A study of sustainable assessment theory in higher education tutorials

A study of sustainable assessment theory in nine tutorial courses at four colleges demonstrated that three long-term learning outcomes improved: Independence, Intellectual Maturity and Creativity. Eight of 10 traits associated with these outcomes were validated through internal reliability, faculty and student rubrics, and faculty case studies reporting pedagogic innovations and improvements of student abilities in self-assessment. The findings suggest that sustainable assessment theory should be applied using methods encompassing a strong commitment to equity, including shared criteria for long-term learning outcomes and faculty and student monitoring of student progress towards outcomes through periodic rubrics and reflective sessions.     

Trajectories of Internalizing Problems in War‐Affected Sierra Leonean Youth: Examining Conflict and Postconflict Factors

Three waves of data from a prospective longitudinal study in Sierra Leone were used to examine internalizing trajectories in 529 war‐affected youth (ages 10–17 at baseline; 25% female). Latent class growth analyses identified 4 trajectories: A large majority of youth maintained lower levels of internalizing problems (41.4%) or significantly improved over time (47.6%) despite very limited access to care, but smaller proportions continued to report severe difficulties 6 years postwar (4.5%) or their symptoms worsened (6.4%). Continued internalizing problems were associated with loss of a caregiver, family abuse and neglect, and community stigma. Despite the comparative resilience of most war‐affected youth in the face of extreme adversity, there remains a compelling need for interventions that address family‐ and community‐level stressors.     

Quick-Key: The Latest Step in Hand-Scoring Exams

In this article we draw parallels between defined critical features of response-to-intervention (RTI) and the mastery learning approach described in the general education literature by Benjamin S. Bloom. We posit that these two processes include many common elements but that each incorporates unique elements that could potentially complement and strengthen the other. Finally, we outline the specific advantages a synthesis of these two processes offer both special educators and general educators in their efforts to enhance the effectiveness of instructional programs for all students.     

Maintaining a Social‐Emotional Intervention and Its Benefits for Institutionalized Children

This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval.     

Team Experiences for Science and Social Studies Preservice Teachers

Becoming an effective literacy learner requires a bit of slowing down and appreciating the reflective nature of reading and writing. Literature circles support this instructional direction because they provide opportunities for immersing students in discussions that encourage their personal responses. When students feel their personal responses are nurtured and respected, they develop confidence to grow beyond status-quo thinking and to engage in critical perspectives on meaning making. These reflective practices from personal to critical are important ingredients for effective literacy learning.     

Using Problem-Centered Learning for Teaching Collaboration in a General Methods Course

Beginning secondary school teachers need support. Although no panacea is available for assuring successful classroom practice, the authors provide suggestions resulting from thirty plus years experience as classroom teachers, school administrators, and university professors. These suggestions focus on classroom management, and they include helping students become academically engaged, organizing instruction to accommodate students' strengths and needs, and motivating students to be interactive during instructional activities. Becoming an effective teacher, however, is a unique journey, and classroom management is only one important factor that can make the journey more successful for both students and teachers.     

The Middle School Trend: Another Look in the Upper Midwest

Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995 Shapiro, B. 1995. A boost for teachers?. Vocational Education Journal, 68: 28–29.  [Google Scholar]). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions.