Genres and Learning to Read

The issue of text genre has begun to loom larger in thinking about literacy development, especially with the foregrounding of range in the latest National Curriculum orders for English. Lynne Kirk and Henry Pearson describe their investigation into the effects of text genre upon children's reading and conclude that, although story is the most immediately attractive genre, no one genre has all the qualities for helping children to learn to read.     

An Analysis of the Text Complexity of Leveled Passages in Four Popular Classroom Reading Assessments

This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1–6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade progression of average complexity among the four assessments. However, considerable cross-assessment variability was observed in terms of the size of increase in complexity from grade to grade, the overall range of complexity, and the within-grade text complexity. These cross-assessment differences were less pronounced with newer, multi-factor analytical tools. The four assessments also differed in the extent to which their passages met the text complexity guidelines of the Common Core State Standards. The authors discuss implications of the differences found among and within the classroom assessment systems, on one hand, and among the measures of text complexity, on the other.     

基于标准的评核：教育领域人力资本和能力提升的工具与方法

本文概述了一种评核概念和理论，即基于标准的评核。这种评核模式通过把学生的成绩和他们的知识、课程标准联系起来，给学生的学习成绩赋予意义。它有效地将评核的焦点从对成绩排名的关注（仅仅把学生的表现与同学相比较）转移到了对学生学习进步的关注上来。本文关注这一转变过程，并为这一评核方式的实施提供可能的策略。同时，本文认为这一评核体系将会对教育中人力资本和能力提升产生深远的影响。     

External work and peak power are reliable measures of ergometer grinding performance when tested under load, deck heel, and grinding direction conditions

The reliability of grinding performance was assessed in 18 current Emirates Team New Zealand America's Cup sailors in two test sessions separated by 5 h using a custom-built ergometer. Sixteen different grinding conditions that varied by load (Light 39 N x m, Moderate 48 N x m, Heavy 68 N x m), deck heel (Flat 0 degrees control, Downhill 25 degrees, Uphill 25 degrees, Right 25 degrees, Left 25 degrees), and grinding direction (forwards, backwards) were assessed using peak power and external work over 5 s during maximal-effort 8-s grinds. Reliability statistics included the difference in mean (M(diff)), standard error of measurement (SEM), and intraclass correlation coefficients (ICC). External work (SEM = 1.6-6.9%; ICC = 0.91-0.99) was a more consistent performance measure than peak power (SEM = 1.3-9.6%; ICC = 0.84-0.99) across all test conditions. Testing under different load conditions resulted in external work SEMs of 1.6-3.9% with performance more reliable in lighter load conditions. Grinding performance during different heel conditions was less reliable (external work SEMs = 4.6-6.9%). Grinding direction (forward or backward) did not appear to affect performance reliability, although external work was 10-15% higher in forward grinding. Reliability is acceptable across various loads, but testing under different heel conditions may need some protocol development to allow the detection of smaller differences in performance.     

Is the Confirmation Bias Bubble Larger Online? Pre-Election Confirmation Bias in Selective Exposure to Online versus Print Political Information

The Internet era has often been blamed for a predominant engagement with attitude-consistent information among citizens (labeled confirmation bias), which is thought to hurt political deliberation. This study offers the first rigorous evidence suggesting that online news fosters greater confirmation bias than traditional media. A 2 × 2 within-subjects experiment presented political articles, varying stance (conservative vs. liberal) and medium (online vs. print); selective exposure was logged or taped. Data were collected during the U.S. 2016 presidential primaries. As expected in the preelection context, partisans whose party was anticipated to lose the election (conservatives) did not exhibit confirmation bias. Liberals showed confirmation bias, but only online, suggesting print contexts reduce confirmation bias.     

A quality improvement apprenticeship: Gross anatomy in the time of Covid-19

The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.     

Complicating the World of Reading Assessment: Toward Better Assessments for Better Teaching

In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture—the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium in play. There is a new stream of progressive-minded pedagogical reform rekindling the fire for higher-order thinking, project-based learning, and learning that transfers to new and different situations and problems. This is a perfect storm—a genuine opportunity to change the course of assessment for accountability and classroom decision-making. Our hope is that readers will find our perspectives useful as we collectively avail ourselves of this unique opportunity.