scholarly journals Effects of New Hampshire’s innovative assessment and accountability system on student achievement outcomes after three years

2019 ◽  
Vol 27 ◽  
pp. 10
Author(s):  
Carla M. Evans
Keyword(s):  
Student Achievement ◽  
English Language ◽  
Research Policy ◽  
Early Years ◽  
Assessment System ◽  
Policy And Practice ◽  
Differential Effects ◽  
Positive Effects ◽  
Accountability System ◽  
Assessment And Accountability System

New Hampshire’s Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an “innovative” assessment and accountability system because performance assessments are used to help determine student proficiency in most federally required grades and subjects instead of the state achievement test. One key criterion for success in the early years of the PACE innovative assessment system is “no harm” on the statewide accountability test. This descriptive study examines the effect of PACE on Grades 8 and 11 mathematics and English language arts student achievement during the first three years of implementation (2014-15, 2015-16, and 2016-17 school years) and the extent to which those effects vary for certain student subgroups using results from the state’s accountability tests (Smarter Balanced and SATs). Findings suggest that students in PACE schools tend to exhibit small positive effects on the Grades 8 and 11 state achievement tests in both subjects in comparison to students attending non-PACE comparison schools. Lower achieving students tended to exhibit small positive differential effects, whereas male students tended to exhibit small negative differential effects. Implications for research, policy, and practice are discussed.

book review: Informing Transitions in the Early Years: Research, Policy and Practice

2007 ◽  
Vol 5 (2) ◽  
pp. 212-214
Author(s):  
Glenda Walsh
Keyword(s):  
Research Policy ◽  
Early Years ◽  
Policy And Practice

scholarly journals Beyond Binary: (Re)Defining “Gender” for 21st Century Disaster Risk Reduction Research, Policy, and Practice

2019 ◽  
Vol 16 (20) ◽  
pp. 3984 ◽  
Author(s):  
Ashleigh Rushton ◽  
Lesley Gray ◽  
Justin Canty ◽  
Kevin Blanchard
Keyword(s):  
English Language ◽  
Research Policy ◽  
Relevant Information ◽  
Rapid Review ◽  
Sex And Gender ◽  
Journal Articles ◽  
Policy And Practice ◽  
Gender Minorities ◽  
Clear Differentiation ◽  
And Gender

The dominant discourse of gender focuses on the binary of woman/man, despite the known additional risks for diverse sexualities and gender minorities in disasters. Given the small but growing body of literature concerning gender minorities in disasters, this paper sets out to explore the place of sex and gender minorities in disasters and to examine whether a binary definition needs to be extended. A five-stage rapid review was undertaken following Arksey and O’Malley’s method. Peer-reviewed journal articles in English language were sought that included disaster and gender terms in the title, abstract, and/or body of the article published between January 2015 and March 2019. The search included MEDLINE and Scopus databases. Relevant information from the studies were charted in Microsoft Excel, and results were summarized using a descriptive analytical method. In total, 729 records were identified; 248 that did not meet the inclusion criteria were excluded and 166 duplicates were removed. A total of 315 records were sourced and their full text was reviewed. Of those, only 12 journal articles included content relative to more than two genders. We also recognized that sex and gender terms were used interchangeably with no clear differentiation between the two. We recommend that disaster scholars and practitioners adopt correct terminology and expand their definition of gender beyond the binary; utilize work on gender fluidity and diversity; and apply this to disaster research, policy, and practice.

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice

2021 ◽  
Author(s):  
Keyword(s):  
English Learners ◽  
Performing Arts ◽  
English Language ◽  
Research Policy ◽  
Journal Article ◽  
Annotated Bibliography ◽  
Digital Learning ◽  
Social Emotional Development ◽  
Policy And Practice ◽  
Additional Information

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

The Concept of Accountability in Education: Does the Swedish School System Apply?

