An Application of Generalizability Theory to Evaluate the Technical Quality of an Alternate Assessment

Although federal regulations require testing students with severe cognitive disabilities, there is little guidance regarding how technical quality should be established. It is known that challenges exist with documentation of the reliability of scores for alternate assessments. Typical measures of reliability do little in modeling multiple sources of error, which are characteristic of alternate assessments. Instead, Generalizability theory (G-theory) allows researchers to identify sources of error and analyze the relative contribution of each source. This study demonstrates an application of G-theory to examine reliability for an alternate assessment. A G-study with the facets rater type, assessment attempts, and tasks was examined to determine the relative contribution of each to observed score variance. Results were used to determine the reliability of scores. The assessment design was modified to examine how changes might impact reliability. As a final step, designs that were deemed satisfactory were evaluated regarding the feasibility of adapting them into a statewide standardized assessment and accountability program.     

The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.     

A Structural Analysis of the Language of School‐age Children

Westminster College is currently undertaking a research project into the language development of children of school age in conjunction with the Department of Linguistic Science, University of Reading. The collaboration represents an attempt to apply Linguistic Science to the work of classroom teachers within the mother‐tongue. The following papers indicate the nature of the project and its possible uses to the teaching profession and students of language acquisition.     

Extent,Type, Preferences and Consequences of Crisis Intervention Training for Teachers

This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically.     

Motion Pictures: Theory and Criticism

Richard Taylor, The Politics of Soviet Cinema, 1917 - 1929 (Cambridge: Cambridge University Press, 1979 -- $19.95)

S.S. Prawer, Caligari's Children: The Film as Tale of Terror (New York: Oxford University Press, 1980 -- $19.95)

Thomas Sobcheck and Vivian C. Sobcheck, An Introduction to Film (Boston: Little Brown, 1980 -- $10.95 with instructor's manual)

Brian Henderson, A Critique of Film Theory (New York: E.P. Dutton, 1980 -- $8.95 paper)

Two more volumes have appeared in the Wisconsin/Warner Bros. Screenplay Series (both Madison: University of Wisconsin Press, 1980 -- $12.50/ $4.95 paper)

Paul Seydor, Peckinpah: The Western Films (Urbana: University of Illinois Press, 1980 -- $12.95 hardcover)

Vivian Carol Sobcheck, The Limits of Infinity: The American Science Fiction Film ( South Brunswick: A.S. Barnes, 1980 -- $14.50)

Richard Meyers in The World of Fantasy Films (South Brunswick: A.S. Barnes, 1980 -- $17.50)

Michael Chanan, The Dream That Kicks: The Prehistory and Early Years of Cinema in Britain (London: Routledge Kegan Paul, 190-- $32.50)     

Shifting expectations: Revisiting core concepts of academic librarianship in undergraduate classes with a digital humanities focus

ABSTRACT

This article explores best practices for supporting digital humanities (DH) activity and pedagogy in the undergraduate classroom on campuses without a DH center in the library. By examining specific aspects of librarians' curricular engagements, with a particular focus on reference and instructional activity, we discuss how reenvisioning these services aids in the development of effective support for both faculty and students engaged in DH. An included case study illustrates how redefining “traditional” librarian liaison roles and shifting expectations of faculty from one-shot instruction sessions to embedded librarianship models can be put into practice in undergraduate classrooms with a DH focus. The article concludes with a discussion of the librarian as digital humanist and how this role can positively impact undergraduate curricula.     

Promoting mental model building in astronomy education

While astronomy has recently re-emerged in many science curricula, there remain unresolved teaching and learning difficulties peculiar to astronomy education. This paper argues that mental model building, the core process in astronomy itself, should be reflected in astronomy education. Also, this crucial skill may promote a better understanding of the nature of science by pupils and it resonates with current understandings about pupils' learning in science. However, three practical questions to be considered are: the expressed reservations about the connection between mental model building and meaningful learning; the earliest age of pupils for whom mental model building is appropriate; and the lack of research into pupils' prior ideas about the role of models in science. The paper describes how a four-phase general pedagogical strategy was adopted to create an astronomy teaching and learning package to promote mental model building. The package consists of notes explaining the mental model building followed by an overview of the teaching-learning approach and suggested outlines of the 12 lessons. Research investigated whether that package can help Year 7-8 pupils interrogate and refine their mental models of the Sun-Earth-Moon system within the constraints of an ordinary class of 33 pupils. The results showed that all four phases of the general strategy were necessary and effective in that most pupils were able successively and successfully to critique their mental models of the Sun-Earth-Moon system while also achieving traditional astronomy knowledge goals. Implications are that pupils as young as Year 7-8 may be able to construct other appropriate mental models, such as those for biological populations, atomic structure and plate tectonics.