Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning

The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning.     

Examining How and Why Children in My Transitional Kindergarten Classroom Engage in Pretend Gunplay

This self-study of pretend gunplay in my Transitional Kindergarten (TK) classroom was designed to guide me in not only improving my practice within the classroom, but also informing the development of sound classroom policies related to pretend gun-and-weapons play that balance children's developmental needs with my commitment to peace and conflict resolution. The participants in this study include 17 children in my TK classroom in Northern California, but the focus is on 8 students. Data for this study were collected through brief student interviews, audio-recorded classroom discussions, videotaped play, observations, and photographs, which were then analyzed through first and second cycle coding and grouped into significant patterns and common themes. This study allowed me to recognize the different types of pretend gunplay in my classroom, the types of play that induce conflict versus cooperative play, and the specific social needs of my students that are being met through their pretend gunplay. These findings allow me to respond effectively and critically to the developmental needs of my students while being able to recognize the topics that typically occur in pretend gunplay.     

The Doctoral Portfolio: Centerpiece of a Comprehensive System of Evaluation

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence, expected student outcomes in each competency area, procedures for portfolio development, and documents and procedures for faculty review of the portfolios are described. Recommendations for implementing such a system and implications for counselor education programs are discussed.     

Listening Competence in Initial Interactions II: Applying Trait Centrality to Discover the Relative Placement of Listening Competence Among Implicit Competency Theories

This article explores the relative placement of listening competence within other implicit theories used to form judgments of interlocutor competence. Two studies explore the relations among communicative competence, social skills, and listening competence and various attributes that are purportedly implied by each. Study 1 reveals that very few attributes are uniquely related to any one implicit theory. Study 2 demonstrates that listening competence is located subordinately to communicative competence. The discussion focuses on what these studies add to the competency literature and how future research can continue to explore implicit competency theories.     

Using Wherry's Adjusted R 2 and Mallow's Cp for Model Selection From All Possible Regressions

Selecting a subset of predictors from a pool of potential predictors continues to be a common problem encountered by applied researchers in education. Because of several limitations associated with stepwise variable selection procedures, the examination of all possible regression solutions has been recommended. The authors evaluated the use of Mallow's C_p and Wherry's adjusted R ² statistics to select a final model from a pool of model solutions. Neither the C_p nor the adjusted R ² statistic correctly identified the underlying regression model any better and was generally worse than the stepwise selection method, which itself was poor. Using any of the model selection procedures studied here resulted in biased estimates of the authentic regression coefficients and underestimation of their standard errors. The use of theory and professional judgment is recommended for the selection of variables in a prediction equation.