<p> Using de-identified data, this study investigated the relationship between racial categories with curriculum-based early writing measures (CBM-W), which included word dictation, picture word sentence writing, and story prompt tasks for over 300 participants in Grades 1, 2, and 3. Words written, words spelled correctly, correct letter sequences, incorrect letter sequences, and correct-minus-incorrect letter sequences were scoring procedures used to measure student performance in the data set. A one-way ANOVA tested for significant relationships between racial categories across all assessments, test forms, and scoring procedures. Fisher&rsquo;s LSD was applied post hoc for further examination of significant relationships reported from the ANOVA. Overall, findings from this preliminary investigation into racial bias of CBM-W, revealed nonsignificant relationships between racial categories. However, further investigation regarding socioeconomic status, English as a second language (ESL) learners, and background knowledge variables is necessary.</p>

<p> This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards&rsquo; Beliefs Instrument (SBI) (Zollman &amp; Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.</p><p> A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen&rsquo;s <i>d</i> (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.</p><p> Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. </p><p> With a reliability estimate using Cronbach&rsquo;s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. </p><p> The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher&rsquo;s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.</p>

<p> The role of superior human capital in creating and maintaining competitive advantage in the global marketplace is an increasing priority. The problem for business leaders is that despite the purported benefits of superior human capital, contemporary human capital assessments prove incapable of reliably identifying the best employees to hire, promote, or retain. Research into the use of mental models as a means to differentiate expert and novice performers suggested that a simple and reliable means of eliciting and comparing mental models might address this gap. Prior studies following the Structural Dimensional Analysis of Mental Representations (SDA-M) methodology produced reliable and repeatable differentiation of expert and novice performers in professional sports, but had not been applied to the knowledge-work driving today&rsquo;s businesses. The purpose of this quantitative, quasi-experimental study was to evaluate the use of SDA-M in the identification and classification of expert knowledge workers. Specifically, this research sought to answer two specific research questions concerning the use of SDA-M: what is the similarity of expert knowledge worker mental models produced via SDA-M analysis; and, what is the similarity of novice knowledge worker mental models when compared to those of experts? Following the SDA-M methodology, customer support personnel purposefully selected to represent expert (<i>n</i> = 6) and novice (<i>n</i> = 6) performers completed a sorting task designed to elicit and record individual mental models of a critical job task. Experts were selected from senior-level positions with a minimum of five years organizational tenure; novices were selected from entry-level positions with no more than one year of organizational tenure. The individual mental models where then compared using Qsplit to determine the degree of similarity between them. SDA-M analysis proved ineffective at differentiating expert and novice performers on the study stimulus task. Although SDA-M analysis differentiated subjects into two groups, these groups did not align with the ex ante definitions of expert and novice performers. Additional analysis suggested an incompatibility between the job task selected for eliciting mental models and the criteria used in sampling; industry tenure proved a better indicator of expert performance of the study task than organizational tenure. Although the results of this study can only be considered inconclusive, SDA-M analysis demonstrated the ability to clearly differentiate participants based on the structure and consistency of their mental model constructions. Continued research into the use of SDA-M as a means to identify superior human capital is warranted.</p>

<p> The current state of community college student engagement literature is that it is rich with journal articles and research but limited on tools with which to measure the construct of engagement. The Community College Survey of Student Engagement (CCSSE), a widely cited survey of community college student engagement, is one way to measure engagement, though this instrument has come under scrutiny for the validity of its benchmarks, its lack of emphasis on cultural considerations, and its length. The present study sought to create and validate a new survey of community college student engagement that would take less than 10 minutes to complete and drew on the most current body of literature on college student engagement. A second aim of this study was to understand community college student engagement by interpreting the results of the instrument created, the Brief Assessment of Student Engagement (BASE), and comparing it to other research on student engagement. The BASE was created and revised based on a literature review, rounds of interviews with students, feedback from higher education administrators and faculty, and a pilot administration. The BASE was then administered to a randomly selected group of students. Several significant, though weak to moderate, relationships were found between questions on the BASE and items from the CCSSE. Significant differences between scores based on age of participants was found, with those participants aged 30-35 scoring higher than those aged 18-24. A significant though weak relationship was also found between score on the BASE and GPA. Implications are discussed. </p>

