Investigating Math Achievement Patterns over Time Among Ontario Elementary School Students with Different Language and Literacy Characteristics

Downward trends in Ontario’s math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants’ test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners’ (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students. Keywords: math achievement patterns, English Language Learners, standardized assessments, test-driven accountability, latent class analysisLa tendance à la baisse des résultats en mathématiques en Ontario soulève des inquiétudes quant à la nécessité d’identifier efficacement les élèves ayant du mal à atteindre les standards de réussite en mathématiques. Cette étude identifie des profils latents, à partir de tendances de réussite en mathématiques d’étudiants de troisième à sixième année, en examinant comment des caractéristiques spécifiques de langage et d’alphabétisation prédisent l’appartenance à un profil. Les données analysées proviennent des résultats longitudinaux obtenus par les cohortes de participants aux évaluations provinciales en mathématiques. L’analyse des classes latentes a permis d’identifier deux profils de tendance de la réussite : un groupe dont les résultats sont constants et un autre dont les résultats sont en déclin. Les analyses de régression logistique ultérieures ont révélé que les apprenants de langue anglaise (ELL) sont plus susceptibles de voir leurs résultats en mathématiques diminuer, ce qui laisse présager un besoin de soutien pédagogique plus important pour ces élèves.   Mots-clés : tendances de réussite en mathématiques, apprenants de langue anglaise, évaluations standardisées, responsabilité fondée sur les tests, analyse de classes latente

Plk1 regulates mitotic Aurora A function through βTrCP-dependent degradation of hBora

Polo-like kinase 1 (Plk1) and Aurora A play key roles in centrosome maturation, spindle assembly, and chromosome segregation during cell division. Here we show that the functions of these kinases during early mitosis are coordinated through Bora, a partner of Aurora A first identified in Drosophila. Depletion of human Bora (hBora) results in spindle defects, accompanied by increased spindle recruitment of Aurora A and its partner TPX2. Conversely, hBora overexpression induces mislocalization of Aurora A and monopolar spindle formation, reminiscent of the phenotype seen in Plk1-depleted cells. Indeed, Plk1 regulates hBora. Following Cdk1-dependent recruitment, Plk1 triggers hBora destruction by phosphorylating a recognition site for \documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$${\text{SCF}}^{{\text{ $ \beta $ - TrCP}}}$$\end{document}. Plk1 depletion or inhibition results in a massive accumulation of hBora, concomitant with displacement of Aurora A from spindle poles and impaired centrosome maturation, but remarkably, co-depletion of hBora partially restores Aurora A localization and bipolar spindle formation. This suggests that Plk1 controls Aurora A localization and function by regulating cellular levels of hBora

A Systematic Review of Cognitive Diagnostic Assessment and Modeling through Concept Mapping

Traditional assessments are typically constructed on logical taxonomies and content specifications but lack explicit cognitive models of the processes and problem-solving strategies that underlie student performance. Cognitive Diagnostic Assessment (CDA) fills this gap by combining cognitive science and psychometrics. CDA is in its infancy, but over 1,000 relevant studies have been conducted in this area during the last 20 years. Facing these complicated studies, many beginners struggle to understand the whole picture of CDA. This paper systematically reviews the literature on CDA and relevant cognitive diagnosis models (CDMs) with the application of a concept mapping technology. Concept mapping is graphical representation of concepts and their relationships. Its use in this study allows researchers and students to gain in-depth knowledge about CDA and CDM and identify areas of future research

The Effects of Holistic Diagnostic Feedback Intervention on Improving Struggling Readers’ Reading Skills

The present study examined ways in which young readers respond to customized diagnostic feedback interventions. Individualized feedback and intervention support were provided to six junior elementary students whose profiles were developed based on multiple data sources which considered students’ interests, learning preferences, and reading readiness levels. A multiple case study approach was applied to examine how each of the students uniquely responded to the diagnostic feedback intervention. The study findings show that providing students with individualized feedback that is skill-based and provides strategies to target chosen areas gives them a far greater understanding of their strengths and weaknesses and how to best target these areas over simply providing an achievement level. Assessment which informs students’ current skills of reading comprehension can support students’ learning. Intervention that moves between teacher and student allows for the adjustment of students’ cognitive and metacognitive processes. Providing students with skills and strategies through feedback allows them to increase their self-regulation and motivation to learn.&nbsp

Preschool Early Literacy Programs in Ontario Public Libraries

This paper reports on research examining how library staff in 10 Ontario libraries’ preschool literacy programs support three- and four-year-old children’s early literacy and school readiness as well as their parents’ and caregivers’ literacy interactions with their children. Multiple data sources included surveys of 82 parents/caregivers, observations of a sample of 65 of the 198 children at the sessions we visited, and interviews with10 library staff. Observations were analyzed for evidence of children’s development of print motivation, phonological awareness, vocabulary, narrative skills, and print awareness: early literacy skills and knowledge that have been shown to be reliably and significantly correlated with future reading success. Analysis of the observational and interview data showed that the programs have been very successful in fostering children’s readiness to participate in school activities and their motivation to read. Participating children learned new vocabulary, demonstrated an awareness of rhymes and sounds of language, and showed an understanding of books that were read by library staff: all early literacy behaviours that are foundational to later literacy development. The programs have also provided parents/caregivers with new ways to interact with children to engage them with books and with print at home. The development of children’s school readiness skills and parents’ awareness of how to support their children’s literacy are outcomes extending beyond library staff goals for their library programs and should be included in literature advertising the programs. Print awareness is an area of literacy development that library staff could encourage to a greater extent, however. Very few instances of such behaviour were observed, with most of the observations taking place in two of the preschool early literacy programs. Concomitantly, developing children’s print awareness is a recommended topic for professional development of library staff

Integrative Mixed Method Data Analytic Strategies in Research on School Success in Challenging Circumstances

There are both conceptual and practical challenges in dealing with data from mixed methods research studies. There is a need for discussion about various integrative strategies for mixed methods data analyses. This article illustrates integrative analytic strategies for a mixed methods study focusing on improving urban schools facing challenging circumstances. The research was conducted using a concurrent mixed methods approach. The qualitative and quantitative strands of data were analyzed independently through thematic analysis of quali- tative data and factor analysis of survey data, followed by integrative data analytic proce- dures. The integrative data analytic approach included strategies such as parallel integration for member checking, data transformation for comparison, data consolidation for emergent themes, and case analysis for fine-grained descriptions of school profiles. The integrative data analysis process featured the iterative nature of mixing data sources at various points and allowed the researchers to pay attention to emergent insights made available through mixed methods research