Assessing a Critical Aspect of Construct Continuity When Test Specifications Change or Test Forms Deviate from Specifications

We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing programs. We also report on how SEA can be used as a quality control check to evaluate whether tests developed to a static set of specifications remain within acceptable tolerance levels with respect to equatability.     

Advisory teachers of mathematics: the ESG initiative

This paper traces the development of the education support grant provision for mathematics teaching. The rationale behind this DES initiative is discussed, and the paper provides evidence of the range of activities undertaken by ESG teams in various local authorities. An analysis of the variety of working models is provided across five LEAs. Results of interviews conducted with advisory teachers and teachers in participating schools are reported in an attempt to portray the nature of the support work. In the concluding section, it is argued that LEAs should consider basing their in‐service policy for mathematics teachers around projects of this nature, which have provided a much needed catalyst for curriculum change in the post‐Cockcroft era.     

‘Disadvantaged Learners’: Who Are We Targeting? Understanding the Targeting of Widening Participation Activity in the United Kingdom Using Geo‐Demographic Data From Southwest England

This paper analyses the definition of the appropriate target group for widening participation activities advanced by the Higher Education Funding Council for England in their Targeting Disadvantaged Learners advice to Aimhigher and higher education providers. This definition includes components of area deprivation and higher education participation rates, which are apparently intended to act as a proxy to reach learners from lower socio-economic groups. Through statistical analysis of geo-demographical data from the Southwest region of England, this paper questions whether the HEFCE targeting guidance is likely to meet the policy aims that underpin it and reach the 'disadvantaged learners' of its title. It is found that the geographical proxy tends to miss learners from lower socio-economic groups in areas of wider affluence and those in rural areas. The paper concludes by questioning whether the areas identified by a rigorous application of the targeting guidance are likely to be the most fruitful locations for outreach activities in the short-term given the ingrained, multi-faceted and multi-generational challenges which they face.     

Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction,distraction and cyberbullying

There is now an emerging worldwide trend for mobile phones being banned from classrooms and schools. While some academics working in the area of educational technology have raised concerns, many others have so far failed to respond to what is a significant shift in the ongoing development of digital education. The paper considers how academic researchers and other educational technology stakeholders can respond to what might be perceived as the curtailment of some forms of digital education. In particular, the paper argues that this current turn away from digital devices offers an opportunity to advance understandings about a number of seemingly problematic issues regarding the continued use of digital technologies in schools. In particular, the paper reconsiders five such areas of concern that are associated with banning phones from school: (1) technology addition; (2) digital distraction; (3) cyberbullying; (4) surveillance capitalism; and (5) environmental sustainability of digital education.     

Establishing the need for health communication research: best practices model for building transdisciplinary collaborations

The benefits of transdisciplinary collaboration for addressing complex health problems are widely accepted; however, acknowledging the bumps and twists along the road that are inherent in those collaborations is often considered taboo. Academic norms that prevent open discussion of these challenges can have counter-productive results. This essay describes the major education efforts, milestones, and footfalls in the development of an effective partnership between communication-trained researchers in a College of Journalism and Communications and medical researchers in a College of Medicine. We hope it can serve as “best practice” for understanding the value of team science and interdisciplinary research collaborations.     

Costing Initial Teacher Education: Do Institutions Cost their Primary Provision

Initial Teacher Education (ITE) courses operated by Higher Education Institutions (HEIs) have, for several years, been facing a decreasing unit of resource. Over the same period these HEIs have also been required to introduce a 'prescribed curriculum' for Initial Teacher Education and transfer a proportion of their funding to placement schools. In this context, a survey of all primary undergraduate providers in England was undertaken to determine the extent to which these changing financial conditions were formally incorporated within course design. An analysis of the responses indicates that only a minority of institutions formally cost their courses, and the factors that are included in the costing process vary significantly between institutions. The availability of the data, within institutions, leads to questions concerning the extent to which these data inform course design decisions, and the extent to which HEIs can effectively argue with resource decisions made by the funding body.