Special Libraries, February 1964

Volume 55, Issue 2https://scholarworks.sjsu.edu/sla_sl_1964/1001/thumbnail.jp

Examining the Validity of a State Policy-Directed Framework for Evaluating Teacher Instructional Quality: Informing Policy, Impacting Practice

abstract: ABSTRACT This study examines validity evidence of a state policy-directed teacher evaluation system implemented in Arizona during school year 2012-2013. The purpose was to evaluate the warrant for making high stakes, consequential judgments of teacher competence based on value-added (VAM) estimates of instructional impact and observations of professional practice (PP). The research also explores educator influence (voice) in evaluation design and the role information brokers have in local decision making. Findings are situated in an evidentiary and policy context at both the LEA and state policy levels. The study employs a single-phase, concurrent, mixed-methods research design triangulating multiple sources of qualitative and quantitative evidence onto a single (unified) validation construct: Teacher Instructional Quality. It focuses on assessing the characteristics of metrics used to construct quantitative ratings of instructional competence and the alignment of stakeholder perspectives to facets implicit in the evaluation framework. Validity examinations include assembly of criterion, content, reliability, consequential and construct articulation evidences. Perceptual perspectives were obtained from teachers, principals, district leadership, and state policy decision makers. Data for this study came from a large suburban public school district in metropolitan Phoenix, Arizona. Study findings suggest that the evaluation framework is insufficient for supporting high stakes, consequential inferences of teacher instructional quality. This is based, in part on the following: (1) Weak associations between VAM and PP metrics; (2) Unstable VAM measures across time and between tested content areas; (3) Less than adequate scale reliabilities; (4) Lack of coherence between theorized and empirical PP factor structures; (5) Omission/underrepresentation of important instructional attributes/effects; (6) Stakeholder concerns over rater consistency, bias, and the inability of test scores to adequately represent instructional competence; (7) Negative sentiments regarding the system's ability to improve instructional competence and/or student learning; (8) Concerns regarding unintended consequences including increased stress, lower morale, harm to professional identity, and restricted learning opportunities; and (9) The general lack of empowerment and educator exclusion from the decision making process. Study findings also highlight the value of information brokers in policy decision making and the importance of having access to unbiased empirical information during the design and implementation phases of important change initiatives.Dissertation/ThesisDoctoral Dissertation Educational Leadership and Policy Studies 201

Beyond Media Borders, Volume 2

This open access book promotes the idea that all media types are multimodal and that comparing media types, through an intermedial lens, necessarily involves analysing these multimodal traits. The collection includes a series of interconnected articles that illustrate and clarify how the concepts developed in Elleström’s influential article The Modalities of Media: A Model for Understanding Intermedial Relations (Palgrave Macmillan, 2010) can be used for methodical investigation and interpretation of media traits and media interrelations. The authors work with a wide range of old and new media types that are traditionally investigated through limited, media-specific concepts. The publication is a significant contribution to interdisciplinary research, advancing the frontiers of conceptual as well as practical understanding of media interrelations. This is the second of two volumes. It contains a concluding article by Elleström and seven contributions concentrated on the issue of media transformations: how media characteristics are transferred and transfigured among various media products and media types

ASSESSING THE IMPACT PARTICIPATION IN SCIENCE JOURNALISM ACTIVITIES HAS ON SCIENTIFIC LITERACY AMONG HIGH SCHOOL STUDENTS

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) initiative (http://www.scijourn.org; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students’ scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner (http://www.scijourner.org). Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: contextualizing information, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students’ scientific literacy, and outlines implications of the findings in relation to the National Research Council’s A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The SciJourn Scientific Literacy Assessment was used in a balanced crossover design to measure changes in student scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks

Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities

This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators\u27 practices as well as offered recommendations for teachers, schools, districts, policies, and future research

