Reframing the English grammar schools debate

In October 2015 the Department for Education (DfE) permitted a grammar school in Tonbridge, Kent, to open up an annexe in Sevenoaks, 10 miles away. Amidst claims that the annexe was essentially a new grammar school, the decision reignited an old debate about the value of academically-selective “grammar” schools in England. The intensity of feeling is perhaps surprising given that all but a small number of grammar schools have long been replaced by mixed-ability “comprehensive” schools. Yet, the matter taps into longstanding debates around standards, social mobility, opportunity and accessibility. A resurgence of these discussions is now playing out in a changed political and educational landscape characterised by school autonomy, diversity of provision and school choice. This article describes the key shifts that have taken place in English school organisation and policy thinking since the establishment of the tripartite system and the recent emergence of new roles and opportunities for grammar schools. This is followed by a review of the evidence on the effectiveness and wider social impact of selective education. The article concludes by reframing the grammar school debate in light of the evidence and the current system, arguing that issues around system performance and social segregation need to be examined more broadly and that the most fruitful debates to be had are around admissions and accountability mechanisms rather than structures and school types

Senior Recital: Perry Morris, viola

This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Performance and Bachelor of Music in Music Education. Mr. Morris studies viola with Catherine Lynn.https://digitalcommons.kennesaw.edu/musicprograms/1793/thumbnail.jp

Mothers and mammismo in the Italian diaspora

The short pieces presented here all originate in a workshop entitled The Stereotype Abroad: Mammismo in the Italian Diaspora held in Edinburgh (Scotland, UK) in May 2014. The workshop formed part of a wider interdisciplinary project – La Mamma: Interrogating a National Stereotype – funded by the Arts and Humanities Research Council, to investigate the role and representations of Italian mothers, and, in particular, the stereotype of mammismo (the strong Italian mother who overindulges her sons). Whilst the three other workshops in the series (held in Dundee, Glasgow and Rome) focused on mothers in Italy itself (both in the past and in the present), the Edinburgh meeting looked beyond Italy to the experience of motherhood, and discourse about it, in migrant communities. After an introduction by the workshop organisers (Penelope Morris and Perry Willson), this forum includes two contributions on migrant motherhood in the US (by Maria Susanna Garroni and Silvia Barocci), one on New Zealand (Adalgisa Giorgio) and one on Australia (Francesco Ricatti)

Junior Recital: Samantha Tang, viola

This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Performance. Miss Tang studies viola with Allyson Fleck.https://digitalcommons.kennesaw.edu/musicprograms/1233/thumbnail.jp

Formative assessment and feedback for learning in higher education: A systematic review

Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes-quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology-based feedback. We organise our findings into several evidence-grounded categories and discuss the next steps for the field and evidence-informed feedback practice in universities

KSU Philharmonic and Concert Band

KSU School of Music presents Philharmonic and Concert Band.https://digitalcommons.kennesaw.edu/musicprograms/1209/thumbnail.jp

Citizen Opinion Survey: How a Mid-Sized California Community Perceives their Police Department

Successful community policing is, in part, dependent on the community’s perception of their police officers. The police department of a mid-sized community in California’s Central Valley conducted a survey to gain some measure of the citizen’s perception of their police. The survey was conducted in conjunction with a nearby California State University. The results of the survey are being used to make revisions in the policies and procedures of the police department. It also proved to be an interesting activity for the professors and students of the university