by Madhabi Chatterji
This paper is the Foreword to the Special Issue in the Teachers College Record, titled, When Education Measures Go Public –Stakeholder Perspectives on How and Why Validity Breaks Down.
by Morgan S. Polikoff & Kathryn Struthers
Using a sample of over 2,000 English language arts teachers, this article analyzes changes in student opportunity to learn across eight years of standards-based reform. Findings indicate significant shifts in cognitive complexity of English language arts instruction over time, with differences based on school and classroom characteristics. Teachers in urban schools and schools serving more historically marginalized children have shifted their instruction to lower levels of cognitive demand relative to other teachers.
Education researcher Guillermo Solano-Flores discusses his co-authored paper, Complexity of Illustrations in PISA 2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico. Watch and discuss this episode of The Voice on Vialogues.
by Bradley Ermeling
This commentary compares Japanese and US approaches for integrating technology in K-12 classroom environments. While many American schools are consumed by a haphazard race to adopt the latest gadgets and new innovations, often these devices function as little more than expensive and colorful accessories with minimal influence on existing instructional methods. In other cases, devices sit unused, collect dust, and soon become obsolete, costing thousands of dollars in upgrades. Despite Japan’s much slower pace of technology adoption, one might argue that Japanese educators are well ahead of the US in effective technology integration. Using the chalkboard and bansho (board-writing) as an example, this article describes how Japan’s slow and steady integration approach enables educators to deliberately study and build knowledge about which technologies best facilitate particular learning opportunities. The US should take note and consider a more purposeful integration strategy that emphasizes efficacy over hasty implementation.
by Gary Natriello
The editors of the Teachers College Record are pleased to announce the Annual Yearbooks for 2015.