In this Introduction, the contextual background, organization, and contents of the issue are provided.
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This piece identifies cultural bias in the word gap debate and offers recommendations.
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In this study, authors use data from 2006 to 2010 to examine the impact of school-based financial incentives on patterns of teacher mobility, focusing on teachers' strategic moves.
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This paper draws on a comparative case study of six classrooms in two International Baccalaureate schools to highlight conflicting teacher practices related to global education.
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To allay public concerns that state exit examination mandates might unfairly hinder some students’ educational attainment prospects, most states with exam requirements offer alternative routes to graduation for all students. This study probes the relationship between various exam difficulty-alternative route policy combinations and the subsequent attainment outcomes of tenth-graders.
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Do you know what the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%”. If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can instructors use technology as a supplement in reading and writing courses? How can technology be used to deepen our student’s critical thinking skills? These are questions we should be asking ourselves in a world where technology is paving the way to learning.
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The authors build on previous scholarship describing signs that appropriate validity evidence for education achievement measures is either not gathered, not reported, or not accessible for independent review. The consequences are troubling for valid interpretation of test scores for evaluation of individuals, groups, or programs. Six potential sources of influence on the validity evidence gap for valid interpretation and use of test scores are explored: (a) the influence of demands on the test user for interpretation of test scores; (b) the challenges of professional standards in assigning responsibility for providing validity evidence and argument; (c) law and regulatory practices constraining validity evidence gathering; (d) technology constraints and opportunities on kinds of validity evidence gathered and accessible; and (e) effects of the new education industry on testing. The paper concludes with suggestions for developing case studies in responsible gathering of test validity evidence in the problematic contexts outlined, with the intent to promote dialogue on responding to the challenges of the influences on the validity evidence gap.
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This commentary is an actual email letter from an education faculty professor to an educational textbook sales representative. In it, the Professor explains why he will not use a textbook that is based on the popular, but unexamined assumption that learning is about individual brains acquiring information. Instead, he uses numerous practical examples, sarcasm, and a strong dose of idealism to argue for a view of learning that engages with the realities of embodiment, individual subjectivity, social participation, cultural context, and biological diversity. To bolster his argument, the professor draws upon Piaget, Vygotsky constructivist theory, and a relational view of epistemology that transcends both objectivism and subjectivism.
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