Is Canada really an education superpower? The impact of non-participation on results from PISA 2015

Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national...     

The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures

Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.     

Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes

This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.     

Developing a student-led school mental health strategy

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.     

Patchwork Quilt or Seamless Day? Parent, Teacher and Child Care Staff Views on Early Childhood Education Programs for Kindergarten-Age Children in Canada

In Canada, child care for kindergartners typically combines part-day school and child care. Exploratory research examined parents', teachers', and child care staff views on coordination between these programs. Community-based research surveyed these three groups. There was general agreement, and some key differences, among the groups in priorities for programs for kindergarten-age children. Social and language skills were generally considered most important; reading and writing least. Parents were particularly enthusiastic about a coordinated, school-based program. Teachers and child care staff were somewhat less enthusiastic about the model, with teachers' reactions the least positive. Teachers' views on the advisability of an integrated program were varied—some thought it would be of benefit to children, others disagreed. All three groups felt that a coordinated program would benefit by being school-based. Direct experience with integrated programs seemed to produce strong opinions about the value of program integration, with those teachers who had on-site child care programs giving the integrated programs the highest and the lowest ratings. Arguments are made for small-scale demonstration programs to expand provision of child care services using kindergarten as a foundation—and for rigorous evaluation of program impacts and outcomes.     

Disconnections Between Teacher Expectations and Student Confidence in Bioethics

This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation.     

‘I’ll take care of the flowers!’ Researching agency through initiatives across different learning environments

ABSTRACT

This case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts.     

不走寻常路，理科生PK文科类重点大学

镜头闪回 想去北京上大学,而且一定要上一所重点大学,一直就是我的心愿。为什么呢？原因其实很简单：北京是首都嘛,从小就在课本和电视里了解了很多。后来在一个假期里,爸爸还带我去玩了一趟。什么颐和园、故宫博物馆,北京就是北京,那才叫一个恢宏大气。而且现在考到北京去念书,正好能赶上2008年奥运会。这个机会可是千载难逢啊!     

陌生的父亲

这位海军陆战队员赶到医院时,期盼儿子归来的垂危老人已神智不清。为了给予老人最温暖的临终关怀,海军陆战队员寸步不离地陪伴着老人度过了漫长而安详的一夜。可是,送走老人后他却问护士:"那个男人是谁?"