Towards Defining, Assessing and Reporting Against National Standards for Literacy and Numeracy in New Zealand

The Education (National Standards) Amendment Act 2008 sets in place the government’s ten-step Crusade for Literacy and Numeracy (Hon. John Key, 13 October, 2008). As part of that Crusade: (i) national standards will be set in literacy and numeracy; (ii) every primary and intermediate student will be assessed regularly against the national standards; and (iii) every primary and intermediate school will report to parents in plain English about how their child is doing compared to national standards and compared to other children their age. Where it is indicated, targeted funding will be provided to enable schools to give assistance to the students who do not meet national standards. This paper discusses these elements of the Amendment Act, (referred to as ‘national standards’ in this paper for simplicity), proposes a number of principles that should underlie the design of an assessment, analysis and reporting system based on them; and makes several suggestions for supporting their development and successful implementation

High-Risk Contexts for Violence Against Women: Using Latent Class Analysis to Understand Structural and Contextual Drivers of Intimate Partner Violence at the National Level

Introduction: Intimate partner violence (IPV) affects 1 in 3 women and poses a major human rights threat and public health burden, yet there is great variation in risk globally. Whilst individual risk factors are well-studied, less research has focussed on the structural and contextual drivers of IPV and how these co-occur to create contexts of high risk. Methods: We compiled IPV drivers from freely-accessible global country-level data sources and combined gender inequality, natural disasters, conflict, colonialism, socioeconomic development and inequality, homicide and social discrimination in a latent class analysis, and identified underlying 'risk contexts' based on fit statistics and theoretical plausibility (N=5,732 country-years; 190 countries). We used multinomial regression to compare risk contexts according to: proportion of population with disability, HIV/AIDS, refugee status, and mental health disorders; proportion of men with drug use disorders; men's alcohol consumption; and population median age (N=1,654-5,725 country-years). Finally, we compared prevalence of physical and/or sexual IPV experienced by women in the past 12 months across risk contexts (N=3,175 country-years). Results: Three distinct risk contexts were identified: 1) non-patriarchal egalitarian, low rates of homicide; 2) patriarchal post-colonial, high rates of homicide; 3) patriarchal post-colonial conflict and disaster-affected. Compared to non-patriarchal egalitarian contexts, patriarchal post-colonial contexts had a younger age distribution and a higher prevalence of drug use disorders, but a lower prevalence of mental health disorders and a smaller refugee population. IPV risk was highest in the two patriarchal post-colonial contexts and associated with country income classification. Conclusions: Whilst our findings support the importance of gender norms in shaping women's risk of experiencing IPV, they also point towards an association with a history of colonialism. To effectively address IPV for women in high prevalence contexts, structural interventions and policies are needed that address not only gender norms, but also broader structural inequalities arising from colonialism

Young children are human beings

11th September 2017 was a big day for Tommy, my four-year-old nephew in England: it was the day he started school. Tommy is the middle child of three in his immediate family; he is an active, inquiring little boy, disposed to becoming deeply involved in activities that interest him. He likes playing outside, he loves playing with his toy cars and he enjoys baking cakes. But at 4.5 years old, Tommy’s opportunities to engage in activities that he values have already diminished. Now, he must focus on another agenda: learning to use phonic knowledge to decode and read words, on spelling correctly and on counting and ordering numbers to 20. These are examples of the ‘schoolified’ knowledge that Tommy must acquire in preparation for the English National Curriculum which he will follow from next September when he reaches 5.5 years old. Tommy has entered a space where he is viewed, measured and valued according to what he will become, rather than the human being he is now (Qvortrup, 1994)

