scholarly journals Cultural Validity as Foundational to Assessment Development: An Indigenous Example

2021 ◽  
Vol 6 ◽  
Author(s):  
Pōhai Kūkea Shultz ◽  
Kerry Englert
Keyword(s):  
Language Immersion ◽  
The State ◽  
Department Of Education ◽  
Hawaiian Language ◽  
Assessment Development ◽  
Assessment Scores ◽  
Official Languages ◽  
Language Assessments ◽  
Validity Studies ◽  
University Of Hawai'i

The state of Hawai‘i has a linguistically and culturally diverse population that recognizes Hawaiian and English as official languages. Working with the community, the state established the Hawaiian Language Immersion Program, Ka Papahana Kaiapuni Hawai‘i (Kaiapuni), to support and promote the study of Hawaiian language, culture, and history. Kaiapuni students are historically marginalized test-takers and had been assessed using instruments that were culturally and linguistically insensitive, contained construct irrelevant variance, or had inadequate psychometric properties (U. S. Department of Education, 2006; Kaawaloa, 2014). In response, the Hawai‘i State Department of Education and the University of Hawai‘i developed the Kaiapuni Assessment of Educational Outcomes (KĀʻEO), which engages Kaiapuni students in technically rigorous, Native language assessments. This article details the theoretical framework of the KĀʻEO program, which includes traditional validity studies to build content and construct validity that support the assessment’s use for accountability. However, the KĀʻEO team recognized that additional evidence was needed because the KĀʻEO theory of action is grounded in principles of community use of assessment scores to advance cultural and language revitalization. The article provides an example of one of the validity studies that the team conducted to build evidence in support of cultural and content validity.

The Status of Arabic in Israel: Refiections on the Power of Law to Produce Social Change

2002 ◽  
Vol 36 (2) ◽  
pp. 5-39 ◽  
Author(s):  
Ilan Saban ◽  
Muhammad Amara
Keyword(s):  
Legal Status ◽  
Minority Group ◽  
Prima Facie ◽  
The State ◽  
French Language ◽  
The Status ◽  
Official Languages ◽  
State Of Affairs ◽  
Ethnic Nation ◽  
State Of Israel

AbstractThe status of Arabic in Israel gives rise to question. Israel is a rare case of an ethnic nation-state that grants the language of minority group with a legal status which isprima facieone of equality. Both Hebrew and Arabic are the official languages of the State of Israel. What are the reasons for this special state of affairs? The answer is threefold: historic, sociological and legal. In various ways the potential inherent in the legal status of Arabic has been depleted of content, and as a result of that, as well as other reasons, the socio-political status of Arabic closely resembles what you would expect the status of a language of a minority group in a state that identifies itself as the state of the majority group to be. This answer, however, is another source of puzzlement – how does such a dissonance between law and practice evolve, what perpetuates it for so long, is change possible, is it to be expected?We present an analysis of the legal status of Arabic in Israel and at the same time we proceed to try and answer the questions regarding the gap between the legal and the sociopolitical status of Arabic. We reach some of our answers through a comparison with the use of law to change the status of the French language in Canada. One of these answers is that given the present constellation in Israel, the sociopolitical status of Arabic cannot meaningfully be altered by legal means.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

Functional Mathematics—Grades Seven Through Twelve

1951 ◽  
Vol 44 (5) ◽  
pp. 297-301
Author(s):  
William A. Gager
Keyword(s):  
Mathematics Teachers ◽  
Subject Matter ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
The State ◽  
Department Of Education ◽  
University Of Florida ◽  
Arts And Sciences ◽  
Secondary Mathematics Teachers ◽  
The University

Is November 1917 the Florida State Department of Education and the college of Arts and Sciences at the University of Florida sponsored a study under my direction to determine ways of improving certain parts of the present secondary mathematics curriculum. Thirty-six secondary mathematics teachers, representing all areas of subject matter, all types of schools, and all sections of the state were selected to make the study. Work on the project was begun at the University of Florida on June 14, 1948.

AAAS Section on Mathematics

1971 ◽  
Vol 64 (8) ◽  
pp. 766-767
Keyword(s):  
New Jersey ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
Research Center ◽  
National Council ◽  
Mathematical Association ◽  
Teaching Of Mathematics ◽  
State Department Of Education

The National Council of Teachers of Mathematics and the Mathematical Association of America are cosponsoring a session called “The Relation between the Applications of Mathematics and the Teaching of Mathematics” at the AAAS convention to be held this December in Philadelphia. The session has been arranged by Henry O. Pollak and Isabelle P. Rucker. Henry Pollak is director of the Mathematics and Statistics Research Center at Bell Telephone Laboratories, Murray Hill, New Jersey, and Isabelle Rucker is supervisor of mathematics for the State Department of Education, Richmond, Virginia.

School counsellors' knowledge of the nature of child sexual abuse and proceedures and laws

2000 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Juliette D. G. Goldman ◽  
Usha K. Padayachi
Keyword(s):  
Sexual Abuse ◽  
Child Sexual Abuse ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
General Knowledge ◽  
School Counsellors ◽  
Formal Procedure ◽  
The Law ◽  
State Department Of Education

All school counsellors employed by the State Department of Education in Queensland, Australia, were sent a questionnaire asking about their understanding of child sexual abuse, and their familiarity with procedures and current laws. Results from the 122 respondents (52 males and 70 females), show that they have diverse knowledge of child sexual abuse. There was uncertainty among them as to whether their school had a formal procedure for reporting cases. Most school counsellors have a general knowledge of the laws in Queensland on reporting suspected cases of abuse, but only a minority of them know what the laws require them to do. When asked to describe the laws in Queensland, counsellors who indicated they knew about the law, then described four differing laws. In terms of knowledge of child sexual abuse, females made more accurate statements about sexual abuse than males. Training does contribute to improving counsellors' knowledge of child sexual abuse.

scholarly journals Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis

2017 ◽  
Vol 26 (2) ◽  
pp. 248-265 ◽  
Author(s):  
Jill Gilkerson ◽  
Jeffrey A. Richards ◽  
Steven F. Warren ◽  
Judith K. Montgomery ◽  
Charles R. Greenwood ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Adult Child ◽  
Automated Analysis ◽  
Early Language ◽  
Data Set ◽  
Environment Analysis ◽  
Assessment Scores ◽  
Research Reporting ◽  
Language Assessments ◽  
Language Environment

Purpose This research provided a first-generation standardization of automated language environment estimates, validated these estimates against standard language assessments, and extended on previous research reporting language behavior differences across socioeconomic groups. Method Typically developing children between 2 to 48 months of age completed monthly, daylong recordings in their natural language environments over a span of approximately 6–38 months. The resulting data set contained 3,213 12-hr recordings automatically analyzed by using the Language Environment Analysis (LENA) System to generate estimates of (a) the number of adult words in the child's environment, (b) the amount of caregiver–child interaction, and (c) the frequency of child vocal output. Results Child vocalization frequency and turn-taking increased with age, whereas adult word counts were age independent after early infancy. Child vocalization and conversational turn estimates predicted 7%–16% of the variance observed in child language assessment scores. Lower socioeconomic status (SES) children produced fewer vocalizations, engaged in fewer adult–child interactions, and were exposed to fewer daily adult words compared with their higher socioeconomic status peers, but within-group variability was high. Conclusions The results offer new insight into the landscape of the early language environment, with clinical implications for identification of children at-risk for impoverished language environments.

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