Methods for constructing an opinion network for politically controversial topics

The US presidential race, the re-election of President Hugo Chavez, and the economic crisis in Greece and other European countries are some of the controversial topics being played on the news everyday. To understand the landscape of opinions on political controversies, it would be helpful to know which politician or other stakeholder takes which position - support or opposition - on specific aspects of these topics. The work described in this thesis aims to automatically derive a map of the opinions-people network from news and other Web docu- ments. The focus is on acquiring opinions held by various stakeholders on politi- cally controversial topics. This opinions-people network serves as a knowledge- base of opinions in the form of (opinion holder) (opinion) (topic) triples. Our system to build this knowledge-base makes use of online news sources in order to extract opinions from text snippets. These sources come with a set of unique challenges. For example, processing text snippets involves not just iden- tifying the topic and the opinion, but also attributing that opinion to a specific opinion holder. This requires making use of deep parsing and analyzing the parse tree. Moreover, in order to ensure uniformity, both the topic as well the opinion holder should be mapped to canonical strings, and the topics should also be organized into a hierarchy. Our system relies on two main components: i) acquiring opinions which uses a combination of techniques to extract opinions from online news sources, and ii) organizing topics which crawls and extracts de- bates from online sources, and organizes these debates in a hierarchy of political controversial topics. We present systematic evaluations of the different compo- nents of our system, and show their high accuracies. We also present some of the different kinds of applications that require political analysis. We present some application requires political analysis such as identifying flip-floppers, political bias, and dissenters. Such applications can make use of the knowledge-base of opinions.Kontroverse Themen wie das US-Präsidentschaftsrennen, die Wiederwahl von Präsident Hugo Chavez, die Wirtschaftskrise in Griechenland sowie in anderen europäischen Ländern werden täglich in den Nachrichten diskutiert. Um die Bandbreite verschiedener Meinungen zu politischen Kontroversen zu verstehen, ist es hilfreich herauszufinden, welcher Politiker bzw. Interessenvertreter welchen Standpunkt (Pro oder Contra) bezüglich spezifischer Aspekte dieser Themen einnimmt. Diese Dissertation beschreibt ein Verfahren, welches automatisch eine Übersicht des Meinung-Mensch-Netzwerks aus aktuellen Nachrichten und anderen Web-Dokumenten ableitet. Der Fokus liegt hierbei auf dem Erfassen von Meinungen verschiedener Interessenvertreter bezüglich politisch kontroverser Themen. Dieses Meinung-Mensch-Netzwerk dient als Wissensbasis von Meinungen in Form von Tripeln: (Meinungsvertreter) (Meinung) (Thema). Um diese Wissensbasis aufzubauen, nutzt unser System Online-Nachrichten und extrahiert Meinungen aus Textausschnitten. Quellen von Online-Nachrichten stellen eine Reihe von besonderen Anforderungen an unser System. Zum Beispiel umfasst die Verarbeitung von Textausschnitten nicht nur die Identifikation des Themas und der geschilderten Meinung, sondern auch die Zuordnung der Stellungnahme zu einem spezifischen Meinungsvertreter.Dies erfordert eine tiefgründige Analyse sowie eine genaue Untersuchung des Syntaxbaumes. Um die Einheitlichkeit zu gewährleisten, müssen darüber hinaus Thema sowie Meinungsvertreter auf ein kanonisches Format abgebildet und die Themen hierarchisch angeordnet werden. Unser System beruht im Wesentlichen auf zwei Komponenten: i) Erkennen von Meinungen, welches verschiedene Techniken zur Extraktion von Meinungen aus Online-Nachrichten beinhaltet, und ii) Erkennen von Beziehungen zwischen Themen, welches das Crawling und Extrahieren von Debatten aus Online-Quellen sowie das Organisieren dieser Debatten in einer Hierarchie von politisch kontroversen Themen umfasst. Wir präsentieren eine systematische Evaluierung der verschiedenen Systemkomponenten, welche die hohe Genauigkeit der von uns entwickelten Techniken zeigt. Wir diskutieren außerdem verschiedene Arten von Anwendungen, die eine politische Analyse erfordern, wie zum Beispiel die Erkennung von Opportunisten, politische Voreingenommenheit und Dissidenten. All diese Anwendungen können durch die Wissensbasis von Meinungen umfangreich profitieren

