Assessment for learning in Singapore: unpacking its meanings and identifying some areas for improvement

This article examines the meanings and impact of ‘Assessment for Learning’ initiatives in schools against the back drop of assessment reform in Singapore since 1997. It is argued that Assessment for Learning’ is understood in different ways, and these different meanings do not always benefit students’ learning. The different meanings of ‘Assessment for Learning’ in Singapore are unpacked, and three areas for improvement for Assessment for Learning are suggested—clear standards for effective feedback practices, assessment for sustainable learning and assessment for integrating holistic learning.     

A Model for Supervising School Counseling Students Without Teaching Experience

Changed demographics of those now entering the field of school counseling argue for changes in preparatory curriculum, including the curriculum for supervision. The authors present a 5‐component model for supervising graduate students without previous school experience that is based on 2 pertinent studies. This model focuses on information for administrators and site supervisors about research related to nonteachers; immersion in the school context and in other youth‐oriented venues; observation of school culture; structure for site supervision; and awareness regarding development, classroom skills, and lesson planning. Included are sample strategies for addressing the needs of nonteachers through program structure, curriculum, and site supervision.     

The local curriculum in Mozambique: the Santa Rita Community School in Xinavane

In 1983, Mozambique started reviewing the education system that it had inherited from the Portuguese colonial administration. One of the innovations introduced into basic education is the time allocated to the local curriculum (LC) within the national curriculum (NC). The LC enables the communities, including the poorest and those furthest removed from the school environment, to identify themselves with the importance of schooling and allow children to find meaning in what they learn with respect to their life in their community. The good practice described below has been introduced in a community school, where it has successfully brought together the LC and NC to become an individual and collective asset for the community in which it has been implemented. It is a successful example worth studying in detail.

Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning

The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors, race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis, measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample. This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are discussed.

Chinese parental involvement and class-based inequality in education: the role of social networking sites

ABSTRACT

Based on an ethnographic study, this article presents the class-based disparities of Chinese parents’ usage of WeChat, the dominating social networking mobile application in China, in their educational involvement. We find that middle-class parents are the privileged ones who have exploited the use of WeChat not only as a medium for communication, but more as a mode of influence. Through WeChat, their various forms of capital are channelled to catalyse changes in their children's education. In contrast, working-class parents tend to act as absent participants in using WeChat for their educational involvement. We argue that WeChat has brought forth the consequence of widening the arena for winning or losing at the educational game for parents from different social classes. We call for corrective policies and guidelines on the usage of WeChat and other SNSs technologies in home–school dynamics.     

A roadmap for action

This text gives a structured overview of some of the courses for action that the participants in the UNESCO IBE project worked out together as a group over several months. We went beyond identifying the barriers and difficulties together with the good practices being developed in the several countries and tried to define a broad outline for the type of school we wanted to build. We thus needed to sketch out a roadmap for action that would guide us in our work and overcome the feeling of helplessness that many of us shared. It is quite normal when writing about education to begin by saying “we must” or “we ought to”, without making it clear on whom those positive changes in education, or rather, in schools in different countries and contexts, depended in order for us to work towards accomplishing the goals of Education for All (EFA). Yet together we can, at different levels of power and responsibility, build a school for all that brings together quality and equity. This roadmap is a tool to guide our action, which in turn is itself enriched by our action, that of systematizing and analysing the progress made and the difficulties encountered.

Using Variables in School Mathematics: Do School Mathematics Curricula Provide Support for Teachers?

