Generating,comparing, manipulating,categorizing: reporting,and sometimes fabricating data to comply with No Child Left Behind mandates

This article ethnographically examines the ways in which No Child Left Behind (NCLB) links local practices to the centralized processing of data through its narrowing of procedures and measurements aimed at accountability. Framed by actor-network theory, it draws upon data consistently collected between June 2005 and October 2008, and then intermittently through October 2010, to consider the ways in which policy technologies, such as standardized testing, bring together New York City (NYC) public schools, district administrators, for-profit educational support businesses, and government officials to address the accountability requirements of NCLB. This article reveals how, through a range of sophisticated mechanisms that support the generation and comparison of data, NYC schools become reduced to data calculation and management centers. NCLB’s standardization, privatization, and marketization encourage local policy actors to become complicit in standardizing and quantifying academic assessment through their reliance on services and products marketed to schools and districts that are not meeting academic benchmarks. These services, mostly offered by for-profit vendors, help keep schools in compliance with policy requirements, but replace a focus on student learning with the production, management, and sometimes the fabrication, of data.     

THE INTEGRATION OF RESEARCH,EDUCATION, AND PRACTICE IN GERONTOLOGY: SOCIAL WORK EDUCATION AT THE UNIVERSITY OF QUEENSLAND

This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described.     

A brief intervention affects parents’ attitudes toward using less physical punishment

Consecutive English and Spanish speaking caregivers of 6–24 month old children were randomly assigned to either a control or intervention group. Parents in the intervention group were instructed to view at least 4 options to discipline a child in an interactive multimedia program. The control group participants received routine primary care with their resident physician. After the clinic visit, all parents were invited to participate in a research study; the participation rate was 98% (258/263). The key measure was the Attitudes Toward Spanking (ATS) scale. The ATS is correlated with parents’ actual use of physical punishment. Parents with higher scores are more likely to use physical punishment to discipline their children. Parents in the intervention group had an ATS score that was significantly lower than the ATS score of parents in the control group (median = 24.0, vs. median = 30; p = 0.043). Parents in the control group were 2 times more likely to report that they would spank a child who was misbehaving compared with parents in the intervention group (16.9% vs. 7.0%, p = 0.015). In the short-term, a brief intervention, integrated into the primary care visit, can affect parents’ attitudes toward using less physical punishment. It may be feasible to teach parents to not use physical punishment using a population-based approach. The findings have implications for how to improve primary care services and the prevention of violence.     

Faculty Evaluations: Contentious Bothers or Important Tools for Faculty Growth?

ABSTRACT

Over the years, there has been an increased call for accountability by legislators, policy makers, and the public for educators at all levels (Arreola, 2007; Fincher, 1983). College and university professors have not traditionally been subjected to much oversight or evaluation, especially after they receive tenure. Nevertheless, there are many models for tenure and posttenure evaluation (Arreola; Buller, 2012; Licata, 1986; Licata & Morreale, 1999). Each model emphasizes a variety of purposes such as encouraging faculty’s development as educators, as scholars, and as members of college communities. Other reasons include making recommendations for retention and/or tenure, evaluating teaching effectiveness, and evaluating overall performance. Provided here is an analysis of administrators’ and faculty members’ differing perceptions of faculty evaluations as well as suggestions for improving faculty performance reviews and implications for further study of faculty evaluation.     

Developing a Data-Driven Assessment for Early Childhood Candidates

ABSTRACT

Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers’ strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers’ decision-making based on what they know about individual children. In this qualitative case study, we report findings from 12 preservice teachers enrolled in a reading methods course who used teacher knowledge to inform their teaching decisions for guided reading lessons with Kindergarteners. Findings reveal how participants used knowledge of learners to make planning as well as in-the-moment teaching decisions. The data show that most of these decisions were lesson planning decisions about text selection and word solving strategies, indicating that participants were beginning to engage in responsive teaching strategies. This study makes a new contribution to early childhood teacher education literature by underscoring the significance of learner knowledge in the context of authentic teaching practice while learning to teach guided reading to young children.     

Ambivalent relations: the ‘tricky footwork’ of parental involvement in school communities

Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school.     

Revisiting School Mathematics in Pre-service Secondary Teacher Education: Purposes,Opportunities and Challenges

International Journal of Science and Mathematics Education - Despite compelling arguments for the importance of revisiting school mathematics in pre-service mathematics teacher education, there is...     

Variants within the COMP and THBS2 genes are not associated with Achilles tendinopathy in a case-control study of South African and Australian populations

Abstract

Cartilage oligomeric matrix protein is a structural protein of the extracellular matrix, while thrombospondin-2 is a matricellular protein involved in cell–matrix interactions. Recent studies have shown that genetic variation is a significant risk factor for Achilles tendinopathy, and the genes encoding cartilage oligomeric matrix protein (COMP) and thrombospondin-2 (THBS2) were identified as good candidate genes for association with Achilles tendinopathy. This study aimed to test the association of sequence variants within these candidate genes with the risk of Achilles tendinopathy in participants from South Africa (SA) and Australia (AUS). Three-hundred and forty (133 SA; 207 AUS) control participants with no history of Achilles tendinopathy and 178 (94 SA; 84 AUS) participants clinically diagnosed with Achilles tendinopathy were genotyped for five single nucleotide polymorphisms within the COMP and THBS2 genes in this case-control study. There was no difference in genotype distributions between control and tendinopathy groups for either the THBS2 variants rs9505888, rs6422747 and rs9283850, or the COMP variants rs730079 and rs28494505 in the SA and AUS populations. As the selection of COMP and THBS2 as candidate genes was hypothesis driven, based on biological function, the possibility that other variants within these genes are associated with Achilles tendinopathy cannot be excluded.