This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brandi Simonsen, Adriana Dominguez, Ana Cristina Kapetanis, Larry D. Coble, David S. Porcaro, Loren Agrey, Coran James, Deanna Patrice Nichols Freund, Tina Vega, and Vickie May Gearheart.
(2004). The Pressure Cooker in Education: Standardized Assessment and High-Stakes, Canadian Social Studies. While assessment has been a part of education for a long time, the current increased emphasis on standardization of curriculum and assessment is unique. The author surveys varying perspectives on assessment, considers the role assessment plays vis-à-vis social studies and then evaluates arguments on both sides of the debate in light of the current high-stakes testing environment which is becoming an integral component of North American education. Finally, a discussion of the implications of increased assessment, and particularly that of high-stakes testing within the social studies curricula reveals that significant portions of important social studies outcomes are minimalized or ignored because of the emphasis on standardized testing. [More] Descriptors: Foreign Countries, Educational Assessment, High Stakes Tests, Standardized Tests
(2011). Lessons Learned from Adopting Computer-Supported Collaborative Learning in Oman, EDUCAUSE Quarterly. Despite recent investments in and rapid modernization of university campuses in places like Kuwait and Saudi Arabia, higher education in the Middle East still faces many obstacles. One of the greatest has been a fundamental disconnect between education and employment, a possible factor contributing to many of the recent riots in the Arab World. In 2008 the World Bank published a report that highlighted the massive unemployment among college graduates across the Middle East and suggested that the traditional instructivist teaching methods long dominant there–which emphasize lecture, rote memorization, and high-stakes testing–have done little to prepare graduates for work in the 21st century. They suggested that in conjunction with other possible solutions, greater emphasis should be placed on constructivist methods, including student-centered learning and collaborative problem solving, coupled with a greater use of information and communications technology (ICT). Others agree that to build knowledge societies, people need to improve students' abilities to think for themselves, weigh competing claims, argue their position with others, and work together to solve problems. One powerful way of increasing the opportunities for students to develop these skills and habits of mind in formal courses is computer-supported collaborative learning (CSCL). Well-constructed CSCL environments provide opportunities for students to develop the critical thinking skills they need after graduation, and to learn to create, rather than simply consume, knowledge. This article examines the effects of introducing CSCL into a Middle Eastern undergraduate course and the cultural, institutional, and societal factors to consider for sustainable design. [More] Descriptors: Constructivism (Learning), Campuses, High Stakes Tests, Arabs
(2006). Input-Guarantee Versus Performance-Guarantee Approaches to School Accountability: Cross-State Comparisons of Policies, Resources, and Outcomes, Peabody Journal of Education. States' policy approaches to accountability tend to divide between a primary emphasis on input guarantees and a primary emphasis on performance guarantees. In the midst of keen controversies about the impact of high-stakes testing under the No Child Left Behind Act, this article examines separate and joint effects of input-guarantee versus performance-guarantee policies on reading and math achievement. Combining data from state policy surveys, the School District Finance Survey (F-33), and the Schools and Staffing Survey, the study examines 50 states' activism in test-driven external accountability policies and their support for key school resources (per-pupil spending, class size, in-field teaching). The school resources factor is not correlated with the accountability policy factor at the state level, implying that high-stakes testing pressure was not balanced with school support. Further, hierarchical linear growth models were used to examine interstate variations in the trends of National Assessment of Educational Progress 4th- and 8th grade reading and math scores. The effects of accountability policy alone were not significant in reading and math, whereas the joint effects of accountability and resources were significant in math. The findings suggest that the effects of accountability on academic achievement are moderated by the availability of school resources and that the states can help schools make greater academic progress by combining a performance guarantee approach with an input-guarantee approach. [More] Descriptors: Teaching Methods, Federal Legislation, School Support, Grade 8
(2013). Net Generation of Youth: A Case Study of Students in a Technology-Based Youth Development Program, ProQuest LLC. The purpose of this interpretive study was to understand how students made sense of their experiences in a technology-based youth development program. This study was framed by James P. Connell and Michelle A. Gambone's, Community Action Framework for Youth Development, conceptual model for understanding youth development that identifies the processes that promote a successful transition from adolescence to adulthood and what it will take to transform communities into places where all young people, particularly those young people currently least likely to succeed, can achieve their fullest potential. The study was guided by three primary research questions: How does this program seek to expand participants' access to and growth in media literacy, civic engagement and self-expression? How do students make sense of their experiences in this technology-based youth development program and How does the program influence their understanding of and involvement in media literacy, civic engagement and self-expression? Norman Denzin's (2001), methodology, interpretive