Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy

Factors that contribute to the performance gap between subgroups and mainstream students deserve special attention. Different subgroups are faced with different sets of challenges. To understand and control for factors leading to the performance gap between subgroups and mainstream students one must clearly understand the issues specific to each subgroup. This paper focuses on assessment and performance issues for English language learner (ELL) students as a subgroup. Identifying factors affecting the performance gap between ELL and non-ELL students may help gain insight into assessment issues for other subgroups of students as well as strengthen assessment of this group.     

Practice in Irish infant classrooms in the context of the Irish primary school curriculum (1999): Insights from a study of curriculum implementation

This paper begins with a brief outline of the philosophical and methodological basis and the corresponding early education classroom practice envisaged and advocated by the current child-centred Irish Primary School Curriculum (1999). In the context of an overall 'fidelity-type' study, which sought to examine the degree to which the aforementioned curriculum guidelines were actually informing infant classroom practice, it goes on to present and discuss the results of a Target Child Observation Study of pupil activity across a variety of 15 Irish senior infant classrooms ('senior infants' is the second year of formal schooling in Ireland, with the average age of the pupils between five and six years old). A composite picture of general Irish infant classroom practice thus emerges. The paper concludes with a discussion on the core factors identified as militating against the implementation of a more child-centred, activity-based curriculum in the Irish early years classroom.     

Using social cognitive theory to predict physical activity and fitness in underserved middle school children

Few researchers have used social cognitive theory and environment-based constructs to predict physical activity (PA) and fitness in underserved middle-school children. Hence, we evaluated social cognitive variables and perceptions of the school environment to predict PA and fitness in middle school children (N = 506, ages 10-14 years). Using multiple regression analyses we accounted for 12% of the variance in PA and 13-21% of the variance in fitness. The best predictors of PA were barrier self-efficacy, classmate social support, and gender; whereas, only gender predicted fitness. The results affirmed the importance of barrier self-efficacy and gender differences. Our findings regarding classmate social support are some of the first to illuminate the importance of school-specific peers in promoting PA.     

The Educational Psychologist's Role in Stress Management Training Within a Local Authority

This article describes the history of stress management training within Essex County Council with reference to the contribution of educational psychologists (EPs). The design and delivery of stress management seminars is outlined.