Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.     

Interviewing objects: including educational technologies as qualitative research participants

This article argues the importance of including significant technologies‐in‐use as key qualitative research participants when studying today’s digitally enhanced learning environments. We gather a set of eight heuristics to assist qualitative researchers in ‘interviewing’ technologies‐in‐use (or other relevant objects), drawing on concrete examples from our own qualitative research projects. Our discussion is informed by Actor‐Network Theory and hermeneutic phenomenology, as well as by the literatures of techno‐science, media ecology, and the philosophy of technology.     

When Traditional Won't Do: Experiences from a “Lower-Level” Mathematics Classroom

High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations, psychological constructivism and information processing, promote learning as a constructive process that can be aided by strategies such as activating prior knowledge, chunking, elaborating, and invoking a schema. High school teachers can use these cognitive active learning strategies in classroom instruction or incorporate them into out-of-class assignments to increase students engagement in their learning.     

Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality

This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations.     

Constructing Equivalent Salary Schedules

College students (N = 160) read two 1-½ page passages on the concepts of autism and trochaic meter. After reading, four independent groups answered questions requiring either a summary, the generation of a new example of the concept, a listing of the critical attributes of the concept, or the identification of a new example. All groups received feedback, and a control group received feedback but no post-question. Alternate forms of a test of concept classification were given one day and one week after reading. The identify post-question group showed greater accuracy in the classification of new examples of the concepts studied when compared to the other post-question groups, yet required no greater amount of study time than the no-question control group.     

Exploring social constructivism: theories and practicalities

In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered.     

Canadian school programs for students with emotional/behavioural disorders: A Decade of programs,policies, and practice

ABSTRACT

The purpose of this project was to examine programs and services for students with emotional/behavioural disorders (E/BD) across Canada. It is a replication of a survey undertaken a decade prior intended to examine similarities and differences in Canada’s provinces and territories, as well as exploring overall changes to policy and process in this period of time. Nine jurisdictions participated in this 2014 iteration of the cross-Canada electronic survey requesting information on services, policies, and practices for students with E/BD in the K-12 school systems from key stakeholders in jurisdictional ministries. Overall themes were captured, as well as unique highlights in each participating jurisdiction. Continued movement away from diagnosis, identification, and categorization is evident; however, little consistency has been attained across the country. Key issues are discussed along with recommendations moving forward.     

I BOOK REVIEWS

This study examines the influence of graphing calculators on a teacher's assessment practices in a college algebra course. The researcher focused on three techniques of alternative assessment: oral discourse, teacher observations, and problem‐solving investigations. The teacher's assessment practices were revealed during 6 weeks of classroom observations. The researcher examined the teacher's assessment practices before and after the teacher used graphing calculators as tools for teaching and learning mathematics. The use of the graphing calculators enhanced the teacher's assessment practices as related to oral discourse, classroom observations, and problem‐solving investigations. The results of the study indicate the potential for technological tools to influence teachers’ practices of alternative assessment in the mathematics classroom.