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.     

‘Women can’t referee’: exploring the experiences of female football officials within UK football culture

The purpose of this study was to explore the experiences of female (association) football officials who officiate in amateur men’s and boys’ football matches in two UK counties (Warwickshire and Somerset). The research presents a view of men’s football from a position that has hitherto been overlooked in the social exploration of football culture. Drawing upon ethnographic fieldwork collected between September and December 2012, the findings provide insight into some women’s experiences of sexism and marginalization in predominantly male football contexts. Participant observations, formal semi-structured interviews and a range of informal conversations with four female match officials demonstrated a wide range of abuse that could generally be construed as sexist. The women used various strategies to overcome the hostile attitudes that often greeted their presence on the football pitch. Moreover, they continuously negotiated their identities as females and football officials in a space where men and masculinity are prevalent.     

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Social Services and HumanIm, prepare welfare applicants to find and retain employment to improve their lives. The intensive educational program utilizes the constructivism approach to learning, incorporating both developmental and social learning theories.     

Self reference in interpretive performance

Self reference, the capacity of language to “talk about itself”, provides a useful paradigm for understanding, directing, and performing oral interpretation. An analysis of the various relationships and interactions within this art form reveals dimensions of self reference, that feature of language which transforms a system of discursive symbolism into a presentational literary art form. To the degree that oral interpretation capitalizes on this reflexive power of language, the transformation is most complete in this literary art form.     

In practice: Weaving the campus safety net by integrating student health issues into the curriculum

Georgetown University has developed an innovative approach to addressing student health and wellness issues through curriculum infusion—a collaborative pedagogy that introduces real-life health issues faced by college students into their academic courses.