CADMO ◽  
2009 ◽  
pp. 55-66
Author(s):  
Hanna Eklof ◽  
Ewa Andersson ◽  
Christina Wikstrom
Keyword(s):  
School System ◽  
Compulsory Education ◽  
Unintended Consequences ◽  
Assessment System ◽  
Assessment Instruments ◽  
Policy And Practice ◽  
International Debate ◽  
Accountability System ◽  
Accountability In Education ◽  
Swedish School

- Recent years have seen a growing international debate over accountability in education, and particularly the consequences of such systems. The Swedish school system seems to share many common features with systems in countries where the accountability debate is strong. Still, in Sweden there has been limited discussion and no attention paid to the international debate. The present paper explores whether Sweden can be said to have a standards-based accountability system or not, by comparing the Swedish system with a standards- based accountability model. The conclusion is that the Swedish national assessment system may not be an accountability system in the narrower sense, but that issues of accountability are nevertheless prevalent in current discussions about the successes and failures of Swedish educational policy and practice. It is found the in-explicitness of the system is a threat to validity as assessment instruments may be used and interpreted in ways they were not intended to, with unintended consequences as a result. Keywords: Accountability, assessment, goals, consequences, compulsory education.

The Nature and Extent of Qualitative Research Conducted With Children About Their Experiences of Domestic Violence: Findings From a Meta-Synthesis

2019 ◽  
pp. 152483801988888
Author(s):  
Debbie Noble-Carr ◽  
Tim Moore ◽  
Morag McArthur
Keyword(s):  
Qualitative Research ◽  
Domestic Violence ◽  
Partner Violence ◽  
English Language ◽  
Research Policy ◽  
Well Being ◽  
Qualitative Studies ◽  
Future Research ◽  
Policy And Practice ◽  
Research With Children

Domestic violence is a significant issue experienced by many children that can have a detrimental impact on their health, development, and well-being. This article reports on the findings of a meta-synthesis that examined the nature and extent of qualitative studies conducted with children about their experience of domestic violence. Studies were identified by a search of electronic databases and included gray literature. Studies were included for review if they were published between 1996 and 2016, were from countries considered as comparable Western nations to Australia and available in the English language, and reported on qualitative studies that directly engaged with children under the age of 18 years on their experiences of intimate partner violence involving one or more of their parents/carers. Forty peer-reviewed publications that reported on 32 studies were included for the review. This study was unique in that it included child participation measures to assess the quality of available studies. This article explores the contribution that research with children has made to our understandings of, and responses to, domestic violence, and provides a critique of the limitations and gaps evident in the extant qualitative research with children on the issue of domestic violence. The article considers implications for future research, policy, and practice and in particular focuses our attention on the need to engage more children more fully in participatory research in the field of domestic violence.

scholarly journals Student–Teacher Gender Matching and Academic Achievement

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110400
Author(s):  
NaYoung Hwang ◽  
Brian Fitzpatrick
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Middle Schools ◽  
English Language ◽  
Female Students ◽  
Matching Effect ◽  
Teacher Gender ◽  
Math Teachers ◽  
Positive Effects ◽  
Gender Matching

Scholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are better at increasing both male and female students’ achievement than their male counterparts in elementary and middle schools. The positive effects of having female math teachers are particularly large for female students’ math achievement, but we do not find evidence for a positive gender matching effect in English language arts. In addition, contrary to popular speculation, boys do not exhibit higher academic achievement when they are assigned to male teachers. Our findings suggest that the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are small.

scholarly journals Promoting a balanced early years curriculum for young children with vision impairment: Developing and sustaining personal agency through a bioecological systems perspective

2020 ◽  
Vol 38 (2) ◽  
pp. 248-264
Author(s):  
Michael McLinden ◽  
John Ravenscroft ◽  
Graeme Douglas ◽  
Rachel Hewett ◽  
Elizabeth McCann ◽  
...  
Keyword(s):  
Young Children ◽  
Inclusive Education ◽  
Visual Information ◽  
Research Policy ◽  
Early Years ◽  
Vision Impairment ◽  
Dual Model ◽  
Personal Agency ◽  
Policy And Practice ◽  
Systems Perspective

