Subscribe today to the most trusted name in education.  Learn more.
Current Issue Current Issue Subscriptions About TCRecord Advanced Search   

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

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.
 Text and Graphics Icon Text + GraphicsPDF Icon PDFAbstract Icon Abstract

Catch the latest video from AfterEd, the new video channel from the EdLab at Teachers College.
Global education news of the week in brief.; NCLB; international education; software; This episode explores ten interesting and little known facts about Social Studies.; social studies; humor; media; research; schools; Three seniors at Heritage High School talk about education and what the next President should do about it.; Debates; Heritage High School; NCLB; NYC schools; education; election; girls; interview; politics; presidential election; schools; speak out; students; testing; EdWorthy Theater starring MIT Physics Professor Professor Walter Lewin.; MIT; physics; We feature new content about the future of education. Put us on your website ­ whether you're a student, teacher, or educational institution, we aim to create great content that will entertain and enlighten your audience.

Site License Agreement    
 Get statistics in Counter format