The Consortium and the Commissioner: A Grass Roots Tale of Fighting High Stakes Graduation Testing in New York

The following paper provides a case study of the resistance of the New York Performance Standards Consortium to the state’s unitary high stakes testing policy from 1998 to 2006. After detailing the history of the grass roots actions undertaken by the group of alternative high schools called ‘The Consortium’, the analysis seeks to apply sociological and philosophical theory of, among others, John Rawls and Charles Willie to explain: (1) the success of the subdominant people of power in fighting the implementation of the battery of high stakes graduation tests; and (2) the failures of the dominant state authority to uniformly enforce its policy, with particular regard to the decisions of New York’s Commissioner of Education. Implications of the case are then discussed to place this little known educational struggle in a broader social, political and historical context.

High Stakes Assessment: A Journey Into Unknown Territory

The purpose of this article is to explore efforts to reform physical education programs and to describe why they might not have been successful in the past. The general education and physical education reform literature is examined with attention to the current standards, assessment, and accountability reform movement prevalent in most states. General themes facilitating South Carolina's effort to gain support for policy initiatives and implement a high stakes assessment program are developed with attention to the political activities essential to gain support for change.     

Measurement Specialists: Testing the Faith–A Reply to Mehrens

The centrality of the validity issue in any discussion of test use is the focus of George's reply to Bill. While acknowledging that one can distinguish between a decision and the tools used to assist in making the decision, he argues that in most high-stakes tests the decision is inherently linked to the test. Hence, the validity of the decision is directly related to the validity of the test.     

A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop

Should high-stakes testing programs be subject to external review? How should such reviews be structured? Who should conduct the reviews? How would results be reported and to whom?     

The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability

The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.     

中国大学生心目中的“小人”人格结构初探

“小人”人格具有丰富的文化内涵,是中国人判定一个人人格高下的重要标尺。以原型说和特征表说的研究方法探究出中国大学生心目中的“小人”人格依次为卖国求荣、不仁不义、祸国殃民、阴险狡诈、言行可憎、不讲信义六大结构。“小人”人格结构符合实际,富有时代特色,能够帮助大学生认识、摒弃“小人”言行,从而有效地培育大学生理想的“君子”人格。     

Using Confirmatory Factor Analysis and the Rasch Model to Assess Measurement Invariance in a High Stakes Reading Assessment

The psychometric properties and multigroup measurement invariance of scores across subgroups, items, and persons on the Reading for Meaning items from the Georgia Criterion Referenced Competency Test (CRCT) were assessed in a sample of 778 seventh-grade students. Specifically, we sought to determine the extent to which score-based inferences on a high stakes state assessment hold across several subgroups within the population of students. To that end, both confirmatory factor analysis (CFA) and Rasch (1980 Rasch, G. 1980. Probabilistic models for some intelligence and attainment tests, Chicago: The University of Chicago Press (Original work published 1960).  [Google Scholar]) models were used to assess measurement invariance. Results revealed a unidimensional construct with factorial-level measurement invariance across disability status (students with and without specific learning disabilities), but not across test accommodations (resource guide, read-aloud, and standard administrations). Item-level analysis using the Rasch Model also revealed minimal differential item functioning across disability status, but not accommodation status.     

心理理论的研究综述

心理理论是当前社会认知发展研究的热点,本文介绍了心理理论概念、主要理论模型和经典研究,并在对心理理论的研究进展进行阐述的基础上对其研究未来进行了展望.     

Indoctrination and Systems: A Reply to Rebecca Taylor

This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System‐based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.     

To Alleviate Suffering: A Professor Reflects on the Moral Stakes of His Teaching

This article is a meditation on a professor's effort to fuse the personal and political in his teaching and, especially, to reframe the stakes away from the technical and toward the moral. As a teacher and educator, I consider two questions about my teaching that emerged from the mandate to reflect on teaching effectiveness during my promotion and tenure review process: Are my students more powerful in the world because of my teaching, and does my teaching alleviate suffering? I theorize what each question means for how I approach my classes to uncover larger questions about what it means to teach. In particular, I argue that any consideration of teaching reduced to a set of skills fails to attend to the sociocultural reality of students' lives, and thus reproduces suffering.     

心理的时间结构及时间关联性的实证研究

针对以往关于时间透视的看法和获得的时间透视结构或因素混乱的状况,我们以过往研究的并集为探索范围,编制了一份综合性问卷.对问卷调查资料的因素分析结果表明,除人们经常看到的指向性和广柔性(广度)等因素之外,我们发现在时间属性方面还包括流逝感、变奏感、宽松度以及时间不变性等时间透视因素,而在时间态度方面除计划性外,还有时间超然度、时间消逝的平淡度、时间脆性、无聊厌倦度、时间利用的现实性和非自主感等.在过去时间透视方面,除过去拒绝度外,还包括脱离苦海心有余悸感、美好不再感、向过去投射、过去潜意识作用、苦中乐等因素.指向现在的因素,除快乐充实度外,还有"抓住现在时光"等.在心理的时间关联性或一致性方面.则包括自我的时间关联性、社会的时间关联性、生活事务的关联性、自我时间失落感、非我时间流逝、无我时间、过去和将来对现在的压力、非自主时间感等.密度方面也包括多个因素,它们分别反映了现在事件密度、未来事件密度、过去苦难密度和时间流动密度,以及时间流动密度的变化等等.这使我们认为,时间透视实质上是指心理在时间上的透视(结构),而不仅仅限于传统上所认为的是关于时间的心理(透视)的看法.     

Educational Research: A Reply to Professor Pring

Professor Richard Pring's BJES Vol. 48, No. 1 editorial shares a widespread unease regarding government centralisation of state-funded research (not only on education). Unfortunately the editorial compromises with this trend by suggesting it is obvious to academic experts where research should be so concentrated. Instead, an alternative model of research is advocated to counter so far as is possible the tendency towards centralisation.     

口语报告:探测复杂心理活动的方法

口语报告法,将内部操作的复杂心理活动外部语言化,从而为探测人类认知过程提供了全新视角和有效途径。本文介绍了口语报告方法的使用程序和国内外的有关口语报告方法的应用研究,分析了口语报告方法的发展趋势及其应用前景。