<p> Recent studies suggest that using multiple measures can potentially reduce misplacement and improve student success in college (Bracco et al., 2014; Ngo, Kwon, Melguizo, Prather, &amp; Bos, 2013; Scott-Clayton, 2012). Minimal research, however, describes the multiple-measures placement in community colleges, at the institutional level. An embedded mixed-method (quantitatively dominant) study was employed to investigate the relationship between student success and a multiple-measures placement process implemented at a Northeast community college. Four research questions guided the study:</p><p> 1. To what extent do students enroll in courses recommended by the placement process?</p><p> 2. To what extent and in what manner can variation in first term academic success be explained by high school GPA and ACCUPLACER&reg; scores?</p><p> 3. Is there a relationship between students&rsquo; ACCUPLACER&reg; scores and first term academic success?</p><p> 4. How do academic advisors describe their perceptions and expectations of the placement process on student academic success?</p><p> The sample included students (N=1,073) enrolled in Mathematics courses and students (<i>N</i>=1,537) enrolled in English courses from Fall 2014 to Spring 2016. Analyses of ex post facto data included: descriptive statistics to describe placement and enrollment patterns, correlation analysis to examine relationship between academic success and high school GPA and ACCUPLACER&reg; scores, and ANOVA to compare academic success among student with different ACCUPLACER&reg; scores. For the qualitative phase, semi-structured interviews were conducted with (<i>N</i>=4) academic advisors to explore their perceptions and expectations of the placement process on student academic success.</p><p> Quantitative findings revealed that: 1) a high percentage of students enrolled in courses recommended by the placement process; 2) high school GPA had the highest predictive power for academic success; and 3) ACCUPLACER&reg; scores were predictive for academic success in courses with additional support. Qualitative results generated three themes regarding: 1) perceptions &ndash; the good, the bad, and the complicated; 2) expectations &ndash; encouraging and worrisome; and 3) needs &ndash; human and technological resources. Connected findings identified that resources were needed for continuous assessment and improvement of the placement process. Institutional administrators and policy makers leading multiple-measures efforts might utilize the study&rsquo;s findings and recommendations to implement and improve their own placement processes. </p><p>

<p> This quant-QUAL sequential explanatory mixed methods study describes a framework for evaluating the communicative competence (Canale &amp; Swain, 1980; Canale, 1983) of non-beginner students of Chinese for placement purposes at U.S. four-year postsecondary institutions. A pragmatic lens was used to collect and analyze data that generated a descriptive portrait of current Chinese placement procedures. Three data sources informed this study: (1) a sample of randomly-selected institutional websites on Chinese placement procedures (n1 = 226), (2) an online survey of program coordinators&rsquo; perceptions (n2 = 27), and (3) a follow-up semi-structured individual interview with Chinese program coordinators (n3 = 20). Findings revealed that five procedures are commonly used: (a) written test, (b) oral interview, (c) background questionnaire, (d) standardized tests (Advanced Placement, and International Baccalaureate), and (e) seat-time equivalency. An individual oral interview is the most appropriate procedure that fits many characteristics as the literature suggested (Bloom and Allison, 1949; Heilenman, 1983; Shohamy, 1998; Bernhardt, Rivera, and Kamil, 2004; O&rsquo;Sullivan, 2011; Kane, 2012). These procedures encompassed all the four phases in the history of foreign or world language placement procedures at U.S. postsecondary institutions (Latoja, 2001; Spolsky, 2000). A fifth phase using individual interviews and background questionnaires is proposed in the present study. In addition, three types of accommodation strategies for placing students are identified: (a) student-oriented, (b) class-oriented, and (c) other resources. Student heterogeneity and placement policies are also identified to affect the Chinese placement procedures. </p><p> It appears that only those well-developed programs with seasoned coordinators have placement procedures mapped to the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines, but not to the other ACTFL standards. Accordingly, six models are recommended for Chinese programs with different characteristics. These programs should: (a) adapt placement models to meet demands and leverage resources of institutions and student population, (b) apply localized accommodation strategies and relevant placement policies to facilitate individual student articulation from one program to another, and (c) diversify curriculum and engage faculty in professional development related to the ACTFL standards and professional learning communities. This study concludes with implications for researchers, practitioners, and students. </p>

<p> To address the problem of underperformance in mathematics, Trinidad &amp; Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky&rsquo;s notion that instruction can be improved by teaching within the child&rsquo;s Zone of Proximal Development, this study devised a model, incorporating the principle of assessment for learning to provide feedback on student performance.</p><p> Data from the 2015 mathematics (Standard 3) national test was analysed to describe the proficiencies of students within each of four performance levels. Using a mixed methods design, a sample of 180 scripts was analysed to determine content-specific proficiencies. These were categorised into (i) what students know and can do (Zone of Achieved Development), (ii) what they can do with help (Zone of Proximal Development) and (iii) what they cannot do.</p><p> The findings indicated that students in the lower performing groups had deficiencies in reading and comprehension skills and this impacted on their mathematics performance. Division and multiplication algorithms posed difficulties for these students. Performance in measurement was poor, with only the top performing group demonstrating proficiency in this strand. Items requiring higher order thinking were challenging for all students. Inability to carry out mathematical modeling prevented students from obtaining correct answers to questions covering almost half of the test.</p><p> A key recommendation is that teachers be given support in planning and instructional strategies to cater for all learners. Intense, ongoing professional development, targeting problem solving, mathematical modeling, and teaching algorithms was recommended. To enable learners to experience more depth and less breadth in achieving competence in measurement, reform in curricula demands, assessment techniques and instructional strategies was suggested.</p><p> The study also called for re-conceptualising the design and implementation of national assessment. Such approaches should incorporate models that provide feedback on all curricula outcomes on a continuous basis, and empower teachers to analyse classroom data so as to diagnose student deficiencies.</p>

