Measuring Longitudinal Gains in Student Learning: A Comparison of Rasch Scoring and Summative Scoring Approaches

This study pioneers a Rasch scoring approach and compares it to a conventional summative approach for measuring longitudinal gains in student learning. In this methodological note, our proposed methodology is demonstrated using an example of rating scales in a student survey as part of a higher education outcome assessment. Such assessments have become increasingly important worldwide for purposes of institutional accreditation and accountability to stakeholders. Data were collected from a longitudinal study by tracking self-reported learning outcomes of individual students in the same cohort who completed the student learning experience questionnaire (SLEQ) in their first and final years. Rasch model was employed for item calibration and latent trait estimation, together with a scaling procedure of concurrent calibration incorporating a randomly equivalent group design and a single group design to measure the gains in self-reported learning outcomes as yielded by repeated measures. The extent to which Rasch scoring compared to the conventional summative scoring method in its sensitivity to change was quantified by a statistical index namely relative performance (RP). Findings indicated greater ability to capture learning outcomes gains from Rasch scoring over the conventional summative scoring method, with RP values ranging from 3 to 17% in the cognitive, social, and value domains of the SLEQ. The Rasch scoring approach and the scaling procedure presented in the study can be readily generalised to studies using rating scales to measure change in student learning in the higher education context. The methodological innovations and contributions of this study are discussed.     

Pelvic fractures in infants as a sign of physical abuse

OBJECTIVE: The purpose of this article is to describe pelvic fractures in two abused male infants, and to determine if the literature describes pelvic fractures in infants as suspicious for child physical abuse. RESULTS: Two infants are described with unexplained pelvic fractures. While in one case child abuse was obvious, careful attention to the radiological evaluation and case history led to the correct diagnosis of child abuse in the second case. A search for information regarding pelvic fractures in children resulted in information limited to the radiological and surgical literature. CONCLUSIONS: Medical providers frequently encounter children with fractures suspicious for child abuse. The most common fractures seen in abused children are metaphyseal, rib, skull, and long bone fractures. This report illustrates that pelvic fractures occurring in the absence of serious, well documented accidents should be considered highly suspicious for child physical abuse.     

Students’ perspectives of early assessment tasks in their first-year at university

Assessment plays an important role in first-year students’ transition to university, influencing how they learn. Poorly designed assessment can be demotivating and may even cause students to withdraw from university. An early low-stakes assessment task is recommended in first year, to provide information to students and staff on student progress, provide students with a positive experience and help them prepare for future assessments. This paper reports on first-year students’ experiences of two different early assessment tasks for two disciplines, one using an online quiz and the other a ‘research challenge’ that served as a precursor to writing an essay. The paper also presents lecturers’ reflections on what they learned, what they would change and the implications for others planning early assessment tasks for first years. Finally, ideas for future research are provided.     

Emerging Integration of Sequential and Suprasegmental Information in Preverbal Speech Segmentation

5 studies examined contributions of syllable-ordering and rhythmic properties of syllable strings to 6- and 9-month-old infants' speech segmentation. A pair of methods measuring complementary properties of representational units was used: a noise detection task sensitive to perceived cohesiveness of pairs of syllables, and a discrimination maintenance task sensitive to compactness of representations of syllable pairs. For 9-month-olds, results show that a key pair of syllables was represented as a unit when the grouping of these syllables was supported by correlated regularities of ordering and rhythm in the set of stimulus strings, but not when such grouping was supported by only rhythmic or only syllable-ordering regularity. For 6-month-olds, results show that a key pair of syllables was represented as a unit whenever grouping was supported by rhythmic regularity in the stimulus strings, regardless of whether syllable-ordering regularity was also present. Thus, whereas 9-month-olds appear to be capable of integrating sequential and suprasegmental information in forming wordlike (multisyllabic) phonological percepts, 6-month-olds are not. The emergence of integrative abilities portends increased efficiency in speech processing and may contribute to the formation and use of an initial lexicon.     

Anti‐racism Education within an Early Childhood Education Diploma Programme

An awareness of racism and anti‐racism strategies for educators are important aspects to be included in pre‐service early childhood teacher education. This paper provides a case‐study of the approach adopted by the Centre for Early Childhood Care and Education, University of Waikato, Hamilton, New Zealand. Within this early childhood education programme, there is a focus on developing an awareness of racism and commitment to anti‐ racism in early childhood students. This paper outlines the historical background to ‘biculturalism’ in Aotearoa/New Zealand, followed by policy statements at various institutional levels, and then discusses pedagogical considerations in implementing a commitment to anti‐racism in pre‐service early childhood teacher education.     

Finnish and Russian teachers supporting the development of social skills

We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion.     

From Vocationalism to Enterprise: social and life skills become personal and transferable

In this paper we address Cohen's (1985) argument in “Against the New Vocationalism” by broadening the debate into an examination of how generic skills have gained a wider application with the emergence of new technology and structural enonomic change. In order to demonstrate the extent of this development, we include examples from training programmes in social and life skills for young people with learning difficulties and examine the Enterprise in Higher Education Initiative (EHEI), which, among other things, aims to give students personal and transferable skills. In this process, we extend Cohen's analysis to illustrate the diverse ways in which a behaviouristic model of skill transfer has been adopted.     

A Delphi investigation into future trends in e-learning in Israel

The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings.     

“I learned by watching my mentor.” Nurturing teacher leadership with an induction program

ABSTRACT

How do educators learn to be teacher leaders? In this qualitative survey research study, we explored perceptions of 227 former induction program participants concerning teacher leadership (65% response rate). Methodologically, we conducted qualitative coding of open-ended survey data. Defined teacher leadership, participants often referred to their mentor. They reported currently serving in a wide variety of teacher leadership roles. They suggested the induction program and their mentors nurtured them to become teacher leaders. Examining the data, we conclude that during the program mentors demonstrate to novices teacher leader characteristics, as they share best practices, model professionalism, and offer support. They normalize that leadership is simply a part of good teaching. When the participants graduate and work in classrooms, many draw upon their induction experiences and emerge as teacher leaders. Data suggest that to increase teacher leadership, more comprehensive, full-time mentoring induction programs are warranted.     

Culture and Concepts of School Leadership and Management: Exploring the impact of CPD on aspiring headteachers

In the current UK policy context increased attention is being given to the use of continuing professional development (CPD) as a mechanism for reforming and redefining the professionalism of teachers in the schools' sector. This, in turn, has focused attention on measuring the impact of professional development on practice and, in particular, pupil outcomes. This is a difficult task even where a CPD initiative is focused on changing classroom practice. It becomes even more difficult where programmes focus on the development of school leaders and managers. Nor does measuring impact, in itself a thorny issue, necessarily help us to understand why and how experienced practitioners change their practice. Without some further understanding of what 'impact' entails and the processes involved in achieving it we are unlikely to move further forward in designing and providing effective learning opportunities for serving teachers.