interactionism, guided this in-depth case study of the program at the JFK Center and the lives of four boys who participated in it. Through interviews and observations of four boys, we see the challenges that the boys faced in school, at home and in their communities and how the JFK Center provided a physically and socio-emotional safe place for them to engage with technology during non school hours and summers. This study captures the processes at the JFK Center that created greater supports and opportunities for the boys, specially around their experiences with technology. The findings of this study offers educators, community organizations and policymakers greater insight into the obstacles facing youth who struggle to gain access to and use of technology. The findings of this study suggest that current educational policies, accountability and high-stakes testing, focusing only on the cognitive academic needs of youth are problematic, as are afterschool experiences that merely extend the school day. Through the findings of this case study, we see that students benefit greatly by technology-based educational/recreational programs that address the broader spectrum of human needs-social, emotional, academic and for today's youth-technological. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Youth Programs, Student Development, Adolescent Development, Technology Uses in Education
(2006). Staying on Track: An Educational Leader's Guide to Preventing Derailment and Ensuring Personal and Organizational Success, Second Edition, Corwin Press. School leaders deal with pressures, pitfalls, and opportunities every day. The authors maintain that creative leaders can keep schools moving in the right direction by reflecting on their natural talents and maximizing the strengths of their staff. This completely updated guide helps you assess your role as an administrator, shows how you might sabotage your prospects for promotion or retention, and provides strategies to remedy the situation. Two new chapters address the political realities of the No Child Left Behind Act and answer these queries: (1) What causes an educational leader to derail? (2) What are potential accountability and high-stakes testing derailment factors? and (3) What skills are most important for improving data-driven decision making, student achievement, and test results? This new edition will help you start, or keep, your forward momentum and get you closer to your ideal job. Following the Contents, Preface, Acknowledgments, About the Authors and Prologue: A Cautionary Tale, this guidebook is divided into seven sections: (1) Accountability and High-Stakes Testing; (2) Self-Assessment Checklists; (3) What Causes Educational Leaders to Derail?; (4) Antiderailment Strategies; (5) Professional and Personal Plans for Development; (6) Preparing Teacher Leaders for Tomorrow's Leadership Positions; and (7) The Seasons of An Educational Leader's Career. This guidebook concludes with Afterword, Resources, References and an Index. [More] Descriptors: Federal Legislation, Teacher Leadership, High Stakes Tests, Accountability
(2011). An Investigation of the Effectiveness of Reform Mathematics Curricula Analyzed by Ethnicity, Socio-Economic Status, and Limited English Proficiency, Mathematics and Computer Education. Progress in secondary education today is measured primarily through high stakes testing administered on a state-by-state basis. While states may require a common assessment instrument, how the objectives are to be taught, however, is generally up to the schools. This results in debates among educators as to the best curricula for all students. Although there are many different teaching styles, this article focuses on two approaches to teaching mathematics in the secondary classroom commonly referred to as "traditional" and "reform" and the impact of the curriculum on student achievement analyzed by ethnicity, socio-economic status (SES), and limited English proficiency (LEP). The research focuses on determining the efficacy and effectiveness of reform mathematics curricula by analyzing Texas high school mathematics Texas Assessment of Knowledge and Skills (TAKS) scores and using those scores to establish if any trends demonstrate student improvement compared to students taught in a more traditionally-based classroom. Namely, 9th grade Limited English Proficient students, 9th grade Economically Disadvantaged students, and 11th grade African American students who were reform-taught in the years 2003-2004 were found to outperform those traditionally taught. With the exception of these subcategories, this study concludes that there was not enough evidence to claim that students taught via reform mathematics curricula had greater mathematical understanding as measured by the state assessment instrument. The data might also suggest an advantage to some populations that were traditionally taught but this would require further statistical review. [More] Descriptors: African American Students, Ethnicity, Socioeconomic Status, Mathematics Achievement
(2011). Increasing Teachers' Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies, Beyond Behavior. Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and resources. In the presence of these demands, every second of instruction counts. Therefore, when challenging student behavior encroaches on instruction, teachers and students are placed in a frustrating situation. Research has shown that teachers can minimize inappropriate or disruptive student behavior and increase academic engagement through the use of evidence-based classroom management practices. However, many teachers are not aware of or fluent with these practices. Preservice teacher training programs often fail to adequately prepare teachers to manage their classrooms, and traditional models of professional development (e.g., training without follow-up) are largely ineffective. Therefore, schools need an effective way to support teachers' classroom management. Previous research suggests that in-depth training (i.e., modeling, role play, and self-assessment) and consultation in combination with self-monitoring and performance feedback may increase teachers' use of evidence-based classroom-management practices. In this article, the authors present a model developed to increase teachers' use of these practices. This model includes: (1) a classroom management checklist that teachers can use to self-assess across time; and (2) a consultation approach that incorporates action planning and performance feedback, which experienced personnel can use to assist classroom teachers in implementing evidence-based classroom management strategies. The authors also share results from case studies of two teachers who used the checklist and received consultation to improve their classroom management. [More] Descriptors: Classroom Environment, Student Behavior, Behavior Problems, Classroom Techniques