<p> The purpose of this meta-analysis was to determine whether alternative school interventions were effective in reducing the incidences of violence in schools and improving attendance and graduation rates, whether positive behavior intervention supports were effective intervention strategies in school violence prevention initiatives, and whether parental and community involvements were necessary for intervention strategies and supports to be effective in school violence prevention initiatives. </p><p> I was concerned about the negative impact violence had on academics, health, the school environment, and within the community. I expected to identify as many problem types as possible and research similar problems in other areas to see what had been done to reduce violence and improve conditions in those schools and communities affected by violence. The presence of violence in schools led to a disruptive and threatening environment, physical injury, and emotional stress. To address this, teachers and administrators implemented programs designed to prevent, deter, and respond to potential violence in schools. </p><p> What I found was that it was difficult to assess the effectiveness of individual intervention strategies, because districts applied them in combination with one or more additional interventions. One way to overcome this difficulty and provide more useful data on the success of particular interventions was to begin longitudinal studies that tracked specific students over a long period of time, if those interventions could be studied in isolation. The impact of external factors, such as the neighborhood and home environment, must be considered and factored into each individual case as well, because of the many variations that existed. Generalizations were made in this study, because many of the schools studied had similar demographics. Despite the collateral influences that negatively impacted student success, the use of the various intervention strategies appeared to have had an impact on school improvement in the United States.</p><p>

<p> Beginning in 2001, Finland&rsquo;s students have achieved relatively high scores on the Programme for International Student Assessment (PISA). Finland&rsquo;s reputation encouraged educational leaders from around the world to seek the transference and application of educational knowledge into their native context. In order to better understand the mental processes involved in cross-cultural transfer of Finnish educational knowledge, the researcher conducted a qualitative phenomenological instrumental case study of Finnish educational success. Five Finnish educational leaders and three visiting educational leaders seeking transfer were interviewed. Ten documents of first-hand accounts concerning the phenomenon of Finnish educational success and transfer were analyzed, and a self-reflective journal of the experiences and observations of the researcher as participant within the country of Finland as a visiting university student were utilized for the collection of data. The synthesis of the data revealed that Finnish educational success and its transfer are often viewed by educational leaders through a holistic and integrated lens, and the possibility of wholescale transfer is questioned. However, through cooperative reform, transformational experiences, and inspirational partnerships at home and internationally, educational development that emulates Finland&rsquo;s appears possible.</p><p>

<p> The purpose of this action-research case study was the investigation of possible pedagogical transformations teachers experienced through participation in professional development training of Essential Questions and student learning; specifically student questioning, reading, and math achievement. The research in this study investigated two core focal points: the possible shift in a teacher&rsquo;s transformational practices after participation in professional development on Essential Questions (McTighe &amp; Wiggins, 2013) and whether the implemented transformational practices led to a possible difference in student questioning skills in grades two through eight on the Measure of Questioning Skills, student achievement in STAR Math, and STAR Reading in grades two through eight. The researcher designed and implemented professional development for the faculty during one school year, based on Essential Questioning (McTighe &amp; Wiggins, 2013) utilizing an enhanced digital lesson planner and on-line web forum, each designed by the researcher to support the components of professional development and collect data during the research period.</p><p> The researcher utilized the Measure of Questioning Skills (1993) pre and post-assessments with teachers of grades kindergarten through eight and students in grades two through eight, a qualitative survey of participants comprised of a questionnaire, interview, observation, lesson plans, and discussion boards, as well as classroom observations, teacher interviews, pre and post-survey questions, and reflective journaling to measure possible change in the level of implementation of Essential Questions demonstrated by teachers. Secondary student data included STAR Math and STAR Reading pre and post-assessments from grades two through eight.</p><p> Teacher perceptions reflected positive adoption of Essential Questions into lesson planning and teaching practice. Teacher participants demonstrated transformed practices of lesson planning, room design, and teacher-student interactions. Gathered data revealed a statistically significant increase in student achievement in STAR Math and STAR Reading assessments. Teacher participant Measure of Questioning Skills reflected statistically significant changes, as well. Student Measure of Questioning Skills revealed a significant increase in Stage 1 - Organizing Information questions, categorized as factual and procedural questions and an observable increase in Stage 3 - Extending Information questions, categorized as hypothetical and speculative questions. </p>