Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture

The study investigated the relationships between assessment for learning (AfL) and attributes of two school-related contexts - the classroom assessment culture (CAC) in which AfL is embedded, and the larger context in which CAC is nested, namely the school-based professional learning community (SBPLC). The research design comprised two layers - quantitative and qualitative; the former, using rating-response questionnaires, investigated the association between attributes of SBPLC and AfL in a sample of in-service teachers. The latter, a multiple case study, examined AfL practices of six elementary school teachers, the assessment culture in their classrooms, and characteristics of their SBPLCs. Taken together, the findings of both layers pointed to meaningful relationships among AfL, CAC, and SBPLC highlighting similarities between SBPLC and CAC with regard to cultural attributes and to AfL/inquiry practice. Contextual attribute patterns conducive to proper implementation of AfL and those that impede it were discerned and discussed.     

The teaching profession against the background of educationalisation: an exploratory study

This article focuses on the teaching profession against the background of educationalisation in the Netherlands in the sense that Dutch schools are increasingly regarded as focal points at which to address and solve social issues. Our research project concentrated on the extent to which teachers, being key figures in the school organisation, understand their role as one that embraces a social in addition to an educational mission. It explores teachers’ professional identity and their awareness, task perception and self-efficacy with respect to performing a social mission. The results show that ‘addressing social issues’ can be identified as a dimension of teachers’ professional identity. However, teachers report low self-efficacy as regards carrying out social tasks, irrespective of their task perception and awareness. The phenomenon of educationalisation is occurring in other Western European countries and in the US. The results of this exploratory study raise questions about the feasibility of educationalising social problems.     

Learning habits of students with special needs in short‐term vocational education programmes

This research examined some characteristics of the learning habits of students with special needs and those without them in programmes of short‐term vocational education in five areas: motivation, learning and learning techniques, emotional, social and the area of self‐evaluation. The research sample consisted of 140 students from different secondary schools. The Questionnaire on the Learning Habits of Adolescents was used for the purpose of the study. The differences between the means from individual learning habit scales, between the students with special needs or without them, were discovered by one‐way analysis of variance. Basic findings of empirical research emphasise that there exist statistically significant differences between the students with special needs and the students without special needs in four areas of learning habits. Among the findings causing concern in connection with learning habits, we would like to underscore the fact that students with special needs are perceived as less efficient at and less competent in coping with learning and work tasks. These students are not familiar with effective methods and strategies for successful learning, which leads to the feelings of frustration and helplessness in case of failure. In order to cultivate an effective and supportive educational environment for students with special needs, short‐term vocational schools should develop learning/teaching models that provide a potentially powerful alternative to traditionally directed teaching approaches.     

Recent tensions and challenges in teacher education as manifested in curriculum discourse

This study seeks to contribute to discussions on the development of teacher education by analysing teacher educators' talk concerning curriculum reform. The curriculum is understood as a mediating construction between teacher educators and the social context, and the development of the curriculum is seen as a negotiation process between global discourses and local actors. Our aim was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. We illustrate these and discuss what they imply for the development of teacher education.     

The bells: A re‐appraisal

The Bells, although universally described by critics as melodrama, departs markedly from the traits most usually associated with the form. An investigation of this seeming contradiction leads to the testing of an alternate model for melodrama and an illumination of the play's structure by means of this model. The resulting analysis points clearly to the need for more theoretical work into the nature of melodrama.     

Verification of automatic analysers Roller 20PN and iSED for measuring erythrocyte sedimentation rate

IntroductionAutomated erythrocyte sedimentation rate (ESR) analysers are based on different methodology than Westergren method. It is questionable whether ESR values obtained from those analysers are comparable with determined values with Westergren method. The aim was verification of the precision, method comparison and accuracy of automated ESR analysers: Roller 20PN (Alifax S.p.A., Polverara, Italy) and iSED (Alcor Scientific, Smithfield, USA).Materials and methodsBlood samples (N = 752 for Roller 20PN and N = 213 for iSED) were sampled into K₂EDTA (Kima, Italy) tubes for automated and 3.8% Na-citrate tubes (Kima, Italy) for Westergren method. The data was divided into three groups according to the ESR values obtained with the Westergren method: Group Low (L) (ESR ≤ 20 mm), Group Medium (M) (ESR 21-60 mm), and Group High (H) (ESR ≥ 61 mm). Method agreement was assessed by Bland-Altman analysis and Passing-Bablok regression.ResultsAnalyser iSED has shown better comparability with Westergren method (bias 0.0 (95%Cl -1.4 to 1.5) range than Roller 20 PN (bias = - 6.4 (95%Cl - 7.1 to -5.7) in the whole measuring. For Roller 20 PN, Passing-Bablok regression has shown constant and proportional difference for Groups L and M, and for iSED only for Group H. Roller 20 PN had lower sensitivity (0.51 (95%Cl: 0.45-0.57) than iSED (0.72 (95%Cl: 0.59-0.80) while they had comparable specificity (> 0.90) and accuracy (≥ 0.80) in comparison with the Westergren method.ConclusionBoth analysers are not comparable with the Westergren method and should not be used interchangeably.     

An analysis of question asking on scientific texts explaining natural phenomena

This article relays results of a study focused on questions invoked to correct declarative knowledge deficits while readers process science texts explaining natural phenomena. Firstly, the authors focused on finding out what kind of questions are asked by students who read these texts and, secondly how task demand influences quantity and quality of formulated questions. Two hundred and eighty nine Portuguese students from 8th, 10th, and 12th grade participated in the study. The students were instructed to ask questions on two short science paragraphs that explained natural phenomena. Three task conditions were chosen. Thus, in the “Class” condition, the task was introduced as an activity aimed at developing the capacity to ask questions. In the “Examination” condition, the task was presented as a test on question generation. Finally, in the “Extra‐academic” condition the questioning task was camouflaged as a participation in a research project sponsored by the Ministry of Education and geared at the improvement of science textbooks. The results have shown that students are able to ask many questions when given an opportunity to do so. The study has also proven that students are capable of generating a large volume of causal‐antecedent questions relative to this kind of texts. Finally, no clear effects were found between grade level and/or task demand as defined in the conducted study. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 602–614, 2000