Computerised formative assessment of reading comprehension: field trials in the UK

Increased curriculum time allocated to reading might not be effective in raising achievement. Teachers need to closely monitor and manage both the quality and quantity of individualised reading of all their pupils for optimal effectiveness. ‘Learning information systems’ (LIS) for reading such as the ‘Accelerated Reader’ (AR) enable this through individualised computerised assessment of pupil comprehension of ‘real books’, with feedback to both pupil and teacher. This study explored the impact of AR on reading achievement in 13 schools of different types spread across the UK, the majority socio‐economically disadvantaged. Participating pupils were aged 7–14 years. Pre‐post norm‐referenced gains in reading achievement were measured by group paper‐reading tests and a computer‐based adaptive reading test. The implementation integrity of AR was assessed by direct observation by researchers and through data generated by the programme itself. On both paper and computer‐based reading tests, on aggregate pupils in the 13 schools gained in reading at abnormally high and statistically significant rates. Boys tended to show larger gains than girls on the paper test. However, implementation integrity was very variable. In particular, some teachers failed to intervene in response to AR data indicating that pupils were reading ineffectively. AR appears to have potential for raising reading achievement, but only if implemented appropriately.     

Academic Administrators’ Beliefs About Diversity

As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions.     

Exploring expectations,experiences and long-term plans of Chinese international students studying in the joint Sino-Russian degree

This article investigates the transitioning process of international Chinese undergraduate students studying in Russia. The paper offers new insights into changes in the expectations and experiences of Chinese students at various stages of their joint educational studies in China and Russia. Drawing on a qualitative study of 20 Chinese undergraduates studying in Russia, the findings of the study indicate that before studying in Russia, most of Chinese students had low expectations about their study programme. However, once they were in Russia, students’ perception of the value of their international education experiences changes through varied opportunities for self-reflexivity in an unfamiliar cultural environment. The study also offers an example of methodological approach useful for researching international students’ experiences, particularly within but not limited to context of Sino-Foreign university partnerships.     

Mutual influence of marital conflict and children's behavior problems: shared and nonshared family risks

This within-family, longitudinal study including biological and stepfamilies investigated mutual influences between marital conflict and children's behavior problems. Children (4 to 17 years; N=296) residing in 127 families drawn from a general population study were investigated at Time 1 and again 2 years later. These nested data were analyzed using multilevel modeling, controlling for previous child behavior or marital conflict. Marital conflict about children predicted change in children's behavior. Children's behavior also predicted an increase in marital conflict, particularly in stepfamilies. Differences between siblings in exposure to conflict and the extent to which siblings were a source of argument increased more in stepfamilies than in biological families. Boys were exposed to more conflict over time than were girls.     

Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools

‘Ability’ or attainment grouping can introduce an additional label that influences teachers’ expectations of students in specific attainment groups. This paper is based on a survey of 597 teachers across 82 schools and 34 teacher interviews in 10 schools undertaken as part of a large-scale mixed-methods study in England. The paper focuses on English and mathematics teachers’ expectations of secondary school students in lower attainment groups, and explores how low-attaining students are constructed as learners who benefit from specific approaches to learning justified through discourses of nurturing and protection. The authors argue that the adoption of different pedagogical approaches for groups of low-attaining learners to nurture them may in some cases be fostering dependency on teachers and cap opportunities for more independent learning. Furthermore, more inclusive whole-school learning-culture approaches may better allow for students across the attainment range to become independent learners.     

School belonging among low‐income urban youth with disabilities: Testing a theoretical model

Positive school environments and school belonging have been associated with a variety of positive academic, social, and psychological outcomes among youth. Yet, it is not clear how these constructs are related, and few studies have focused on urban at‐risk youth with disabilities. This study examines baseline survey data from 136 low‐income African American and Latino students in grades 5 to 12, most of whom have disabilities, recently transferred following a school closure. Using structural equation modeling, we tested a model that examined the relationships among school stressors and resources, school belonging, academic outcomes (school satisfaction and academic self‐efficacy), and psychological outcomes (anxiety and depression). This model was an excellent fit with the data, and findings indicate that school belonging plays a central role in explaining how school context can affect both psychological and academic outcomes. This model has implications for school‐based interventions that can enhance student success and well‐being. © 2008 Wiley Periodicals, Inc.     

Education for sustainability in university studies: A model for reorienting the curriculum

A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.     

Differential Effects of Salient Visual Events on Memory-Guided Attention in Adults and Children

Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.     

Discipline Reform: The Impact of a Statewide Ban on Suspensions for Truancy

Chronic absenteeism and truancy have been linked to a variety of undesirable outcomes for students including increased risk of dropout, lower test scores, lower educational and social engagement, juvenile delinquency, and substance abuse. One controversial response to truancy is the use of exclusionary discipline, such as out-of-school suspensions (OSS). Out of concern that such a practice is counter-intuitive and likely not effective at improving student engagement or academic outcomes, some states have recently banned this practice altogether. This analysis uses Arkansas as a case study to estimate the impact of a state-level ban on the use of OSS for truancy on attendance—an important measure related to student engagement and opportunity to learn. Using an eight-year panel of student-level data in a difference-in-differences framework, we find no evidence of improvement in attendance for truant students. Implications for policy design, implementation, and evaluation are discussed.