Characterising curricular goals for students’ written historical arguments after exposure to ‘recontextualised’ academic scholarship

History education stakeholders in England have consistently judged that some students find historical writing difficult. The resources provided by such stakeholders, however, have often demonstrated wastage, incoordination, and replication. For example, two largely disconnected discourses have developed initiatives regarding history students’ extended writing: ‘genre theorists’ and the ‘history teachers’ extended writing movement’. Drawing on Basil Bernstein’s work, some participants in both discourses have suggested they are ‘recontextualising’ academic history for the purposes of secondary education. Participants in these two discourses, however, have tended to talk past one another. One reason communication has been difficult is because of differing assumptions between the two discourses regarding what the curricular goals for students’ extended historical writing should be. Using Bernstein’s model as an interpretative framework, this thesis therefore aimed to perform curricular theorisation in order to help establish more commonly held curricular goals for history education stakeholders. A case study of a sequence of A-Level lessons on the causes of the Salem witch trials was conducted. During lesson planning, texts by historians and philosophers of history were analysed to determine teachable curricular goals for extended written historical causal explanations. Students’ essays were analysed to determine which of the goals the students had appeared to achieve, as well as to identify further possible goals that had not been preempted during the planning of the lessons. Finally, feedback was received from academic experts on the Salem witch trials on the appropriacy of the curricular goals and the extent to which the students had achieved them. The thesis identifies a variety of curricular goals from academic history which A-Level students with a range of prior-attainment levels were able to achieve. Based on the study, these goals and criteria for history curriculum designers when determining further curricular goals for students’ extended historical writing are recommended

Kodak\u27s worst nightmare Super 8 in the digital age: A cultural history of Super 8 filmmaking in Australia 1965-2003

This project charts the extraordinary history of the Super 8 film medium, a popular amateur home movie format first introduced in 1965 and largely assumed to have disappeared with the advent of home video technologies in the early 1980\u27s. Kodak\u27s Worst Nightmare investigates the cultural history of the Super 8 medium with an emphasis on its (secret) life since 1986. lt asks how (and why) an apparently obsolete consumer technology has survived some 35 years into a digital future despite the emergence of technologically-advanced domestic video formats and Eastman Kodak\u27s sustained attempts since the mid-80s to suppress, what is for it, a patently unprofitable product line. Informed by the work of Heath (1900), Zimmermann (1995), and Carroll (1996), this project takes the unusual step of isolating a specific amateur film medium as its object of study at the centre of a classic \u27nature vs. nurture\u27 debate. Arguing against a popular essentialist position which attributes the longevity of Super 8 to its unique, irreplaceable aesthetic, Kodak\u27s Worst Nightmare proposes that Super 8 film has been a contested site in a social, cultural, political, and economic nexus where different agencies have appropriated the medium through the construction of discourses which have imposed their own meanings on the use and consumption of this cultural product. In an extraordinary cycle of subjugation, resistance and incorporation, this project finds that the meanings and potentials of Super 8 have been progressively colonised by differing institutions - firstly by Eastman Kodak (\u27domestic\u27 Super 8), secondly by the alternative,independent film movement (\u27oppositional\u27 Super 8 and \u27indie\u27 Super 8), and finally by the mainstream film and television industry (\u27professional\u27 Super 8 ). In an amazing contradiction, it is argued that Super 8 in its current incarnation has emerged as the exact opposite of Kodak\u27s original discursive construction of its amateur status - it has become a professional medium for commercial production. Drawing together related work in the histories of domestic photography and communications technologies, and the cultural practice of everyday life, this project contributes to an area which is seriously undertheorised in the literature of film theory and cultural studies- the social, political and cultural role of amateur film technologies