The Founding of an Urban Charter School: Three Years of Academic Growth and Key School Characteristics

The Kauffman School is a public charter school that serves students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had positive and statistically significant impacts on student achievement in mathematics, reading, and science. This paper also used surveys, interviews, focus groups, and classroom observations to describe the hallmarks and operations of the Kauffman School and explore possible mechanisms for its effects, informing the literature on school effectiveness. We found evidence that the Kauffman School's hallmarks are largely being implemented faithfully, and that key stakeholders believe the Kauffman School's methods are having a positive influence on students' behavior, attitudes, and performance

Cognitive demands of science curricula: a case study of alignment between intention and practice

Claudia Johnson studied the cognitive demands of science curricula in high school. She found that classroom teaching overemphasised retrieval and analysis of knowledge, while underemphasising comprehension and knowledge utilisation when compared to curriculum intentions. Findings can inform teacher education aimed at increasing students' higher-order thinking and their engagement with science

Individual and Family Correlates of Adolescents\u27 Sexual Behavior: Multiethnic Findings

The purpose of this study was to examine correlates of adolescent sexual activity, including age of first date, family composition, clarity of long term goals, and maternal and paternal views about premarital sex. There were 672 males and females, three races/ethnicities, both urban and suburban settings, and socioeconomic diversity. Sexual behavior was most related to parental views about premarital sex, adolescents’ own values toward premarital sex, clarity of adolescents’ long term goals, and the age when adolescents first learned about sexual intercourse. Important implications for sex education are discussed. Potential intervention variations by gender and race/ethnicity should be considered

The Slow Displacement of Smallholder Farming Families: Land, Hunger, and Labor Migration in Nicaragua and Guatemala

Smallholders worldwide continue to experience processes of displacement from their lands under neoliberal political-economic governance. This displacement is often experienced as “slow”, driven by decades of agricultural policies and land governance regimes that favor input-intensive agricultural and natural resource extraction and export projects at the expense of traditional agrarian practices, markets, and producers. Smallholders struggle to remain viable in the face of these forces, yet they often experience hunger. To persist on the land, often on small parcels, families supplement and finance farm production with family members engaging in labor migration, a form of displacement. Outcomes, however, are uneven and reflect differences in migration processes as well as national and local political economic processes around land. To demonstrate “slow displacement”, we assess the prolonged confluence of land access, hunger, and labor migration that undermine smallholder viability in two separate research sites in Nicaragua and Guatemala. We draw on evidence from in-depth interviews and focus groups carried out from 2013 to 2015, together with a survey of 317 households, to demonstrate how smallholders use international labor migration to address persistent hunger, with the two cases illuminating the centrality of underlying land distribution questions in labor migration from rural spaces of Central America. We argue that smallholder farming family migration has a dual nature: migration is at once evidence of displacement, as well as a strategy for families to prolong remaining on the land in order to produce food

Bayesian log-Gaussian Cox process regression: applications to meta-analysis of neuroimaging working memory studies

Working memory (WM) was one of the first cognitive processes studied with functional magnetic resonance imaging. With now over 20 years of studies on WM, each study with tiny sample sizes, there is a need for meta-analysis to identify the brain regions that are consistently activated by WM tasks, and to understand the interstudy variation in those activations. However, current methods in the field cannot fully account for the spatial nature of neuroimaging meta-analysis data or the heterogeneity observed among WM studies. In this work, we propose a fully Bayesian random-effects metaregression model based on log-Gaussian Cox processes, which can be used for meta-analysis of neuroimaging studies. An efficient Markov chain Monte Carlo scheme for posterior simulations is presented which makes use of some recent advances in parallel computing using graphics processing units. Application of the proposed model to a real data set provides valuable insights regarding the function of the WM

Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre- and In-service Teachers

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of cognitive skills. Research is needed on the enacted cognitive skills curriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre- and in-service teachers could engage with the New Taxonomy and best practice for teaching cognitive skills