(2011). A Phenomenological Examination of Perceived Skills and Concepts Necessary for Teaching Scientific Thinking, ProQuest LLC. The use of high stakes testing to improve educational outcomes falls short in many settings. Proposals for improvement include providing more opportunities for students to extend their thinking, gaining experience in the social nature of science, and learning how to interpret, explain, and justify results. This phenomenological qualitative project study took place in a small independent school in the southeastern United States that lacked a cohesive elementary science program and was looking to create a vertically aligned science curriculum based on constructivism. The research question asked what skills and concepts teachers believed should be included in an elementary science program in order for students to learn scientific inquiry to be better prepared for middle and upper school science subjects. Using focus groups, observations, and interviews of a small sample of 4 teachers, data were collected, transcribed, and categorized through open coding. Inductive analysis was employed to look for patterns and emerging themes that painted a picture of how teachers viewed the current science program and what attributes they felt were important in the creation of a new curriculum. The findings revealed that teachers felt there was lack of a vertically aligned science curriculum, availability of resources throughout the school, and consistent support to provide an effective science program. The recommendations called for developing an elementary science program that includes all strands proposed by the National Science Education Standards and would provide students with opportunities to engage in scientific inquiry, conduct detailed observations, and learn to support conclusions using data. The implications for positive social change include development of programs that result in integrated science learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Elementary School Science, Private Schools, Science Programs, Scientific Principles
(2013). Reflections from the "Shiny Side"–Exploring Fifth Grade Teachers' Beliefs about U.S. History Education, ProQuest LLC. The purpose of this adapted grounded theory study was to identify and analyze how 23 fifth grade elementary teachers' beliefs about the U.S. and U.S. history, about the children they teach, and about the context in which they teach affected both what and how they taught. The study found that teachers' beliefs about the U.S. itself affected their teaching practices. Their beliefs ranged from what I called "Balanced Patriots" to what I called "Exceptional Exceptionalists." The teachers' beliefs about U.S. history were also varied. Some teachers believed in taking a Constructivist stance when teaching U.S. history, while others favored a more Objectivist approach. Regarding the use of historical narratives when teaching U.S. history, the teachers' beliefs ranged from teachers who "Problematized Narratives" at one end of the range, to those who were "Overly Reliant on Narratives" at the other end. These teachers also had varied beliefs about their students. Some believed their students were "Challenge Ready," while others felt their "Students Need to be Protected." Finally, the teachers were also affected by a range of contextual issues. Because of the increasingly high-stakes testing environment in which they taught, many teachers reported that U.S. history had less significance than did the tested subjects of reading, writing and mathematics. Additionally, the teachers were often concerned about the potential for parental backlash, which, often caused them to either scale back the teaching of controversial topics, or to avoid them altogether. They also were often reticent to disclose their personal views to their students. The range of views about parental backlash spanned a stance I labeled "Never Fully Safe," to a more extreme stance in which the teachers believed they were teaching in an "Unsafe Environment.". This study is useful because it helps identify possible ways in which educator preparation programs might more adequately prepare future teachers to work in today's schools. The need to act to improve educator preparation is increasingly urgent because as less U.S. history is being taught, the more critical it becomes that what is being taught is taught well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Elementary School Teachers, Teacher Attitudes, Beliefs, Grade 5
