VALIDATION OF A SCHOOL CLIMATE INSTRUMENT USING A RASCH RATING SCALE MODEL

A new ESSA indicator of school quality and student success provides flexibility to broaden a states’ definition of school and student success. Educational research has found school success is in part determined by a school’s climate and should be considered in improvement/reform strategies (Cohen et al., 2009; Thapa et al., 2013). Yet, school climate research is often difficult and time consuming, and employs a variety of conflicting definitions and dimensions, instruments, and empirical approaches to determining school climate. Given these significant limitations with current measures, the purpose of this study was to validate an instrument measuring school climate based on the four most commonly accepted dimensions of school climate, using items adapted from a well-regarded and established theoretical framework to provide an effective measure for educators and researchers. The sample selected for this study was a portion of teachers who indicated teaching 3rd or 8th grade as their primary teaching assignment (n=500) from the larger study sample (n=4974). A Rasch Rating Scale Model was used to evaluate unidimensionality, item fit and difficulty, reliability, and potential differential item functioning on a 23-item school climate survey. Results of the study showed the instrument was not unidimensional and was split into two subdimensions: student-centered and teacher/school support. All items were retained and displayed appropriate fit. Significant differential item functioning (DIF) was found between 3rd and 8th grade teachers on both subdimensions, further suggesting multidimensionality in the scale. Study findings suggest researchers should be mindful of any school climate instrument not validated at the item level for unidimensionality, and that an instrument may perform differently for teachers at different grade levels

Five Steps of Evaluative Feedback that Promotes Teacher Development

The purpose of this article is to provide five succinct steps that effective leaders in education can implement when conducting teacher observations and evaluations. Through the analysis of current literature, the authors suggest that teacher evaluation includes (1) establishing norms, (2) building relationships, (3) conducting classroom observations, (4) providing feedback, and (5) setting goals and follow-up. The need for effective feedback delivery and evaluation is crucial for teacher development, and ultimately, student success

Examining School Accountability: Discriminating Schools\u27 A-F Report Card Grades

The COVID-19 pandemic disrupted many school accountability systems that rely on student-level achievement data. Many states encountered uncertainty about how to meet federal accountability requirements without typical school data. Prior research provides evidence that student achievement is correlated to students’ social background, which raises concerns about the predictive bias of accountability systems. This mixed-methods study (a) examines the predictive ability of non-achievement-based variables (i.e., students’ social background) on school districts\u27 report card letter grade in Ohio, and (b) explores educators\u27 perceptions of report card grades. Results suggest that social background and community demographic variables have a significant impact on measures of school accountability

Therapeutic mobilities

This Special Issue expands mobilities research through the idea of therapeutic mobilities, which consist of multiple movements of health-related things and beings, including, though not limited to, nurses, doctors, patients, narratives, information, gifts and pharmaceuticals. The therapeutic emerges from the encounters of mobile human and non-human, animate and inanimate subjects with places and environments and the individual components they are made of. We argue that an interaction of mobilities and health research offers essential benefits: First, it contributes to knowledge production in a field of tremendous social relevance, i.e. transnational health care. Second, it encourages researchers to think about and through functionally limited, ill, injured, mentally disturbed, unwell and hurting bodies. Third, it engages with the transformative character of mobilities at various scales. And fourth, it brings together different kinds of mobilities. The papers in this Special Issue contribute to three themes key for the therapeutic in mobilities: a) transformations (and stabilizations) of selves, bodies and positionalities, b) uneven im/mobilities and therapeutic inequalities and c) multiple and contingent im/mobilities. Therapeutic mobilities comprise practices and processes that are multi-layered and mutable; sometimes bizarre, sometimes ironic, often drastically uneven; sometimes brutal, sometimes beautiful – and sometimes all of this at the same time

Amidst a global pandemic, who is AI for?

Global artificial intelligence capability is expanding fast, as is the threat of emergent infectious diseases. However, AI is not always used for the benefit of the people. Track-and-trace apps have produced serious concerns and implications for democracy and transparency during national emergencies, and their rolling out has often failed to protect those most at risk of contracting COVID-19. Stephen Roberts, Audrey Prost, and Lele Rangaka find a significant variance in how different populations and communities either benefit from, or are oppressed and disenfranchised by, AI operations aimed at containing COVID-19. The authors argue that for AI to address these inequalities, it must focus on three factors outside of technology: people, processes, and politics

Improved Patient Outcomes Through Timely Response to Call Lights

https://scholarworks.moreheadstate.edu/student_scholarship_posters/1163/thumbnail.jp

Changes in Metacognitive & Self-Regulatory Strategies of Undergraduate Students During the COVID-19 Pandemic

The attached presentation reports on initial findings from research conducted in the fall 2020 to investigate the influence of imposed online or blended learning on undergraduate students\u27 metacognitive and self-regulatory skills. It compares student responses to questions which ask their opinion about their study strategies currently (fall 2020) in comparison to spring 2020 when the pandemic began and initiated imposed online learning. The study\u27s strategies included their ability regarding: preparations/forethought with their academic work (e.g. setting goals); with their performance in applying self-regulatory skills; and their evaluation of their own strategies. Results generally found that students declined in forethought (goal orientation and self-efficacy) and also declined in grit and help-seeking behaviors. However, those declines may have prompted students to attempt to improve their time management and self-reflection