Statement Verification for Science: Theory and Examining Technical Adequacy of Alternate Forms

While curriculum-based measurement (CBM) tools for screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool (Statement Verification for Science; SV-S), for screening decisions regarding students’ science content knowledge, is examined for technical adequacy. A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed two alternate forms of SV-S concurrently with a statewide high-stakes test of accountability. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions.     

Stochastic Einstein Locality Revisited

I discuss various formulations of stochastic Einstein locality(SEL), which is a version of the idea of relativistic causality,that is, the idea that influences propagate at most as fastas light. SEL is similar to Reichenbach's Principle of the CommonCause (PCC), and Bell's Local Causality. My main aim is to discuss formulations of SEL for a fixed backgroundspacetime. I previously argued that SEL is violated by the outcomedependence shown by Bell correlations, both in quantum mechanicsand in quantum field theory. Here I reassess those verdictsin the light of some recent literature which argues that outcomedependence does not violate the PCC. I argue that the verdictsabout SEL still stand. Finally, I briefly discuss how to formulate relativistic causalityif there is no fixed background spacetime.

1 Introduction

2Formulating Stochastic Einstein Locality

2.1 Events and regions

2.2 The idea of SEL

2.3 Three formulations of SEL

2.3.1The formulations

2.3.2Comparisons

2.4 Implications betweenthe formulations

2.4.1 Conditions forthe equivalence of SELD1and SELD2

2.4.2 Conditions for theequivalence of SELS andSELD2

3 Relativistic Causality in the Bell Experiment

3.1 The background

3.1.1 The Bell experiment reviewed

3.1.2My previous position

3.2 A common common cause? The Budapestschool

3.2.1 Resuscitatingthe PCC

3.2.2 Known proofs of aBell inequality need a strongPCC

3.2.3 Two distinctions

3.2.4Szabó's model

3.2.5A common common cause is plausible

3.2.6 Bell inequalitiesfrom a weak PCC: the Bern school

3.3 SEL in the Bell experiment

3.3.1 PCC and SEL are connectedby PPSI

3.3.2 The need forother judgments

3.3.3 Weak vs.strong SELD

4 SEL in Algebraic Quantum Field Theory

4.1 The story so far

4.2 Questions

4.2.1 Our formulations

4.2.2 The BudapestandBern schools

5 SEL in DynamicalSpacetimes

5.1 SEL for metric structure?

5.2 SEL for causalsets?

5.2.1 The causal set approach

5.2.2Labelled causalsets; general covariance

5.2.3 Deducing thedynamics

5.2.4The fate of SEL

     

The behavioural approach in schools: a time for caution revisited

This paper takes as its starting point an examination of the current status of some of the concerns that were raised in the mid‐1980s about methodological problems faced by educational researchers using the behavioural approach in schools. These concerns included the measurement of agreement between observers, the interpretation of raw data extracted, the potential influences of observers and the inherent properties of research designs. Subsequently, some more wide‐ranging concerns are considered, in particular the kinds of behaviour selected for treatment, the lack of analysis of what is involved in teachers’ positive responses to pupils’ behaviour and the relatively uninvestigated effects of teachers’ negative responses. The conclusions are presented as a series of points that are listed, as far as possible, in the order in which they confront the investigator.     

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on practice in England. This article, contextualised by the authors’ interests in education and social inequality, seeks to do two things. First, it provides a brief analysis of the existing research evidence on the impact of ‘ability’ grouping, with particular reference to socio-economic inequality, identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Second, it applies Foucaultian ‘analysis of discourse’ to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of ‘ability grouping’ reflect cultural investments in discourses of ‘natural order’ and hierarchy, with particular resonance for the discursive and political habitus of middle-class parents. The authors postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via their current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice.     

THE ROLE OF SCHOOL LEVEL PROTECTIVE FACTORS IN OVERCOMING CUMULATIVE RISK FOR BEHAVIOR DIFFICULTIES IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

The study investigated whether school‐level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools. Risk factors associated with increases in behavior difficulties over an 18‐month period were summed to a cumulative risk score. Various school‐level factors were added to multilevel models, with interaction terms computed between cumulative risk and these variables to assess their potential protective effects. The primary school model revealed a significant interaction between cumulative risk and school academic achievement in predicting behavior difficulties. Higher levels of achievement in primary schools help reduce behavior difficulties for children most at risk. The secondary school model evidenced a significant interaction between cumulative risk and school percentage of students eligible for free school meals (FSM). Lower proportions within a school of children eligible for FSM were associated with reductions in behavior difficulties for children at high levels of risk. Interventions aimed at improving school‐level academic achievement and targeting high‐risk students attending schools with large proportions of children eligible for FSM would be beneficial.     

Teachers’ attitudes towards inclusive education: a critical review of published questionnaires

Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.     

An integrated framework to guide educational psychologist practice

This paper describes a five-phase practice approach that further develops Monsen et al.'s problem-analysis framework, which was originally designed for use by educational psychologists in training. The five-phase approach aims to provide a user-friendly conceptual framework for use by experienced educational psychologists. Action points, completed summary proformae, and a multi-faceted assessment and intervention example are provided to support the implementation of this approach within practice-based work.     

安全领域这一年

虽然安全技术取得了很大进步,但PC用户在2006年里并没有感觉更加安全.互联网越来越普及,黑客的在线攻击已经变得更加隐秘和更加专业,特别是针对用户信用卡等信息的网络经济犯罪大量涌现.