(2013). The Relationship between Rural Texas Superintendent Leadership Practices and Student Achievement, ProQuest LLC. Purpose: The purpose of this study was to survey rural superintendents regarding their perceptions of specific educational leadership practices identified by Waters and Marzano (2006) and to correlate their endorsement of specific practices with student achievement. Methodology: All superintendents invited to participate in the study did so. The online Superintendent Leadership Practices Survey (SLPS) gathered quantitative data on: (a) superintendent and district characteristics, (b) student outcomes, and (c) superintendent endorsement of 34 leadership practices. Findings: Factor analysis of the 34 scales comprising the SLPS identified one strong factor, interpreted as superintendent best practices. A Cronbach's alpha of 0.924 for the 34 scales indicated good internal consistency and reliability. Descriptive analyses showed that superintendents almost uniformly reported being strongly engaged in superintendent best practices. No objective means were available to confirm these reports though superintendents at least appeared to recognize the desirability of leadership practices. No evidence emerged to support the relationship between superintendent leadership and student outcomes. A Spearman correlation between SLPS scores and district accountability ratings was nonsignificant. Pearson correlations between SLPS scores and student achievement, measured by percentages of students meeting Texas Assessment of Knowledge and Skills (TAKS) standard, calculated separately for districts with low, medium, and high percentages of economically disadvantaged students, were all nonsignificant. However, these low correlations may be an artifact of restricted variance. Total scores on the SLPS were uniformly high across almost all superintendents. Student outcome variables also lacked variability. Most districts fell into the two middle categories upon examination of district accountability and percentages of students meeting standard on TAKS. Variables with restricted variance produce spuriously attenuated correlations, which may explain the low correlations seen in this study. Implications: School superintendents are emerging as increasingly important leaders in an era of high-stakes testing and accountability. Waters and Marzano (2006) hypothesized that specific leadership practices positively impact student achievement. The present study did not confirm these benefits, but high levels of engagement in those best practices reported by participating superintendents indicated that these experienced professionals believe in the value of superintendent leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Superintendents, Rural Schools, Leadership Styles, Administrator Attitudes
(2011). Evidence, Rhetoric and Collateral Damage: The Problematic Pursuit of "World Class" Standards, Cambridge Journal of Education. Drawing initially on evidence assembled by the Cambridge Primary Review, and acknowledging Maurice Galton's trenchant critiques of recent educational policy, this paper tracks the rise and decline of the flagship standards agenda which was launched by the Blair government in 1997 and came to dominate the work of England's primary schools during the next 13 years. The official claims about educational standards are assessed against the evidence, as are contingent claims about the regime's efficacy. The analysis finds both positive and negative outcomes from Labour's reforms, but also methodological problems, collateral damage, a suspect definition of "standards" and a corrosive political discourse that has frustrated the proper pursuit and application of evidence. England's experience is then placed in an international context: first, by reference to the increasing use of high stakes testing in the United States and elsewhere; second, through the quest for "world class" standards and schooling to which, prompted by the international surveys of student achievement, more and more governments are signing up, often copying each other's policies in the hope of outperforming them. Not only is the phrase "world class" almost meaningless in practice but it is also informed by a supremacist mindset which is at odds with twenty-first century global imperatives and sensibilities, and by international comparisons which make indefensibly selective use of such evidence as is available to explain why some countries outperform others. Although the initial focus is on the period 1997-2010, the paper ends by warning that the conditions exposed here are unlikely to be unique to the government that was defeated in the 2010 general election. [More] Descriptors: Foreign Countries, Educational Policy, Political Attitudes, Persuasive Discourse
(2011). Socio-Sexual Education: A Practical Study in Formal Thinking and Teachable Moments, Sex Education: Sexuality, Society and Learning. Sex education is almost as sensitive a topic in public schooling as is the imposition of high-stakes testing. Both typically claim to be value-free contributions to the development of the student's cognitive, psychological and sometimes even moral maturity. Ironically each seems to short-change students in all three areas of development. The focus of attention in this article is that sex education represents an extraordinary "teachable moment" to show students the effectiveness of the most modern tools for solving problems; namely, game theory and decision theory more generally. The fruitfulness of these teachable moments is not limited to game theory and decision theory alone. However, if these teachable moments can be utilized in highly mathematized fields, there is no doubt an abundance of teachable moments potentially bringing other disciplines together in seamless fashion with sex education as well. In principle, sex education addresses issues students will confront daily for the rest of their lives. Typically students seem to waffle their way through sexually relevant encounters driven both by the allure of reward and the fear of negative consequences. Allure and fear are relevant emotions of which students should be mindful when considering the consequences of any proposed action or principle in any aspect of social life. Considering such things in a shoot-from-the-hip fashion can be destructive to both individual and social purpose in social encounters of any kind, but most especially in sexual engagements of various kinds. By utilizing elements of decision theory, students can be shown practical applications for the mathematical formatting of difficult problems of a very practical sort. This develops critical thinking in the truest and most responsible sense. [More] Descriptors: Game Theory, Social Life, Sex Education, High Stakes Tests
