Generalizability and Validity of the Use of a Case Analysis Assessment to Make Visible the Quality of Teacher Candidates

The use of case analysis as an accountability measure for demonstrating teacher candidates abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management was evaluated. The findings supported the generalizability of case analysis ratings made using a standards-based scoring rubric, and the ratings were shown to differentiate levels of performance in accordance with those standards. Support for the content representativeness of the performance assessment was also obtained using criteria suggested by Crocker (1997), including the realism, frequency, necessity, and importance of the targeted teaching behaviors to actual teaching practice. The findings also provided initial support for the predictive validity of the case analysis assessment for appraising candidates overall abilities to manage a public school classroom.     

Selection of models in 2×2×2 contingency tables

This paper is the presentation of a simplified example of a technique, conceived by Yates and later developed by Goodman and Haberman, for the determination of appropriate log-models in the measurement of qualitative data in higher education.     

An exploration of school mobility: Risks and protective factors in late elementary

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.     

How are action researchers contributing to knowledge democracy? A global perspective

ABSTRACT

Although action research has been widely recognized as an appropriate methodology for promoting the democratization of knowledge, it is not always conducted from an emancipatory and transformative paradigm. Using AR in a technical way, renders it no more than a researcher-driven, problem-solving heuristic that perpetuates the intellectual colonization of local knowledge. This begs the question: how can action researchers work in ways that are contextually and culturally relevant, and generate knowledge that enables people to take control of improving their own lives as they see fit? This paper presents a thematic analysis of the narrative reports from seven participatory workshops held around the world for the purpose of dialoging around this and related questions. Findings indicate that, generally, action researchers are indeed facing challenges on many personal, institutional and epistemic levels as they endeavor to promote knowledge derived from the principles of authentic participation and dialogue with those whom it is intended to benefit. However, the analysis also reveals creative responses of practitioners to these challenges. In keeping with the special issue theme, we offer this analysis as a starting point for further discussion around how we can mobilize knowledge for equitable social progress.     

Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities

This experimental study reports findings on the effects from a year-long reading intervention providing daily, 50-minute sessions to middle-school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education services as provided by the school. Results indicated statistically significant findings favoring the treatment group for sight word reading fluency following intervention. Small effects were found for phonemic decoding fluency and passage comprehension. No other statistically significant differences were noted between groups. The findings suggest that while gains on word reading fluency resulted from the additional reading treatment, accelerating the reading performance of students identified with learning disabilities may be unlikely to result from a one-year, daily intervention provided to students in groups of 10-15.     

The rain

I used to be a boy deeply loving the rain.Running in the rain without my beautiful umbrella was once one of my favorite things.However,as time went by,I was not even the half the one I had been.The rain would bring me some convenience,like no P.E.class that day.In another way,it made me depressed.Loneliness came to bother me all day.Facing the crowded bus,I felt somewhat complicated.Though it took me more time and strength,I still enjoyed walking home.At least I didn't have to stay out of breath on the hot wet bus...     

Is there a low-back cost to hip-centric exercise? Quantifying the lumbar spine joint compression and shear forces during movements used to overload the hips

The aim of this study was to quantify joint compression and shear forces at L4/L5 during exercises used to overload the hips. Nine men performed 36 "walking" trials using two modalities: (1) sled towing and (2) exercise bands placed around the ankles. Participants completed forward, backward, and lateral trials with bent and straight legs at three separate loads. Surface electromyography (EMG) was recorded bilaterally from eight torso and thigh sites, upper body and lumbar spine motion were quantified, and hand forces were measured. An EMG-driven musculoskeletal model was used to estimate the muscular contribution to joint compression and shear. Peak reaction, muscle and joint compression and shear forces, and peak gluteus medius and maximus activity were calculated. Significant differences were noted in each dependent measure; however, they were dependent on direction of travel, leg position, and load. The highest joint compression and shear forces for the sled and band conditions were 4378 N and 626 N, and 3306 N and 713 N, respectively. In general, increasing the band tension had little effect on all dependent measures, although a load-response was found during the sled conditions. Before using any exercise to improve hip function, the potential benefits should be weighed against "costs" to neighbouring joints.