Investigating the dynamics of formative assessment: relationships between teacher knowledge,assessment practice and learning

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.     

School Community in Different Magnet Program Structures

This study utilizes self-reported survey data from teachers to compare indicators of school community in whole school-dedicated magnets in which all students are enrolled in the magnet program and program within school (PWS) magnets in which only a portion of the students participate in the magnet program. The indicators of community assessed in this study are categorized as internal (i.e., within the school) and external (i.e., involving home-school relations). Whole school magnets were found to be characterized by higher levels of internal and external community. Specifically, whole school magnet teachers report greater goal congruence, teacher commitment, and parent involvement. These findings are purported to result from all teachers and students choosing whole school magnets, differences in SES of the students enrolled in these school types, and dilution of indicators of community in PWS magnets from mixing magnet students and teachers with those in the traditional school program. The results varied byschool size.     

EVALUATION OF A DISTANCE LEARNING COURSE IN GERIATRIC INTERDISCIPLINARY TEAMING

approach are advantageous in a rapidly changing health care system where managed care and integrated services are of increasing importance. A statewide Geriatric Education Center, in cooperation with faculty from multiple disciplines at a state-supported major medical college and other nationally known experts in this area, developed a graduate level distance learning course to enhance awareness of the importance of interdisciplinary teaming. Evaluation results documented an increase in the skills important to effective interdisciplinary team functioning. Greater improvements in attitude toward health care teams occurred among students employed in jobs where they worked primarily with older adults. Pre-training and post-training motivational differences were also found to distinguish students engaged in direct care, geriatric employment. Results are discussed in relation to other evaluation studies in this area and the advances likely to be documented with increased recognition of the benefits in employing geriatric interdisciplinary teams.     

School and Community Wellness: Transforming Achievement Using a Holistic Orientation to Learning

A comprehensive school and community wellness plan was developed and implemented to transform Lemon Grove Academy for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued. The school's Comprehensive Wellness Plan includes student wellness, family wellness, staff/faculty wellness, and environmental wellness.