Teachers' classroom feedback: still trying to get it right

This article examines feedback traditionally given by teachers in schools. Such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests. It suggests that, from a sociocultural learning perspective, feedback directed towards such objectives may limit children's social development. In this article, I draw on observation and interview data gathered from a group of 27 9- to 10-year olds in a UK primary school. These data illustrate the children's perceived need to conform to, rather than negotiate, the teacher's feedback comments. They highlight the children's sense that the teacher's feedback relates to school learning but not to their own interests. The article also includes alternative examples of feedback which draw on children's own inquiries and which relate to the social contexts within which, and for whom, they act. It concludes by suggesting that instead of looking for the right answer to the question of what makes teachers' feedback effective in our current classrooms, a more productive question might be how a negotiation can be opened up among teachers and learners themselves, about how teachers' feedback could support children's learning most appropriately

Polymorphisms in the CTLA4 promoter sequence are associated with canine hypoadrenocorticism

Canine hypoadrenocorticism is an immune-mediated endocrinopathy that shares both clinical and pathophysiological similarities with Addison’s disease in humans. Several dog breeds are overrepresented in the disease population, suggesting that a genetic component is involved, although this is likely to be polygenic. Previous research has implicated CTLA4 as a potential susceptibility gene. CTLA4 is an important regulator of T cell function and polymorphisms/mutations in CTLA4 have been associated with a number of autoimmune phenotypes in both humans and rodent models of autoimmunity. The aim of the current study was to undertake a case:control association study of CTLA4 promotor polymorphisms in three dog breeds, cocker spaniels, springer spaniels and West Highland white terriers (WHWT)

Psychology students’ perception of and engagement with feedback as a function of year of study

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course

Academic achievement : the role of praise in motivating students

The motivation of students is an important issue in higher education, particularly in the context of the increasing diversity of student populations. A social-cognitive perspective assumes motivation to be dynamic, context-sensitive and changeable, thereby rendering it to be a much more differentiated construct than previously understood. This complexity may be perplexing to tutors who are keen to develop applications to improve academic achievement. One application that is within the control of the tutor, at least to some extent, is the use of praise. Using psychological literature the article argues that in motivating students, the tutor is not well served by relying on simplistic and common sense understandings of the construct of praise and that effective applications of praise are mediated by students' goal orientations, which of themselves may be either additive or interactive composites of different objectives and different contexts

If she gets married when she is young, she will give birth to many kids: a qualitative study of child marriage practices amongst nomadic pastoralist communities in Kenya

Child marriage is associated with adverse health and social outcomes for women and girls. Among pastoralists in Kenya, child marriage is believed to be higher compared to the national average. This paper explores how social norms and contextual factors sustain child marriage in communities living in conflict-affected North Eastern Kenya. In-depth interviews were carried out with nomadic and semi-nomadic women and men of reproductive age in Wajir and Mandera counties. Participants were purposively sampled across a range of age groups and community types. Interviews were analysed thematically and guided by a social norms approach. We found changes in the way young couples meet and evidence for negative perceptions of child marriage due to its impact on the girls’ reproductive health and gender inequality. Despite this, child marriage was common amongst nomadic and semi-nomadic women. Two overarching themes explained child marriage practices: 1) gender norms, and 2) desire for large family size. Our findings complement the global literature, while contributing perspectives of pastoralist groups. Contextual factors of poverty, traditional pastoral lifestyles and limited formal education opportunities for girls, supported large family norms and gender norms that encouraged and sustained child marriage

The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions

This contribution addresses the theme of technology for formative assessment in the mathematics classroom and in particular the ways connected classroom technology may support formative assessment strategies in whole class activities. Design experiments have been developed through the use of a connected classroom technology by which students may share their productions, opinions, and reflections with their classmates and the teacher during or at the end of a mathematical activity. With this technology the teacher may create polls, submit them to the students, gather their answers and show the results in real time. The paper discusses how polls can be used during classroom activities to foster the activation of formative assessment strategies. As a result of the design-based research, a classification of polls according to their contents and aims is proposed. Different ways of structuring classroom discussions and patterns of formative assessment strategies, which are developed from the different types of polls, are discussed

Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies

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