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Policy >> Standards

by Susan Strauss & Youb Kim - 2011
Our commentary focuses on the issue of academic integrity and plagiarism for English language learners in U.S. universities. Sensitized by our own experiences of having recently participated in a hearing on plagiarism in a second language learning (L2) context at a local college, we examined existing definitions on academic integrity and plagiarism in U.S. universities. Our thinking is guided by language scholars who argued that the prevalent views of scholarship in U.S. universities and higher institutions in other western societies are inherently ethnocentric. While universities throughout the country are enthusiastically recruiting students from around the world, as part of the nationwide trend toward globalization, we believe U.S. universities need to develop an academic culture that encourages critical examination of our own beliefs and perspectives about what we need to do to help international students in U.S. universities understand authorship, ownership, and scholarship. Otherwise, our attempts at globalization will suffer. We hope our commentary contributes to the building of a culture of critical examination of the heretofore taken-for-granted beliefs and perspectives on teaching, especially in contexts of L2 teaching and learning.

by Julie Pennington, Kathryn Obenchain, Aimee Papola & Leia Kmitta - 2012
The Common Core State Standards are poised to guide U.S. educational practice and assessment for the coming years. This commentary examines the framing of the argument for the new standards by the constructors of the CCSS and how the alignment of resources during the implementation phase is tightly ensconced within the organizations who drafted the standards.

by Peshe Kuriloff - 2013
This article responds to the National Council on Teacher Quality’s newly released ranking of teacher education programs by arguing that teacher educators need to find their voice. As policy-makers continue to search for something to blame for low student achievement in urban schools, they have fixed first on teachers and now on teacher preparation. In response, teachers and educators need to stand their ground and demand a well-deserved seat at the table. To avoid becoming a victim in the education wars, teacher educators need to speak out about what they know and need to ensure that teachers succeed and schoolchildren learn and thrive.

by Michael McShane - 2013
In many areas, discussion of the Common Core standards has degraded into the talk of conspiracy theorists. This troubling development has overshadowed the very real concerns with implementing the standards that advocates need to address. This article, after dispatching the conspiracy wing-nuttery, outlines several lingering questions regarding the Common Core with the hopes of sparking a more productive discussion of this enormous undertaking.

by Iris Rotberg - 2014
“Not everything that counts can be counted, and not everything that can be counted counts.” –Albert Einstein

Methodological problems have plagued international test-score comparisons from the time they began 50 years ago. Since then the number and type of countries and other jurisdictions participating in the comparisons have increased, as have the methodological problems. At the same time, the results of the international comparisons have had an increasing impact on education policies throughout the world, despite the fact that the policy implications drawn from the comparisons are based on seriously flawed data. The commentary describes the intractable problems inherent in making valid comparisons of student achievement across countries and recommends an approach to reformulating the research.

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  • Classroom Assessment and the National Science Education Standards
    Focusing on the teacher as the primary player in assessment, this book offers assessment guidelines and explores how they can be adapted to the individual classroom.
  • Educational Evaluation and Policy Analysis (EEPA)
    Published by the American Educational Research Association, the EEPA focuses on educational evaluation, educational policy analysis, and the relationship between the two activities.
  • The Consortium for Equity in Standards and Testing
    The Consortium for Equity in Standards and Testing (CTEST) focuses attention on how educational standards, assessments, and tests can be used more fairly.
  • Teachers on Academic Standards and Testing: The View from the Classroom
    Teachers' views of the standards movement.
  • American Educational Research Journal (AERJ)
    American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education.
  • National Center for Educational Statistics
    NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations.
  • The State of Standards
    A survey of a variety of current perspectives on standards.
  • Policy Studies
    Policy Studies is a refereed, multi-disciplinary journal focused on the policy implications of research and the analysis of developments in social policy and professional practice. Its standards are those of an academic journal, but it is designed to be read by policy makers and practitioners, as well as by academics and other researchers.
  • The National Education Goals Panel
    The National Education Goals Panel is an independent executive branch agency of the federal government charged with monitoring national and state progress toward the National Education Goals.
  • Ready, Read!
    A new solution to the problem of failing public schools is emerging: takeover by outside authorities, who prescribe a standardized field-tested curriculum. This runs counter to our long-standing tradition of autonomy for local schools and teachers, but it works.
  • Educational Review
    Educational Review publishes general articles and accounts of research of interest to teachers, to lecturers, to research workers in education and educational psychology, and to students of education.
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