Through the use of their developing vision, young children develop increasingly sophisticated ways of establishing control within different learning environments, thereby helping them to exert influence as active ‘agents’. Vision impairment can present significant barriers to a child developing personal agency through reducing access to visual information. In this article, we present the parameters of a conceptual framework to inform the design of intervention approaches that can help to reduce these barriers. We draw on a dual model of ‘access’, contextualised within a bioecological systems perspective, to examine how young children with vision impairment can establish increasing personal agency through intervention approaches that promote progressive independence access skills within an ‘ethos of empowerment’. In presenting new conceptual foundations for examining the development of personal agency in young children with vision impairment, the article has significance for research, policy, and practice in vision impairment education and offers a theoretical reference point for related areas of early childhood inclusive education.

Healing After Gender-Based Violence: A Qualitative Metasynthesis Using Meta-Ethnography

2021 ◽  
pp. 152483802199130
Author(s):  
Laura Sinko ◽  
Richard James ◽  
Kathryn Hughesdon
Keyword(s):  
English Language ◽  
Research Policy ◽  
Empirical Studies ◽  
Future Research ◽  
Gender Based Violence ◽  
Policy And Practice ◽  
Healing Journey ◽  
Trauma Processing ◽  
Gender Based ◽  
Recovery Pathways

Gender-based violence (GBV) is a significant violation of human rights, requiring specific understanding of how individuals heal and recover after these experiences. This article reports on findings of a qualitative metasynthesis that examined the nature of healing after GBV through the perspectives of female-identifying survivors. Empirical studies were identified by a search of peer-reviewed articles via electronic databases. Studies were included for review if they were available in the English language, reported on qualitative studies that directly engaged female-identifying survivors of GBV, and were aiming to understand the GBV healing journey, process, or goals. After our initial search, 1,107 articles were reviewed by title and abstract and 47 articles were reviewed for full text. Twenty-six peer-reviewed articles were included for the review and were analyzed using meta-ethnography. Key findings included the recovery journey as a nonlinear, iterative experience that requires active engagement and patience. Healing was composed of (1) trauma processing and reexamination, (2) managing negative states, (3) rebuilding the self, (4) connecting with others, and (5) regaining hope and power. “Shifts” or “turning points” are also mentioned which catalyzed healing prioritization. This article aggregates and examines the scientific literature to date on GBV healing and provides articulation of the limitations, gaps in evidence, and areas for intervention. The article considers implications for future research, policy, and practice and, in particular, focuses our attention on the need to expand our knowledge of alternative recovery pathways and mechanisms for healing.

The Temporal Impact of Economic Insecurity on Child Maltreatment: A Systematic Review

2018 ◽  
Vol 21 (1) ◽  
pp. 157-178 ◽  
Author(s):  
Aislinn Conrad-Hiebner ◽  
Elizabeth Byram
Keyword(s):  
Systematic Review ◽  
Child Maltreatment ◽  
English Language ◽  
Research Policy ◽  
Child Physical Abuse ◽  
Temporal Association ◽  
Economic Insecurity ◽  
Material Hardship ◽  
Policy And Practice ◽  
Income Transfers

Economically insecure children experience 3–9 times more maltreatment than economically secure children. Although economic insecurity is associated with child physical abuse, neglect, and psychological maltreatment, there have been no systematic reviews dedicated to the relation between familial economic insecurity and child maltreatment. This is problematic because multiple forms of familial economic insecurity—including debt, material hardship, income, unemployment, and income transfers—are related to child maltreatment. These findings, however, are not causal or reliably replicated across studies. Until we identify the state of the evidence concerning the temporal association between economic insecurity and child maltreatment, our ability to reduce child maltreatment may be limited. In this systematic review (PROSPERO registration # CRD42017081445), we searched PsycINFO, PubMed, Scopus, ProQuest Dissertations, and the gray literature for English-language, peer-reviewed articles and dissertations published between 1970 and 2016. We synthesized evidence from 26 longitudinal studies on the temporal relation between economic insecurity and child maltreatment. Income losses, cumulative material hardship, and housing hardship were the most reliable predictors of child maltreatment. Implications for research, policy, and practice are discussed.

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