A Reaction to Mehrens's NCME Presidential Address

As a state level measurement specialist, Tom notes that some psychometricians always have a list of reasons test data cannot be used to enhance the quality of educational decisions. He welcomes Bill's exhortation to be hope-oriented and calls on measurement specialists to provide decision makers with practical, understandable ways to best use test data.     

Mobile social networking as information ground: A case study

Mobile messaging systems, particularly those that incorporate social networking capabilities, affect how individuals socially interact and how they exchange information. This paper reports the impact of a mobile-device-based social networking service that enables users to form groups and send both text and photos to co-members. Survey and system usage data from 19 participants over 16 months were analyzed using information ground theory, which focuses on how people share everyday information in informal social settings. This study was novel in applying the theory to an online environment. In addition to how the mobile system functions as an information ground, the results highlight the types and usefulness of information shared, the role of information shared in everyday life, and how the system fits into participants' communication and social “ecosystem.” Usage analyses describe message sending frequency and system participation levels in relation to other factors, such as length of time in the system. Findings are discussed in the context of the information ground framework's seven propositions, to which we propose adding an emergent concept: “information capital,” i.e., an individual's capacity to access information based on his/her information grounds extent, and degrees of social capital and information literacy.     

The Roles of the Primary Head in Voluntary Aided and County Schools: A Personal View

In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively.     

Integrating Information Technology: competency recommendations by teachers for teacher training

ABSTRACT

A challenge for teacher training education lies in keeping courses up to date. This paper provides a view of the top ten IT competencies required of pre‐service teachers, as perceived by practising teachers in USA schools. This paper reports findings from 215 teachers in Colorado public schools. A complimentary view of reasons that teachers have for not using new media in instruction indicates that convenient access to hardware and software are significant issues and recommends re‐examination of traditional teacher training and practise.     

Analysing the Role of the Teacher in Early Reading: A lesson for researchers

This paper describes two parts of a research study that examined the role of the teacher of reading in the child's first year of school. Traditional research into reading has tended to examine the child's reading behaviour or the methods used by teachers. Research into teacher effectiveness tends to be large scale and uses standardised measures of performance and analysis of task design. This paper argues that teaching, particularly with younger children, is a complex process that cannot be easily defined. The design adopted by researchers will influence findings and, above all, if research into teaching does not involve the teachers themselves, then it is unlikely that new definitions of teaching will arise. The author discusses how the inclusion in the research project of teachers' own perceptions of their role revealed different and contradictory findings to those of more established studies .