(2011). A Nation at Risk to Win the Future: The State of Public Education in the U.S, Journal for Critical Education Policy Studies. Mounting evidence is exposing how merit pay incentives, charter schools, vocational curriculum, and high-stakes testing regimes do not fulfill their purported objectives, and instead are enormously detrimental to students, education workers, marginalized groups, social equality and ultimately the collective good. While the wealthy continue to thrive and their children attend abundantly resourced private schools with robust curriculum, poor and working people are increasingly being subjected to forcefully controlled, profit generating vocational schools. Opposition to the transformation of public schools into competitive and profit-making enterprises is increasing amongst and between parents, youth, teachers, unions, and their allies. Only through mass and sustained collective action, both inside and outside of schools, can public education not only survive, but also live up to its potential to become a pedestal for a society that provides equality of opportunity and equality of outcome. The struggle over public education is imperative, and it is an essential part of a larger effort to disrupt and dismantle the political, economic and cultural forces responsible for neoliberalism's strangle hold on people's lives and collective consciousness. People must concurrently understand and resist how these forces undermine and destroy all essential public goods, which are fundamental human rights, not commodities. Universal access to education, housing, child care, health care, pensions, transportation, water, food, media, emergency services, energy; along with equitable, safe working conditions and hate-free communities are all essential public goods that are reflective of a substantive democracy which legitimates a government that is charged with overseeing the egalitarian redistribution of wealth, income and power. Universal public education (free, equally resourced and accessible for all) can play a pivotal role in bringing about radical change. This processes requires schools and teachers–empowered by a militant labor movement–providing non-competitive educational environments that cultivate critical literacies, cooperative social relationships and egalitarian expectations. All are essential elements in building power when the ultimate goal is collective control of the economy. [More] Descriptors: Public Education, Access to Education, Differences, Context Effect
(2011). Opportunities to Develop Mathematical Proficiency: How Teachers Structure Participation in the Elementary Mathematics Classroom, ProQuest LLC. The opportunity to learn for African American and Latino children is extremely limited in a large number of US classrooms. Many societal issues are to blame, but high-stakes testing has exacerbated this problem. The pressure to increase test scores has caused a narrowing of the curriculum, particularly in low-performing schools, most of which are attended by poor children and children of color. For mathematics, in particular, this curriculum is characterized by a narrow set of knowledge and skills. Seven teachers, all of whom had previously participated in professional development focused on supporting teachers' efforts to engage with elementary students in algebraic thinking, were videotaped and audiotaped as they taught lessons on the equal sign and relational thinking. This study analyzed the performance of the students in order to assess their mathematical proficiency using the five strands of mathematical proficiency defined by the National Research Council (2001) and also analyzed the teachers' lesson structures and classroom norms. The results of the analyses were used to detail how teachers afforded or constrained students opportunities to develop mathematical proficiency. Classes in which the majority of students were found proficient had several norms in common, including sociomathematical norms around what counts as an adequate explanation. Additional, the classes in the majority proficiency group had norms that encouraged students to share multiple solutions and facilitated productive group work. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: High Stakes Tests, Norms, Algebra, Mathematics Instruction
(2011). Creativity in the Fifth Grade High-Stakes Mathematics Environment, ProQuest LLC. Since the implementation of No Child Left Behind (NCLB), there has been a decrease of creative outlets (Berliner, 2009; Pederson, 2007) for pre-teen students to develop a positive self concept in public schools; creatively implemented technology along with critical thinking skills are no longer emphasized contributing to the notion that only certain knowledge is valued. The study investigated the lack of creative outlets in the fifth grade classroom due to the environment created by high-stakes testing (Berliner, 2009; Pederson, 2007). More specifically, the process of creativity and critical thinking through technology to enhance pre-teen student self concept in order to address individual learning processes and lack of creative outlets stifled by national academic standards in a Title I school was examined. Observations, interviews, and document artifact research was implanted in order to garner an understanding of the student perspective. Through information and the analysis of student perspective garnered through the study, it was determined that creativity has multiple meanings, two of the three participants did not feel that there were opportunities for them to express creativity in the classroom, participants must create opportunities to express creativity outside of the classroom, the use of technology in the classroom is primarily viewed in a sense of assistance for TAKS preparation or efficiency in the classroom, students engage in a process of critical thinking that is dictated by preparation for the TAKS test, the TAKS test and its preparation process elicited feelings of nervousness, confidence, and boredom, and students self identified based on their performance on the TAKS test. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Creativity, Grade 5, High Stakes Tests, Critical Thinking