes how much homework should be set for each pupil each week, irrespective of whether it can be made meaningful. Research recommends Assessment for Learning (AfL) as supportive of students’ learning, but teachers can find it difficult to incorporate AfL techniques into their practice. This study explores how research homework, undertaken over several weeks, may provide a vehicle for integration of AfL techniques into science lessons at a 13-18 upper school. Prior to completing homework, students were provided with formative feedback, and given the opportunity to self- and peer-assess their work, against assessment criteria. Their work was evaluated to examine how students changed their work in response. Students also completed a short questionnaire, which provided a basis for focus group interviews. Findings suggest that research homework, operating alongside AfL techniques, can support students’ learning, and that research homework can support implementation of AfL.
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