Statement Verification for Science: Theory and Examining Technical Adequacy of Alternate Forms

While curriculum-based measurement (CBM) tools for screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool (Statement Verification for Science; SV-S), for screening decisions regarding students’ science content knowledge, is examined for technical adequacy. A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed two alternate forms of SV-S concurrently with a statewide high-stakes test of accountability. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions.     

Sustainable Procurement: Integrating Classroom Learning with University Sustainability Programs

Organizations are facing increased pressure from various stakeholders to address issues of sustainability, resulting in a growing demand for sustainability education and training. Procurement groups remain the key drivers of many sustainability‐related strategies, placing pressure on universities to integrate sustainability concepts into the business curriculum. This article describes a replicable educational model that allows students to learn about sustainable procurement while concurrently promoting sustainability within the university community.     

Ten Years of Research: A Systematic Review of Three Refereed LD Journals

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this paper, the content of three refereed LD journals—Journal of Learning Disabilities, Learning Disabilities Research & Practice, and Learning Disabilities Quarterly—was analyzed. Articles from 2001–2010 (n = 841) were systematically coded to capture article type, area of interest, population of interest, sample characteristics, and inclusion of students with LD. Results indicate that across the decade, (a) 68% of articles reported empirical research; (b) empirical research trended up; (c) publication of intervention research remained steady; (d) the most common foci were literacy and the non‐academic characteristics of individuals with LD; and (e) inclusion of participants labeled as having a LD declined. We discuss trends, possible explanations, and implications, highlighting areas for future research.     

Assertive Discipline in a school for pupils with emotional and behavioural difficulties

The management of difficult and disruptive behaviour continues to be an issue in many classrooms. In this article, Jeremy Swinson, a senior educational psychologist and honorary lecturer at Liverpool John Moores University, and Mike Cording, an education consultant working in Southport, consider the impact of in-service training on the use of Assertive Discipline in a school for pupils with emotional and behavioural difficulties (EBD). Swinson and Cording report improved rates of 'on-task' behaviour for pupils across the age range and reduction in numbers of disruptive incidents. These changes in pupil behaviour mirror an increase in teachers' use of positive feedback and praise. Swinson and Cording argue that these techniques are effective even for those pupils who are seen as being disaffected or very discouraged.     

A mass observation study of student and teacher behaviour in British primary classrooms

A large scale observational study by educational psychologists of 141 UK primary classrooms used a partial interval time‐sampling observational schedule to record the frequency and type of verbal behaviour of teachers and whether students were “on‐task” (following the teacher’s directions) or “off‐task” (not following the teacher’s directions).

Results were analysed and comparisons made between lessons that followed National Literacy Strategy or Numeracy guidelines and those that did not; between schools from different geographical contexts, e.g. rural or inner‐city; between classes where there was one, or more than one, adult present; between schools with different percentages of free school meals; and between a.m. and p.m. lessons.

A range of findings included higher rates of students being on‐task than found by previous studies, and correlations between high on‐task rates and teachers who used high levels of verbal behaviour including positive academic feedback. Teachers used three times more verbal approval for desired social behaviour in the classroom than has been reported in previous studies. It was found that teachers verbally interacted more with students during National Literacy and Numeracy Strategy lessons but that this did not lead to statistically significantly higher on‐task rate. Similarly, teachers in inner‐city schools interacted more with students, but on‐task rates in inner‐city schools were not significantly higher. Reasons for this effect are discussed.     

Stochastic Einstein Locality Revisited

I discuss various formulations of stochastic Einstein locality(SEL), which is a version of the idea of relativistic causality,that is, the idea that influences propagate at most as fastas light. SEL is similar to Reichenbach's Principle of the CommonCause (PCC), and Bell's Local Causality. My main aim is to discuss formulations of SEL for a fixed backgroundspacetime. I previously argued that SEL is violated by the outcomedependence shown by Bell correlations, both in quantum mechanicsand in quantum field theory. Here I reassess those verdictsin the light of some recent literature which argues that outcomedependence does not violate the PCC. I argue that the verdictsabout SEL still stand. Finally, I briefly discuss how to formulate relativistic causalityif there is no fixed background spacetime.

1 Introduction

2Formulating Stochastic Einstein Locality

2.1 Events and regions

2.2 The idea of SEL

2.3 Three formulations of SEL

2.3.1The formulations

2.3.2Comparisons

2.4 Implications betweenthe formulations

2.4.1 Conditions forthe equivalence of SELD1and SELD2

2.4.2 Conditions for theequivalence of SELS andSELD2

3 Relativistic Causality in the Bell Experiment

3.1 The background

3.1.1 The Bell experiment reviewed

3.1.2My previous position

3.2 A common common cause? The Budapestschool

3.2.1 Resuscitatingthe PCC

3.2.2 Known proofs of aBell inequality need a strongPCC

3.2.3 Two distinctions

3.2.4Szabó's model

3.2.5A common common cause is plausible

3.2.6 Bell inequalitiesfrom a weak PCC: the Bern school

3.3 SEL in the Bell experiment

3.3.1 PCC and SEL are connectedby PPSI

3.3.2 The need forother judgments

3.3.3 Weak vs.strong SELD

4 SEL in Algebraic Quantum Field Theory

4.1 The story so far

4.2 Questions

4.2.1 Our formulations

4.2.2 The BudapestandBern schools

5 SEL in DynamicalSpacetimes

5.1 SEL for metric structure?

5.2 SEL for causalsets?

5.2.1 The causal set approach

5.2.2Labelled causalsets; general covariance

5.2.3 Deducing thedynamics

5.2.4The fate of SEL