Children's perceptions of primary science assessment in England and Wales

This study builds on and contributes to work on assessment of children in primary school, particularly in science. Previous research has examined primary science assessment from different standpoints, but no studies have specifically addressed children's perspectives. This article provides additional insight into issues surrounding children's assessment in primary school and how the assessment of science might develop in England after the science SATs (Standard Assessment Tests) were abolished in 2009. Some research suggests that primary science assessment via SATs is a major reason for the observed decline in children's engagement with science in upper primary and lower secondary school. The analytic focus on engaging children as coresearchers to assist in the process of gathering informed views and interpreting findings from a large sample of children's views enables another contribution. The study, based on a survey of 1000 children in primary and secondary schools in England and Wales, reveals that despite being assessed under two different regimes (high‐stakes national tests in England and moderated teacher assessment in Wales), children's views of science assessment are remarkably consistent. Most appreciate the usefulness of science assessment and value frequent, non‐SATs testing for monitoring/improving science progress. There was a largely negative impact, however, of science assessment on children's well‐being, particularly due to stress. The paper demonstrates that children provide an important perspective on assessment and that including their views can improve policy‐making in relation to primary science assessment.     

PTSD and marital satisfaction in military service members: Examining the simultaneous roles of childhood sexual abuse and combat exposure

Childhood sexual abuse (CSA) is relatively common and is associated with a multitude of negative outcomes in adulthood, including posttraumatic stress disorder (PTSD) and lower marital satisfaction. However, CSA has been understudied in military samples. The purpose of the present study was to examine the relative contributions of CSA and combat exposure to PTSD and marital satisfaction. Two hundred eighteen National Guard/Reserve veterans who deployed overseas between 2001 and 2008 completed self-report measures of CSA, marital satisfaction, combat exposure, and PTSD symptom severity. Data were analyzed using linear regression and path analysis to evaluate a comprehensive model including all variables. CSA accounted for unique variance in PTSD symptom severity independent of combat exposure. CSA also had a negative direct association with marital satisfaction, independent of combat exposure and PTSD symptom severity. In contrast, combat exposure had only a negative indirect association with marital satisfaction via PTSD when all variables were examined simultaneously. CSA accounted for unique variance in both PTSD symptom severity and marital satisfaction in this sample of combat veterans. Clinically, results suggest that assessment and treatment of CSA is indicated for military veterans suffering from PTSD. Further, treatment of CSA may improve marital satisfaction, which may positively affect psychological functioning in the veteran.     

A New Paradigm: Authorizing a Rhetorical Ground in Technology Transfer

This work was based on a case study of a university institute designed to bring university and industry leaders together to promote research and economic development. The article examines how key terms in technology transfer not only justified the institute but also constituted a ground for negotiating interests. Framed by Burke's and Bourdieu's theories of motive and space, the analysis examines the question of who or what authorizes the grounds for success in technology transfer.     

Redefining Nontraditional Students: Exploring the Self-Perceptions of Community College Students

Recognition of the nontraditional student in higher education is valuable because it promotes an awareness of issues particularly relevant to the community college student population. While research that categorizes students by age is a practical way to study a unique population within community colleges, this approach may not be the most preferred way to examine the complexities of community college students. This study focused on community college students' self-perceptions of their primary roles as students, employees, and parents, thereby offering an alternative to utilizing predefined categories in order to distinguish between groups (e.g., based on age). The findings also shed light on unique characteristics that differentiate among students who identify their roles primarily as students, employees, or parents. In fact, this study shows that even students often considered “traditional” may have qualities that are typically considered nontraditional.     

Differential Item Functioning Analysis for Accommodated Versus Nonaccommodated Students

The No Child Left Behind act resulted in an increased reliance on large-scale standardized tests to assess the progress of individual students as well as schools. In addition, emphasis was placed on including all students in the testing programs as well as those with disabilities. As a result, the role of testing accommodations has become more central in discussions about test fairness and accessibility as well as evidence of validity. This study seeks to examine whether there exists differential item functioning for math and language items between special education examinees receiving accommodations and those not receiving accommodations.     

IMPROVING THE PASS RATES OF COMMUNITY-COLLEGE STUDENTS ON CERTIFICATION EXAMINATIONS

ABSTRACT

Due to the implementation of a performance-based funding plan, community colleges in North Carolina must attain a minimum percentage of students successfully passing licensure and certification examinations. To meet this mandate, Catawba Valley Community College implemented a basic skills component, with minimum academic standards, to assist students in achieving success. This study found these measures significant in improving student pass rates on the EMT-Basic certification examination, despite nonsignificance related to student age or education levels.     

COURSE ATTRITION: A 5‐YEAR PERSPECTIVE ON WHY STUDENTS DROP CLASSES

This article describes results of an ongoing course attrition study conducted at 1 large, suburban community college. The study was designed to determine which classes were most often dropped, reasons students cited for deciding to drop classes, and other factors that may have impacted decisions to drop. The findings that indicate factors over which the college had little control were the most frequently cited reasons for dropping classes — work conflicts and personal problems. However, factors over which the college may have some control also appeared to contribute to decisions to drop classes in a substantial number ofinstances. The impact of findings from these studies and changes in methodology and survey design over time will provide institutional researchers with helpful suggestions for implementing similar studies at their institutions.     

Developing Teachers' Classroom Interactions: A Description of a Video Review Process for Early Childhood Education Students

This article describes a video review process for providing feedback to students and documents students' teaching practices using the CLASS in a practicum course and student teaching. Students videotaped themselves in their field-based settings and then met with the course instructors and classmates in small groups to review strengths and challenges of their teaching using the CLASS framework of teacher–child interactions. These videos were also coded by trained CLASS observers across 10 dimensions in the areas of emotional support, classroom organization, and instructional support. Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support. Also, findings from the current study revealed that CLASS scores declined from students' practicum placement to the end of student teaching in the domain of emotional support and specifically in the dimensions of regard for student perspectives and behavior management. The process of using videos for providing feedback in field-based experiences is discussed as well as implications for teacher development in light of students' CLASS scores and changes in CLASS scores.