Assessment of performance in practical science and pupil attributes

Performance assessment in the UK science General Certificate of Secondary Education (GCSE) currently relies on pupil reports of their investigations. These are widely criticized. Written tests of procedural understanding could be used as an alternative, but what exactly do they measure? This paper describes small‐scale research in which there was an analysis of assessments of pupils' GCSE scores of substantive ideas, their coursework performance assessment and a novel written evidence test. Results from these different assessments were compared with each other and with baseline data on CAT scores and pupils' attributes. Significant predictors of performance on each of these assessments were determined. The data reported shows that a choice could be made between practical coursework that links to ‘behaviour’ and written evidence tests which link, albeit less strongly, with ‘quickness’. There would be differential effects on pupils.     

A Case Study of the Development of a Beginning Chemistry Teacher's Knowledge about Models and Modelling

In this paper, we present a case study of a beginning chemistry teacher who enrolled in a project aimed to contribute to the development of teachers' knowledge of models and modelling in science. The project consisted of a series of institutional meetings in combination with an action research project the teacher conducted in her own classes. By explaining how the project was conducted and mainly by focusing on the teacher's voice, her dynamic, continuous, and non-linear process of knowledge development is discussed in detail. We were able to investigate and describe this development in terms of various types of knowledge – content knowledge, curricular knowledge and pedagogical content knowledge – which were developed simultaneously. Among other results, it became clear how certain institutional activities led to specific choices in the teacher's action research project. For instance, although initially she was reluctant to conduct a modelling activity in her class, she decided to experiment with such an activity in her action research project. Subsequently, the responses of her students during the project convinced her of the value of this modelling activity and helped her to become aware of specific views of her students. Finally, it became evident that the whole experience made her very enthusiastic and stimulated her to formulate specific intentions with respect to the future, both in terms of applying certain teaching activities and in terms of collaborating with colleagues.     

Executive Functioning and School Readiness Among Preschoolers With Externalizing Problems: The Moderating Role of the Student–Teacher Relationship

Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships.     

Educational transition rates and upper secondary students' arithmetical ability in five developing countries

This paper presents findings from a comparative study involving five developing nations and from a longitudinal study involving one of these relating educational transition rates at several points in the background education system to basic mathematical skills displayed by upper secondary (Grade 11 or equivalent) entrants as measured by a test instrument developed for the study.A consistent and statistically significant inverse relationship is revealed for transition rates at all points investigated and the basic mathematical ability of sample populations tested, and apparently residual effects of transition rates operating at cohorts' time of entry to junior secondary level are evident. Results are discussed with reference to the educational policies of the countries involved in the study.     

The Relation between Teacher Specialization and Student Reading Achievement

This study investigates the relationship between teacher specialization and the reading achievement of fourth-grade students in Sweden. The empirical base is data from PIRLS 2011. The main method of analysis is a two-level regression. Results revealed a positive relationship between reading achievement and teacher education relevant for subject and grade level while there was no relationship between reading achievement and teaching experience. The relation between reading achievement and teacher specialization remained significant when the influence of parents’ educational levels and students’ early reading abilities were controlled for. A tendency of compensatory effects could be observed, with teacher specialization having a stronger effect in low-performing classrooms. The findings support the conclusion that relevant teacher education is of importance for teacher effectiveness.     

Digital processing of radar signals using industrial computers with vector AltiVec units

Radar systems usually had used digital signal processors for signal processing in the past. Such an approach has changed after introduction of a new type of general purpose PowerPC processor with very fast vector units called AltiVec. This new type of processor could realize various tasks performed earlier by several specialized processors. For instance it could be used for digital signal processing, tracking, fusion of data or communication with other functional blocks of radar. Its versatility and speed proved to be a superior solution in modern radar systems. It could also be programmed using C language instead of an assembler, what facilitated software development. Unfortunately the memory subsystem of computers built using this type of processor appeared to be too slow, and consequently slowed down the calculations. Therefore, the signal-processing software written for PowerPC processors with AltiVec vector units had to be accordingly optimized. The paper presents various optimization techniques and their effect on mean processing time of signal-processing software.The computer system built of industrial computers connected by the internal Ethernet is also presented in the paper. Individual computers of this system contain the multi-core PowerPC processors equipped with AltiVec vector units. The experimental model of the system is used for real-time digital processing of the multi-stream radar signals. The presented results of theoretical and experimental investigations show that the system is an effective, universal and cheaper computational platform than the corresponding, traditional multiprocessor platforms using the signal processors. Selected example recipes of writing the optimum and reliable application software are also given.     

Developmentally Appropriate Practice and a National Literacy Strategy

This paper questions the introduction of national teaching strategy for all ages from five to eleven. It is proposed that the lack of developmentally appropriate practice in the early teaching of literacy is inappropriate and may be counter-productive to the long term goals of high literacy standards.     

Contributions of Science and Technology Education to the Exercise of Students' Citizenship

Science & Education -