This study employed content analysis to examine 3 popular middle-grades mathematics curricula in the USA on the support they provide for teachers to implement concepts associated with variables in school mathematics. The results indicate that each of the 3 curricula provides some type of support for teachers, but in a varied amount and quality. More specifically, whereas the University of Chicago School Mathematics Project (UCSMP) curriculum provides support for teachers on several aspects of using variables in school mathematics, the support found in the Connected Mathematics 2 and the Math Connects curricula focused mainly on one conception of variables—namely, the use of variables as quantity that varies in the Connected Mathematics 2 curriculum and the use of variables as specific unknowns in the Math Connects curriculum. Overall, the UCSMP curriculum provides the most support for teachers, followed by the Connected Mathematics 2 curriculum, with the Math Connects curriculum recording the least support for teachers to enact variable concepts. It is worth pointing out that, although the 3 curricula collectively provide guidance for teachers to implement variable ideas within meaningful real-world contexts, the supports identified in the respective curriculum were not sufficient in addressing all of the areas that are essential for teaching the many concepts associated with variables in school mathematics effectively. Recommendations for curriculum developers and for international researchers with interest in the roles of variables in school mathematics are provided.     

Development of Equity Preferences in Boys and Girls Across Adolescence

The aim of the current study was to examine the development of equity preferences across adolescence, for boys and girls separately. Participants from 8 to 18 years old (M = 14.09 years; N = 1,216) played four economic allocation games. Analyses revealed a decrease in equity preferences with age and this decrease was stronger for boys than for girls. There was also an age‐related increase in the preference for efficient outcomes (i.e., maximization of total available resources), which was again stronger for boys than for girls. Overall, although equity remains as a strong social norm, adolescents are decreasingly strict in adhering to the equity norm and show increasing flexibility in equity preferences.     

Maintaining a Social‐Emotional Intervention and Its Benefits for Institutionalized Children

This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval.     

Building interfaces for on-line collaborative learning

For several years we have been engaged in the development and research of software environments for collaborative learning, for example in the recently completed CoLabs project (which we presented at the IFIP TC3 WG3.5 working conference in Budapest in 2004, see also http://matchsz.inf.elte.hu/Colabs/), also within lately defended long-range doctoral research, in which the co-author of this paper together with his undergraduate students had developed and evaluated cooperative computer activities for children aged 10 to 18. They observed children when using those environments and studied the influence of different approaches and solutions on the degree of their involvement and will to cooperate. We have also been involved in the London Knowledge Lab pilot project for developing a collaborative layered learning space travel games construction kit. Our department’s prior engagement in the development of collaborative activities also includes publishing a popular on-line journal (developed by A. Hrusecka and D. Lehotska, this on-line journal (in Slovak) can proudly boast up to 250,000 visits per month) for children, which intensively exploits on-line collaboration. This topic attracts us not only as a support for the learning process, but is a challenge for us as developers of educational programming tools as well. In our SuperLogo and Imagine environments we have always tried to provide users (ranging from children to developers) with new and powerful options to foster learning by exploring and developing. Thus we have equipped Imagine with the means for building objects and their behaviours in incremental loops, with parallel independent processes, event-driven programming and complex yet intuitive support for developing on-line environments for collaborative learning. In this paper we place our collaborative applications in the context of other related interfaces reported in literature. We use eight criteria to classify them and conclude that collaborative applications being developed by us and our students—future teachers—are distinguishable from others along two or three of those criteria: they combine in themselves typical features of Logo microworlds and inspiring support for on-line cooperation. We then analyze in detail our collaborative Imagine microworlds along four dimensions of their development. We specify means for establishing and maintaining on-line connection among any number of participants. We study tools for sending and receiving items (data, active characters with their behaviours, instructions etc.). We reflect on what can be shared by two or more participants in a collaborative activity. We examine all possible operations with common and private characters of a participant from the collaboration point of view. Our goals in this research and development are to:

1. Better understand potential the interfaces for on-line collaboration offer to support the learning process,
2. Place our Imagine Logo microworlds into context of other related applications,
3. Build a detailed map of all aspects important for their development (i.e., build a framework for the development),
4. Present the observations from our long-range experimental development and evaluation of the collaborative environments,
5. Point out how simple and natural it is (in the academic surroundings) to develop small and yet powerful collaborative microworlds—built for instance for immediate need in a classroom—with exceptional potential for interaction and openness.

Most of all, however, we want to motivate the endeavour to overcome all obstacles connected with the integration of on-line cooperation into children’s learning.     

