This commentary explores interdisciplinary discussion of inclusivity in the study of the European Middle Ages and how medieval studies might be reconsidered for a new, inclusive middle school and high school social studies curricula.
via TCRecord
In this commentary, authors introduce the idea of artificial conflation, as predicated by Campbell’s Law, and as defined by how those with power might compel principals to artificially conflate teachers’ observational with their value-added scores to purposefully exaggerate perceptions of validity, via the engineering of conflated correlation coefficients between these two indicators over time.
via TCRecord