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Volume 116, Number 2 (2014)

 
by Brent Duckor & Daniel Perlstein
Educational researchers and policymakers have often lamented the failure of teachers to implement what they consider to be technically sound assessment procedures. Through a case study of New York City’s Central Park East Secondary School (CPESS), in the years when it served as a model for progressive American school reform, Duckor and Perlstein demonstrate the usefulness of an alternative to reliance of the technical characteristics of standardized tests for constructing and judging assessments: teachers’ self-conscious and reasoned articulation of their approaches to learning and assessment. They conclude that when teachers are given opportunities for genuine, shared reflection on teaching and learning and classroom practices are tied to this understanding, fidelity to what they call the logic of assessment offers a more promising framework for the improvement of schooling than current forms of high-stakes, standardized accountability. Thus, instead of expecting teachers to rely on data from standardized assessments or replicate features of standardized testing in their own assessment practices, researchers, policymakers and teacher educators should promote fidelity to the broader logic of assessment.
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by David Passig & Timor Schwartz
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.
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by Maria Estela Zarate & Claudia G. Pineda
This article examines the effects of elementary school home language, immigrant generation, school language context, and early language classification on Latinos’ probability of completing high school. The authors find that speaking Spanish at home in the early years, being born in the US, and having been reclassified as English Fluent before sixth grade serve as protective factors.
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by Spyros Konstantopoulos & Anne Traynor
The authors employed multilevel and instrumental variables models to examine class size effects on fourth graders’ reading achievement in Greece. The results indicated a positive association between class size and reading achievement, but the association is overall insignificant, especially when classroom and school variables were taken into account.
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by Chen Schechter & Tova Michalsky
The present study explored the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences.
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by Vincent Cho & Jeffrey C. Wayman
Drawing upon the concept of interpretive flexibility, this study illuminates some of the sensemaking processes around teachers’ uses of data and computer data systems. Accordingly, it provides recommendations regarding how researchers, school, and district leaders might be more attentive to the “people problems” around data system implementation.
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by Ann M. Ishimaru
This article examines the relationship between district-focused education organizing efforts and parent-school relations in schools. Using a mixed-methods approach, the study found that schools with high organizing had more structural social capital than schools with little or no organizing, but limited teacher-parent trust in those schools highlighted tensions between dominant institutional scripts about the role of parents and organizing efforts to build more collaborative relationships in pursuit of educational equity.
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