A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis

Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment (EcoMUVE) and the rate of change in their interest in EcoMUVE; and (b) the mediating effect of students' initial interest in EcoMUVE and rate of change in interest on students' post-intervention science self-efficacy and interest in science. Results showed that: (1) students' pre-intervention self-efficacy for science had an effect both on students' triggered situational interest for EcoMUVE and on students' maintained situational interest for EcoMUVE; (2) both triggering and maintaining situational interest in EcoMUVE were important in developing students' science self-efficacy. In fact, maintained situational interest was the stronger predictor; and (3) maintained situational interest for EcoMUVE translated into individual interest for the science content. Results support and extend social cognitive theory as well as models of interest development.     

Hospitalisations for maternal assault are associated with increased risk of child protection involvement

BackgroundPrevious research shows a co-occurrence between children's exposure to violence and child maltreatment.ObjectiveThis study examined the risk of maltreatment allegations in children whose mothers had been hospitalised due to an assault.Participants and settingThe study used a retrospective cohort of children born in Western Australia between 1990–2009 (N = 524,534) using de-identified linked-administrative data.MethodsMultivariate Cox regression determined the adjusted and unadjusted hazard ratios for child maltreatment allegation in children with a mother hospitalised for assault. Models were adjusted for a range of sociodemographic characteristics.ResultsOne in five children had a maltreatment allegation following their mother's hospitalisation for assault. This increased to two in five children when the mother was assaulted in the prenatal period. Aboriginal children accounted for 57.6% of all allegations despite representing only 7.8% of the population.Children whose mother had a hospitalisation for assault were nine-times (HR = 9.20, 95%CI: 8.98–9.43) more likely to have a subsequent maltreatment allegation than children whose mother did not have a hospitalisation for assault. Following adjustment for confounding factors, both Aboriginal and non-Aboriginal children had an almost two-fold increased risk of maltreatment allegation (HR = 1.56, 95%CI: 1.43–1.70; HR = 1.93 95%CI:1.80–2.07).ConclusionsOur study shows that child maltreatment allegation is common in children following a maternal hospitalisation for assault. Targeted early intervention is required for families with young children, and pregnant women experiencing violence. Importantly service staff need awareness of the impact of violence on families and the appropriate services to refer families to.     

Three universities in Georgia, Kazakhstan and Kyrgyzstan: the struggle against corruption and for social cohesion

Universities may contribute to a nation’s social cohesion through both direct and indirect means. In their syllabi they may include techniques necessary for understanding complex social problems. Faculty may model good behaviour in terms of listening and understanding points of view that may contradict their own. University administrators may illustrate ways to lead honourably, which can enhance the chances for achieving consensus with respect to future dilemmas. This project assessed typical areas of university tension, including academic freedom, equity of participation and academic honesty. Three different universities were chosen as sites for faculty interviews—a foreign private university in Kyrgyzstan, a flagship state university in Georgia, and a regional teacher training college recently upgraded to university status in Northeast Kazakhstan. Results suggest that the single most important arena wherein universities can influence social cohesion in these countries is the manner by which they address education corruption. The paper reproduces the statements of those faculty members who participate in corruption as well as those who refuse to participate. It concludes with some predictions about the future of the relationship of higher education to social cohesion.

Inclusive education at the centre of human development issues in Togo

In the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.     

The relationship of organizational corruption with organizational culture, attitude towards work and work ethics: a search on Turkish high school teachers

The aim of this study is to analyse organizational corruption and to determine its level of relation to attitude towards work, work ethics and organizational culture. The data in study have been collected from 441 public high school teachers employed in the central districts of Ankara in the school year of 2008–2009. Data have been collected through ‘Scale for Organizational Corruption’, ‘Scale for Attitude towards Work’, ‘Scale for Work Ethics’ and ‘Scale for Organizational Culture’, all of which were developed by the researchers in this study. Correlation and regression analysis techniques have been used in analysing the data. It is concluded from the study that there is a significant, though at an average level, relation between organizational corruption, organizational culture and work ethics and that there is a negative significant relation, though at a low level, between organizational corruption and attitude towards work. It is also concluded that the variables for attitude towards work, work ethics and organizational culture explain 38% of the variation in organizational corruption.     

