Evaluating Content Alignment in Computerized Adaptive Testing

The alignment between a test and the content domain it measures represents key evidence for the validation of test score inferences. Although procedures have been developed for evaluating the content alignment of linear tests, these procedures are not readily applicable to computerized adaptive tests (CATs), which require large item pools and do not use fixed test forms. This article describes the decisions made in the development of CATs that influence and might threaten content alignment. It outlines a process for evaluating alignment that is sensitive to these threats and gives an empirical example of the process.     

The relation between classroom management and mathematics achievement: A multilevel structural equation model

The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.     

Multivariate analyses of performance in a DRL paradigm

Multivariate analyses were used to explore the interrelations between response measures used in a DRL-20 schedule. A principal components analysis revealed two major components which accounted for a majority of the variance in all measures. One component included responses, reinforcements, efficiency, and a decrease in short-latency interresponse times; it could be viewed as supporting the previous use of the construct inhibition in the interpretation of DRL results. The other component was primarily associated with increased responding in the first period in which reinforcement was available; it could be viewed as a measure of temporal discrimination. A discriminant function, with blocks of trials as the criterion, was used to obtain from IRT/OP data a single measure summarizing change in behavior as a function of experience. The discriminant function incorporated both of the above sources of variance. The findings indicate that currently used summary measures do not fully reflect changes that occur under the DRL schedule.     

Updating and expanding systematic reviews and meta-analyses on the effects of school-wide positive behavior interventions and supports

School-wide positive behavior interventions and supports (SWPBIS) is a multitiered support framework for preventing problem behaviors and increasing prosocial behaviors. There has been an increasing number of experimental group design research studies focused on the impacts of SWPBIS. Therefore, we conducted a systematic review to update and extend prior reviews by including both published and unpublished studies and conducting a robust variance estimation meta-analysis to examine the magnitude of the effect of SWPBIS on all available school-level outcomes. A total of 29 studies were identified across the United States and Europe, including seven randomized controlled trials and 22 quasi-experimental group design studies. Overall, statistically significant reductions in school discipline and increased academic achievement were found. Effect sizes were small to medium. Limitations and implications are discussed.     

Bad feelings,feeling bad: the affects of Asian-Indigenous coalition

ABSTRACT

This article theorizes the affective forms that Asian-Indigenous alliances might take, using examples from contemporary Canadian film and literature as a cultural testing ground. Building on the efforts of scholars like Rita Wong, Larissa Lai, and Malissa Phung to trace a literary genealogy of Asian-Indigenous relations in Canada, the article first considers the structures of feeling which bolster efforts towards coalition-building between Asian settlers and First Nations. Rather than extending an optimistic or redemptive model, the article suggests that negative affect (or, what Sianne Ngai calls “ugly feelings”) ought to be taken seriously as both an unavoidable presence and a potential catalyst in and for active solidarity. The article then analyzes Sto:lo author Lee Maracle’s short story “Yin Chin” and Peter Blow’s documentary film A Village of Widows with an eye towards how bad feelings underpin the narrative calls to action in both texts. The article concludes by considering the role that bad feeling can and does play in terms of inter-referencing practices among cultural and historical scholars.     

A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.     

Images of the future for education? Videoconferencing: a literature review

In the past two decades, as new capabilities for video communication have emerged, their use in educational contexts has steadily increased. Initially located in higher education, the use of videoconferencing for a broad range of learning purposes is now established in many schools. Although a considerable body of literature exists that describes the experience of videoconferencing using traditional pedagogies, much less has been published on the contextual factors that lead to effective learning outcomes and innovative uses of videoconferencing. The purpose of this review is to establish a baseline for researchers interested in the area. In focusing on educational uses in both higher education and mainstream schooling, the review examines the affordances and barriers to effective teaching and learning, with what are increasingly robust and easy‐to‐use technologies. The paper concludes with a call for further research into the more innovative possibilities of videoconferencing.