The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time, contributing to the knowledge base of teacher education. Reflecting our analysis, we defined self-study as a research approach in the field of teacher education which can be typified by the following characteristics: self-study research focuses on one’s own practice; for this reason, it privileges the use of qualitative research methods; collaborative interactions play a central role in the research process; and its validation is based on trustworthiness. Furthermore, we identified two tensions inherent in the self-study work, on which researchers always and continuously need to position themselves for self-study inquiries to achieve its purposes: the tension between relevance and rigour on the one hand, and that of effectiveness and understanding on the other hand.     

When Are Multidimensional Data Unidimensional Enough for Structural Equation Modeling? An Evaluation of the DETECT Multidimensionality Index

In structural equation modeling (SEM), researchers need to evaluate whether item response data, which are often multidimensional, can be modeled with a unidimensional measurement model without seriously biasing the parameter estimates. This issue is commonly addressed through testing the fit of a unidimensional model specification, a strategy previously determined to be problematic. As an alternative to the use of fit indexes, we considered the utility of a statistical tool that was expressly designed to assess the degree of departure from unidimensionality in a data set. Specifically, we evaluated the ability of the DETECT “essential unidimensionality” index to predict the bias in parameter estimates that results from misspecifying a unidimensional model when the data are multidimensional. We generated multidimensional data from bifactor structures that varied in general factor strength, number of group factors, and items per group factor; a unidimensional measurement model was then fit and parameter bias recorded. Although DETECT index values were generally predictive of parameter bias, in many cases, the degree of bias was small even though DETECT indicated significant multidimensionality. Thus we do not recommend the stand-alone use of DETECT benchmark values to either accept or reject a unidimensional measurement model. However, when DETECT was used in combination with additional indexes of general factor strength and group factor structure, parameter bias was highly predictable. Recommendations for judging the severity of potential model misspecifications in practice are provided.     

On Natural Variation in Grades in Higher Education,and Its Implications for Assessing Effectiveness of Educational Innovations

To investigate the effect of innovations in the teaching–learning environment, researchers often compare study results from different cohorts across years. However, variance in scores can be attributed to both random fluctuation and systematic changes due to the innovation, complicating cohort comparisons. In the present study, we illustrate how using information about the variation in course grades over time can help researchers and practitioners better compare the grades and pass rates of different cohorts of students. To this end, all 375,093 grades from all 40,087 first‐year students at a Dutch university during a period of six consecutive years were examined. Overall, about 17% of the variation in grades could be attributed to random variation between years and courses. With respect to passing courses, this percentage was almost 40%. Nonsignificant improvements in grades could be flagged as highly significant when this is ignored, thus leading to an overrepresentation of significant effects in educational literature. As a consequence, too many educational innovations are claimed to be effective.     

Fostering meaning-oriented learning and deliberate practice in teacher education

Meaning-oriented learning and deliberate practice may be expected to promote student teachers’ continuous professional development. We interviewed twelve expert teacher educators to explore their understanding of these concepts, as well as pedagogies to stimulate them in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning. Pedagogies were operationalized in twelve design principles, which integrated ideas previously scattered in the literature, and added to it with respect to anticipatory reflection, diverse ways of “modeling”, and student teacher agency in creating a powerful learning environment.     

Electronic Records Management and Public Accountability: Beyond an Instrumental Approach

In evaluating government actions, accountability fora depend on public records. Information and communication technologies (ICTs) can—depending on how they are used—positively or negatively affect the availability of records for accountability. Dominant trends in the effect of ICTs on records management are (1) the mixing of "on the record" and "off the record" communication, (2) the shift of control over information to the individual, (3) the focus on present rather than on historic information, (4) the interlinking of information managed by several organizations, and (5) the integration of procedures into computer systems. These trends indicate that the introduction of ICTs challenges the existing balance between organizational values (e.g., formality and informality, central control and individual autonomy). Electronic records management is therefore about finding an organizational design that balances values to fit the organization's accountability situation.     

Cross‐Validated Prediction of Academic Performance of First‐Year University Students: Identifying Risk Factors in a Nonselective Environment

Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre‐entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students’ first‐year academic performance. Preregistered applicants for a bachelor's program filled out an intake questionnaire before study entry. Outcome data (first‐year grade point average, course credits, and attrition) were obtained 1 year later. Prediction accuracy was assessed by cross‐validation. Students who performed better in preparatory education, followed a conventional educational path before entering, and expected to spend more time on a program‐related organization performed better during their first year at university. Concrete preuniversity behaviors were more predictive than psychological attributions such as self‐efficacy. Students with a “love of learning” performed better than leisure‐oriented students. The intake questionnaire may be used for identifying up front who may need additional support, but is not suitable for student selection.     

Alignment 2.0: Strategic use of new internet technologies in government

This paper challenges the view that strategies for using Web 2.0 should primarily be based upon technological characteristics. The value of the organizational strategic alignment approach for developing specific operational Web 2.0 strategies for government organizations is explored both theoretically and empirically. On the basis of a review of the literature we conclude that there are no a priori reasons why the idea of a fit between IT strategy and business strategic orientation cannot be applied to the development of operational Web 2.0 strategies for government organizations. The empirical exploration based on intervention research at the Dutch Department of Education results in the identification of five configurations: organizational transparency, organizational interactions, policy sector transparency, policy sector interactions and process and policy innovation. These configurations are logically consistent with the strategic orientations of the three directorates of the Department of Education. This overview does not pretend to be exhaustive but validates the idea that an alignment approach leads to differences in operational strategies. The configuration approach provides organizations with useful a starting point for developing their Web 2.0 strategies.     

Sloth, Silence, and Concentration: The Reader Between Letter and Spirit

In current-day criticisms of consumer culture as well as of the performativity culture of the work place, the originally religious concept of the vice of acedia or sloth is reinterpreted as a virtue. Art, especially poetry, is put to the fore in that connection. The image of the reader is addressed when the question of the relationship between poetics and religion is under discussion. The observation of the decline of reading has often been part of forms of cultural criticism and pessimism. Empirical research from the Netherlands over a few decades as to the free time spent in reading as compared to other leisure activities, is reviewed. The pattern emerges that not reading as such, but reading books is losing ground. The “Cultural Citizen” of present, as characterized by the Dutch Culture Council in 2007, is involved in so many diverging leisure activities, that the time and quiet needed for the time-honoured pastime of reading is lacking. The article then discusses the question whether there is a relationship between poetics and religion as to their imminent concentration and contemplation. An intrinsic relation between poetry and reading on the one hand and religion and transcendence on the other, is advocated by the famous British literary theorist George Steiner and by the Dutch essayist Jan Oegema. Steiner distinguishes five categories of solitude in his Grammars of Creation (2001). These categories are explored in order to test the validity of the idea that the seeking of solitude and concentration necessary for reading, eventually leads to spiritual and religious experience. This idea is rejected. In conclusion, reading is, after the fashion of the novelist Milan Kundera, tied to the experience, not of a transcendent unity, but rather of a polyphony of human voices.