声明

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Statement of Theme

School accountability and student assessment are closely associated in educational jurisdictions’ attempts to monitor student achievement, focus instruction, and improve subsequent student and school performance. The research reported in this article examines the School Effectiveness Framework in Ontario, Canada, exploring the foundations upon which the framework is based and educators’ efforts to use assessment information to monitor the effectiveness of their reform efforts. Through document analysis and interviews, the researchers highlight the challenges and opportunities surrounding the accountability and assessment partnership.     

Editorial Statement

Over the past couple of decades, K–12 schools have courageously struggled with the concept of shared, or distributed, leadership; however, the basic landscape of K–12 school leadership remains heavily hierarchical. Nonetheless, teachers can share leadership. This article explores productive forms of teacher leadership that are models of collaboration, integration, encouragement, learning, modeling, challenging, building consensus, and displaying professionalism.     

Editor's Statement

A model of text comprehension is outlined and its implications for some educational problems are explored. The model distinguishes between the local, phrase‐by‐phrase processing of a text, and global, gist‐producing macroprocesses. Inferences based upon world knowledge play a crucial role in the model. A preliminary experimental test of the model is discussed that involves recall and readability predictions. Readability is considered not as an immutable property of a text, but as the result of a reader‐text interaction; the same text may be difficult for some but easy for other readers. The model discussed may have some value not only because of the specific predictions that it makes, but also because it may promote a more sophisticated understanding of comprehension processes and problems in reading.     

Policy Statement

Abstract

This paper discusses the problems caused by certain approaches to the measurement of educational product and the way in which these conflict with the longer term objectives of the educational process. It argues that, in many areas of higher education, especially those with vocational or professional links, these approaches to the measurement of student performance produce a tendency towards ‘short‐termism’ that is very similar to trends that have been identified in the management and accounting literature. The author argues that whilst accounting educators in the USA have identified a need to broaden the learning experiences of students, and to reduce the significance of surface learning, there are pressures in the, UK that would seem to be forcing students into increased surface learning and less reflective, deeper learning.