Preparing the Next Generation of Educational Measurement Specialists: A Call for Programs With an Integrated Scope and Sequence

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use.     

Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.     

The internal consistency of a concept mapping scoring scheme and its effect on prediction validity

This study examines the internal consistency of Novak and Gowin's scoring scheme and its effect on the prediction validity of concept mapping as an alternative science classroom achievement assessment. Data were collected in three typical situations: very limited concept mapping experience with free‐style concept mapping; some concept mapping experience with questions provided; extensive concept mapping experience with a list of concepts provided for. It was found that Novak's scoring scheme was not internally consistent, and therefore there was generally no significant correlation between students’ scores on concept mapping and students’ scores on conventional classroom achievement assessments. The need for a new scoring scheme when concept mapping is used as an alternative science assessment is discussed.     

A case for critical constructivism and critical thinking in science education

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.     

The Pendulum in the 21st Century-Relic or Trendsetter

When identifyinginstruments that have had great influence on the history of physics, none comes to mind more quickly than the pendulum. Though first treated scientifically by Galileo in the 16th century, and in some respects nearly `dead' by the middle of the 20th century; the pendulum experienced `rebirth' by becoming an archetype of chaos. With the resulting acclaim for its surprising behavior at large amplitudes, one might expect that there would already be widespread interest in another of its significant nonlinearities. Such is not the case, however, and the complex motions of small amplitude physical pendula are barely known. The present paper shows that a simply-constructed metallic rod pendulum is capable of demonstrating rich physics in a largely unstudied area.     

Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: a 4-year design study

Instructional Science - K-12 classroom settings are not yet incorporating emerging technologies such as ubiquitous computing, augmented reality, nor even touch surfaces, despite the significant...