Biological activities of chamomile （Matricaria chamomile） flowers＇ extract against the survival and egg laying of the cattle fever tick （Acari Ixodidae）

In the present work, the potential of acaricidal activity of chamomile flowers＇ extract was studied against engorged Rhipicephalus annulatus tick under laboratory condition. For this purpose, the engorged females ofRhipicephalus annulatus were exposed to two-fold serial dilutions of chamomile flowers＇ extract （0.5%, 1.0%, 2.0%, 4.0% and 8.0%） using ＂dipping method＂ in vitro. The engorged ticks were immersed in different plant dilutions （five ticks for each dilution） for l rain and they were immediately incubated in separate Petri dishes for each replicate at 26℃ and 80% relative humidity. Mortality rate for each treatment was recorded 5 d after incubation. The mortality rate caused by different dilutions of chamomile flowers＇ extract ranged from 6.67% to 26.7%, whereas no mortality was recorded for non-treated control group. The mass of produced eggs varied from 0.23 g （in 8.0% solution） to 0.58 g （in control）, with no statistical differences between the treatments and control （/＇〉0.05）. Also the chamomile flowers＇ extract in highest concentration used （8.0%） caused 46.67% failure in egg laying in engorged females while no failure was observed for non-treated control group. Macroscopic observations indicated that in effective concentrations of plant （4.0% and 8.0%）, patchy hemorrhagic swelling appeared on the skin of treated ticks. The results presented for the first time in this study imply that chamomile may be considered as a promising plant for biocontrol of cattle fever tick disease in the field condition.     

The Protective Role of Group Identity: Sectarian Antisocial Behavior and Adolescent Emotion Problems

The protective role of strength of group identity was examined for youth in a context of protracted political conflict. Participants included 814 adolescents (M_age = 13.61, SD = 1.99 at Time 1) participating in a longitudinal study in Belfast, Northern Ireland. Utilizing hierarchical linear modeling, the results show that the effect of exposure to sectarian antisocial behaviors has a stronger effect on youth emotion problems for older adolescents. The results also show that youth with higher strength of group identity reported fewer emotion problems in the face of sectarian antisocial behavior but that this buffering effect is stronger for Protestants compared to Catholics. Implications are discussed for understanding the role of social identity in postaccord societies.     

Posttraumatic cognitions,childhood sexual abuse characteristics,and posttraumatic stress disorder in men who have sex with men

BackgroundHigh rates of experience of childhood sexual abuse (CSA) among in men who have sex with men (MSM) place this population at increased risk for posttraumatic stress disorder (PTSD).ObjectiveThis study explores how specific characteristics of CSA relate to posttraumatic cognitions (PTCs) and explores the role that specific PTCs play in the relationship between CSA and PTSD in MSM.MethodsTwo-hundred and ninety MSM completed a CSA interview, the Davidson Trauma Scale, and the Posttraumatic Cognitions Inventory.ResultsControlling for sociodemographic factors, CSA involving physical injury and CSA with intense fear were associated with higher levels of PTCs about the self and world, but not with self-blame. We did not find significant associations for CSA involving a family member, CSA with penetration, or duration or frequency of CSA with any subscale on the PTCI. Experiencing CSA for the first time during adolescence was associated with higher self-blame. Analyses revealed that physical injury and intense fear each had indirect effects on PTSD symptoms through negative cognitions about the self and world. First CSA episode during adolescence had an indirect effect on PTSD symptoms through self-blame. CSAs accounted for 16.7% and PTCs accounted for 31.7% of the variance in PTSD, underlining the importance of PTCs.ConclusionsAssessing for physical injury, intense fear, and age at first CSA are particularly relevant to PTCs and of critical importance to advancing assessment and treatment strategies for PTSD in MSM.