Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System

This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their Value-Added Model (VAM) scores and still needed information regarding VAM. This led to feelings of hopelessness regarding future VAM scores. Teachers reported making mandated changes by the district or to help students' demonstrate learning on state exams. Teachers with mandated changes felt frustration, while teachers making their own changes felt hopeful for high student test scores. The presence of administrators also influenced changes in instruction during observations. Teachers shared feeling hopeful of observation scores, but were annoyed by the observation system. Our findings support the notion that teachers are not making meaningful changes based on VAM.     

Technologically mediated complex problem‐solving on a statistics task

Simulations on computers can allow many experiments to be conducted quickly to help students develop an understanding of statistical topics. We used a simulation of a challenging problem in statistics as the focus of an exploration of situations where members of a problem‐solving group are physically separated then reconnected via combinations of computer and communications technology to work collaboratively on the simulation. The particular focus in this work was on trying to understand how students could use a system which allowed them to conduct variable based practical experiments in order to help them develop their knowledge and understanding of a statistics topic. We wished to develop an understanding of the virtual space created by shared simulations and video communication tools for supporting collaborative work between people at a distance. The paper reports on an experiment involving 48 subjects using this virtual space to establish the impact on their statistics understanding and to map their use of this distributed environment for learning. It establishes that the virtual space is effective for learning, and that the video conferencing condition which allows for eye contact between the pairs has some advantages for successful problem‐solving with the simulation. In addition the experimental setting provided some opportunities for exploring subjects' understanding of statistical and experimental concepts.     

Game Building with Complex-Valued Functions

Abstract

In this paper, we describe how we integrated complex analysis into the second semester of a geometry course designed for preservice secondary mathematics teachers. As part of this inquiry-based course, the preservice teachers incorporated their geometric understanding of the arithmetic of complex numbers and complex-valued functions to create a game using Geometer’s Sketchpad. We detail a game created by a pair of preservice teachers that exemplifies their creativity and knowledge of complex-valued functions. Given inquiry-based courses have inherent challenges we also present projects that were not as exemplary.     

Claims and counterclaims: institutional arrangements and farmers’ response to the delivery and adoption of innovations in the Okavango Delta,Botswana

Purpose: This article examined how institutional factors influencing the promotion of two elephant crop-raiding deterrent innovations (ECDIs) introduced to farmers through a ministry-based extension system in the Okavango Delta, Botswana, have impacted farmers’ adoption behaviour. Methodology: A standardised interview schedule was used to elicit responses from 388 randomly sampled subsistence arable farmers on how institutions influenced the adoption of ECDIs in five communities in the study area. This was complemented by focus group discussions to obtain in-depth information on the subject-matter. Key informants interviews were also conducted with purposively selected extension agents, village project committee chairpersons and village dikgosi. Findings: Four institutional factors were found to be critical for the adoption of ECDIs. These include institutional relations, availability and/or supply of deterrent innovation inputs, farmers’ contact with extension agents and government support for extension services. Theoretical Implications: Immediate and widespread adoption of ECDIs in the ever-changing socio-economic and political environment can be enhanced by context-specific institutional arrangements in addressing social and organisational constraints to innovation adoption. Originality: This paper invoked organisational theory to contribute to the scholarly debate on how agricultural extension systems influence farming clientele’s behaviour and social change. It offers the first attempt in the investigation of the role of extension and associated institutions/organisations in promoting adoption of ECDIs among subsistence farmers in the Okavango Delta, Botswana. Findings indicate that local farmers do not perceive extension agencies to hold monopoly of ideas and solutions to their unique problems.     

Stabilizing Conditional Standard Errors of Measurement in Scale Score Transformations

The focus of this article is on scale score transformations that can be used to stabilize conditional standard errors of measurement (CSEMs). Three transformations for stabilizing the estimated CSEMs are reviewed, including the traditional arcsine transformation, a recently developed general variance stabilization transformation, and a new method proposed in this article involving cubic transformations. Two examples are provided and the three scale score transformations are compared in terms of how well they stabilize CSEMs estimated from compound binomial and item response theory (IRT) models. Advantages of the cubic transformation are demonstrated with respect to CSEM stabilization and other scaling criteria (e.g., scale score distributions that are more symmetric).     

Strategic intelligence: A conceptual system of leadership for change

Strategic intelligence is a conceptual system of leadership qualities. These qualities must be considered in the context of the challenges facing leaders and the relationships between leaders and the people they lead. A leader's philosophy and personality influence the way he or she expresses the qualities of strategic intelligence when things are going according to plan and when leaders face significant conflicts. Leaders can be most effective by tapping into the intrinsic motivations of followers.     

Prioritising classroom community and organisation in physical education teacher education

This research investigates how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. Qualitative data in the form of interviews, focus groups, and course artefacts were gathered from nine participants throughout one academic term. Analysis of data suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching. Despite this, all participants came to view the development of a sense of community as one of the most important aspects of their evolving teaching practice.