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If you have ever attended a town meeting or business lunch, or participated in a church group or department meeting, or served on a faculty senate or maybe just watched C-SPAN, then you have likely encountered "Robert's Rules of Order." This critical edition of Henry M. Robert's essential guide to parliamentary procedure features the original text from 1876 along with a companion essay by Christopher Loss, who artfully recounts the book's publication and popular reception, and sheds light on its enduring value for one of the most vital bastions of democracy itself--the modern university. Loss deftly explains why Robert's simple, elegant handbook to democratic governance captured the imagination of so many ordinary citizens during the Gilded Age and how it has shaped the development of our colleges and universities ever since. He shows how Robert's rules can help faculty, administrators, and students to solve problems and overcome challenges through collaboration, disciplined thinking, trust in the facts, and honesty and fairness from all sides. At a time when people's faith in democracy and higher education has been shaken to its core, "Robert's Rules of Order" offers a powerful reminder of the importance of democratic norms and practices in American life and institutions.

This volume--the second in a two-volume set from the Monitoring the Future study--provides findings on the substance use and related behaviors of several segments of the adult population. It also contains findings on attitudes and beliefs about drugs, as well as on several particularly salient dimensions of their social environments. Volume I presents similar findings for American secondary school students in grades 8, 10, and 12. One important segment covered here is the population of American college students; a second is their age peers who are not attending college. Also covered in this volume are young adult high school graduates ages 19 to 30 (including the college students), as well as high school graduates at ages 35, 40, and 45. Monitoring the Future is a long-term research program conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated research grants from the National Institute on Drug Abuse. Now in its 31st year, it comprises, in part, ongoing series of annual nationally representative surveys of 12th-grade students (begun in 1975) and of 8th- and 10th-grade students (begun in 1991). (Contains 40 tables and 58 figures.) [For Volume I, see ED494056.]

The Task Force on Student Life and Alcohol Abuse of the American Association of State Colleges and Universities identified four models that have proven effective in combating alcohol abuse by students. These models include: social norming, peer education, student assistance programming, and environmental management. Every institution is different, and the model that proves effective at one may not work at another. In some cases, an institution may find a combination of model components to be more effective than one specific model. This paper and the discussion of the models is meant to be a guide to presidents as they strive to provide continuous and effective leadership. Four reports are included that focus on each of the approaches: (1) "Social Norms" (Michael P. Haines); (2)"A Case for Peer Education as an Essential Strategy for Alcohol Abuse Prevention and Other Student Health and Safety Initiatives" (Drew Hunter and David Hellstrom); (3) "Student Assistance Programs in Higher Education Settings" (George T. Watkins); and (4) "Program and Policy Approaches for Preventing Alcohol-Related Problems on Campus" (William DeJong). (SLD)

The work of school leaders is critical in this era, and there is heightened attention on the roles of the leaders as linked to student achievement and school improvement; school culture and climate; and the variables that impact achievement, improvement, culture and climate. The demands on school leaders have significantly changed. About a decade ago, the Southern Educational Regional Board suggested that school leaders impact as much as twenty percent of the achievement in schools. A few years later, the potential impact of school leaders increased to twenty-five percent. Throughout the chapters, the reoccurring concepts regarding the work of leaders are discussed. The need for leaders to move student learning and to respond to changes in education and challenges are contributing factors to the development of the Professional Standards for Educational Leaders (PSEL). In chapter 1 and in other chapters throughout the book; the links and importance between educational leadership and student learning are made. The standards provide a framework of the knowledge and skills needed for school leaders to be prepared for the challenges.

The Ability Explorer (AE) is a newly developed self-report inventory of abilities that is appropriate for group or individual administration. There are machine-scorable and hand-scorable versions of the test, and there are two levels. Level 1 is for students from junior high to high school, and Level 2 is for high school students and adults. Separate scores are reported for 14 work-related abilities that are considered important for employers: (1) artistic; (2) clerical; (3) interpersonal; (4) language; (5) leadership; (6) manual; (7) musical/dramatic; (8) numerical/mathematical; (9) organizational; (10) persuasive; (11) scientific; (12) social; (13) spatial; and (14) technical/mechanical. Materials for the AE are attractive and easy to use, although the hand-scorable version is more difficult to understand than the machine-scorable version. Extensive information is provided in the manual about reliability, intercorrelations between ability scales, and frequency distributions, but the characteristics of the norm group used to develop these statistics are not generally addressed, except in table form. The AE appears to be a valuable assessment tool with a sound theoretical basis and useful practical applications. A potential problem is the accuracy of its self-report measure. Recommendations are made for clarifying information with the hand-scorable version. (Contains three references.) (SLD)

