scholarly journals A Tale of Two City Schools

2011 ◽  
Author(s):  
Jill Proulx

<p>The study examined how leaders in both schools define successful reform, perceive high-stakes testing, perceive a need to raise student achievement, and implement reforms in response to high-stakes testing. The study combined qualitative interview data and survey methodology to examine differing perceptions and to identify the factors most strongly associated with different levels of reform success.</p>

2018 ◽  
Vol 87 (2) ◽  
pp. 77-93
Author(s):  
Remi Maier-Rigaud ◽  
Sarah-Lena Böning

Zusammenfassung: Gesundheits-Apps werden mittlerweile von vielen Menschen alltäglich genutzt. Diese Apps zielen auf die Förderung einer gesunden Lebensweise. Ausgehend von einem weiten Verständnis von Nudging als Methode, um Menschen in erwünschte Richtungen zu lenken, ohne ihnen die Entscheidungssouveränität zu nehmen, ist Nudging bei Gesundheits-Apps omnipräsent. Im Beitrag wird auf Basis qualitativer Interviewdaten die Hypothese generiert, dass es drei verschiedene Ebenen des Nudgings bei der Anwendung von Gesundheits-Apps gibt: Erstens können Apps als Instrumente genutzt werden, um sich selbst zu einem gesundheitsbewussteren Lebensstil „anzustupsen“ (Self-Nudging). Zweitens findet Nudging durch Anbietende von Apps statt (Top-down-Nudging), zum Beispiel mithilfe von Standardeinstellungen, die eine bestimmte Nutzung nahelegen. Drittens lässt sich eine weitere Ebene des Nudgings mit Gesundheits-Apps identifizieren. So können die von den Apps generierten persönlichen Gesundheitsdaten mit den Daten anderer Nutzenden verglichen werden. Dadurch kann eine Norm gesunden Verhaltens entstehen und auf das Verhalten der Nutzenden zurückwirken (Bottom-up-Nudging). Die von uns interviewten Personen, die Apps nutzen, sehen nicht nur Vorteile in der Nutzung, sondern befürchten auch gesundheitliche Risiken. Vor diesem Hintergrund schlagen wir vor, präventiv wirkende evidenzbasierte Qualitätsstandards verbindlich einzuführen, beispielsweise in Form einer Ampelkennzeichnung. Summary: More and more people use health apps in their daily life to promote a healthy lifestyle. Starting from a wide understanding of nudging as a method to steer people in certain directions while preserving liberty of choice, nudging is omnipresent in the realm of health apps. On the basis of qualitative interview data, we generate the hypothesis, that nudging in the context of health apps takes place on three different levels: First, apps can be used as self-nudging tools and contribute to health conscious self-steering. Second, nudging is used by private companies using default settings in order to nudge users towards a certain way of use (topdown- nudging). Finally, there is an intermediate level of nudging since the personal health data generated by apps can be compared with other users. This might lead to the emergence of a health behaviour norm affecting again the user behaviour (bottom-up-nudging). The interview data shows that users see both, advantages but also health risks resulting from health app use. Against this background we suggest the compulsory introduction of preventive evidence based quality standards taking for example the form of a traffic light system.


2012 ◽  
Vol 20 ◽  
pp. 20 ◽  
Author(s):  
Sharon Nichols ◽  
Gene Glass ◽  
David Berliner

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed.


2002 ◽  
Vol 24 (4) ◽  
pp. 333-357 ◽  
Author(s):  
Melissa Roderick ◽  
Brian A. Jacob ◽  
Anthony S. Bryk

This article analyzes the impact of high-stakes testing in Chicago on student achievement in grades targeted for promotional decisions. Using a three-level Hierarchical Linear Model, we estimate achievement value added in gate grades (test-score increases over and above that predicted from a student’s prior growth trajectory) for successive cohorts of students and derive policy effects by comparing value added pre- and postpolicy. Test scores in these grades increased substantially following the introduction of high-stakes testing. The effects are larger in the 6th and 8th grades and smaller in the 3rd grade in reading. Effects are also larger in previously low-achieving schools. In reading, students with low skills experienced the largest improvement in learning gains in the year prior to testing, while students with skills closer to their grade level experienced the greatest benefits in mathematics.


Author(s):  
Cathy G. Powell ◽  
Yasar Bodur

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.


Author(s):  
Cathy G. Powell ◽  
Yasar Bodur

Quality teaching and student achievement have been the focus of much debate and research throughout the American education system. Despite implementation of teacher professional development, concerns remained about its effectiveness regarding quality teaching and student achievement. Thus, a paradigm shift ensued to promote effective, on-going capacity-building teacher professional development, known as job-embedded professional development. Educational milieus experienced reforms ranging from high-stakes testing to the standards movement, and recently, teacher evaluations incorporating value-added measures, all of which underscore professional development significance. The purpose of this chapter is to review, analyze, and synthesize current literature on teacher professional development, the need for job-embedded professional development, implementation challenges, and the relationship between teacher professional development and student learning outcomes. The chapter also examines gaps in the literature, followed by solutions, recommendations, and future research directions.


2006 ◽  
Vol 14 ◽  
pp. 1 ◽  
Author(s):  
Sharon L. Nichols ◽  
Gene V Glass ◽  
David C. Berliner

This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the “story” of accountability implementation and impact in that state. Using the “law of comparative judgments,” over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states’ portfolios reflected a greater degree of accountability pressure. Participants’ judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability “pressure” from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth- and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was found between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests—but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed.


2010 ◽  
Vol 18 ◽  
pp. 27 ◽  
Author(s):  
Jacob M Marszalek ◽  
Arthur L Odom ◽  
Steven M. LaNasa ◽  
Susan A. Adler

Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle). The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment.  


PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (20) ◽  
Author(s):  
Bruce B. Henderson

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