The Test of Pragmatic Language (TOPL) is an individually administered instrument designed to assess pragmatic language skills that can be used with students in kindergarten through high school. It is more specifically intended for use with children, adolescents, and adults with learning disabilities, language delays, reading difficulties, or aphasia. It is said to provide information on six dimensions of pragmatic language: physical setting, audience, topic, purpose, visual-gestural cues, and abstraction. The 44-item test is accompanied by an examiner's manual, scoring materials, and the test-picture book. The normative sample consisted of 1,016 examinees from the United States (24 states) and Canada (1 province), representative with regard to sex, residence, race/ethnicity, geographic region, and age. Overall validity findings about the test have been acceptable, although limited by small sample size and some lack of information about student age or grade level. Previous reviews have generally supported the usefulness of the TOPL, although two reviewers have suggested that more information is needed to relate actual test items to the defined six areas, and one reviewed has pointed out some limitations in the applicability of the TOPL pictures to all students. The TOPL appears to be a tool to provide a profile of pragmatic or social language skills. (Contains five references.) (SLD)

While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the gender education gap? "In The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools," Thomas DiPrete and Claudia Buchmann provide a detailed and accessible account of women's educational advantage and suggest new strategies to improve schooling outcomes for both boys and girls. "The Rise of Women" opens with a masterful overview of the broader societal changes that accompanied the change in gender trends in higher education. The rise of egalitarian gender norms and a growing demand for college-educated workers allowed more women to enroll in colleges and universities nationwide. As this shift occurred, women quickly reversed the historical male advantage in education. By 2010, young women in their mid-twenties surpassed their male counterparts in earning college degrees by more than eight percentage points. The authors, however, reveal an important exception: While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. To explain these trends, "The Rise of Women" charts the performance of boys and girls over the course of their schooling. At each stage in the education process, they consider the gender-specific impact of factors such as families, schools, peers, race and class. Important differences emerge as early as kindergarten, where girls show higher levels of essential learning skills such as persistence and self-control. Girls also derive more intrinsic gratification from performing well on a day-to-day basis, a crucial advantage in the learning process. By contrast, boys must often navigate a conflict between their emerging masculine identity and a strong attachment to school. Families and peers play a crucial role at this juncture. The authors show the gender gap in educational attainment between children in the same families tends to be lower when the father is present and more highly educated. A strong academic climate, both among friends and at home, also tends to erode stereotypes that disconnect academic prowess and a healthy, masculine identity. Similarly, high schools with strong science curricula reduce the power of gender stereotypes concerning science and technology and encourage girls to major in scientific fields. As the value of a highly skilled workforce continues to grow, "The Rise of Women" argues that understanding the source and extent of the gender gap in higher education is essential to improving our schools and the economy. With its rigorous data and clear recommendations, this volume illuminates new ground for future education policies and research.

If some schools can overcome the powerful and pervasive effects of poverty to become high performing, shouldn't any school be able to do the same? Shouldn't we be compelled to learn from those schools? Although schools alone will never systemically eliminate poverty, high-poverty, high-performing (HP/HP) schools take control of what they can to disrupt the cycle of poverty and close achievement gaps. Learn how educators in these schools build the collaborative leadership capacity to foster a supportive school environment and focus intensely on learning. Based on these lessons and the insights into the complex influence poverty has on children, adolescents, and learning, the authors provide you with a Framework for Action that includes: (1) Values, beliefs, and norms that HP/HP schools exhibit in their leadership practices, school culture, and academic expectations; (2) Ways to increase the school's influence on student, family, and community relationships; (3) Tips on optimizing time, resources, and personnel; and (4) Strategies for eliminating the mind-sets, policies, and practices that are barriers to improving achievement in high-poverty schools. This book synthesizes real-world practices from HP/HP schools; rather than suggesting a one-size-fits-all approach, the authors acknowledge the unique context of individual schools and urge you to engage in self-assessment, reflection, and coordinated action. Rubrics and planning templates throughout the book help you focus and guide your work in Professional Learning Communities and other collaborative learning situations.

Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The "Handbook on Measurement, Assessment, and Evaluation in Higher Education" provides higher education administrators, student affairs personnel, institutional researchers who generate and analyze data, and faculty with an integrated handbook of theory, method, and application. This valuable resource brings together applied terminology, analytical perspectives, and methodological advances from the fields of measurement, assessment, and evaluation to facilitate informed decision-making in higher education. Bridging the gap between practice in higher education with advances in measurement, assessment, and evaluation, this book enables educational decision-makers to engage in more sound professional judgment. This handbook provides higher education administrators with both high-level and detailed views into contemporary theories and practices, supplemented with guidance on how to apply them for the benefit of students and institutions. This book is divided into six sections. This book begins with a foreword by Edward J. Yaw. "Improving Institutional Decision-Making Through Educational Measurement, Assessment, and Evaluation," a preface by Charles Secolsky and D. Brian Denison, is included. Section 1, Assessment and Evaluation in Higher Education, begins with an introduction to section 1 by Charles Secolsky and D. Brian Denison and contains the following: (1) Assessing the Quality of a University--Particularly its Teaching (Robert E. Stake, Gloria Contreras, and Isabel Arbesu); (2) Classroom-Level Assessment: Aligning Pedagogical Practices to Enhance Student Learning (Kathryne Drezek McConnell and Peter E. Doolittle); (3) Student Learning Outcomes Assessment at the Program and Institutional Levels (Thomas Judd and Bruce Keith); (4) The Bottom Line: Will Faculty USE Assessment Findings? (Trudy W. Banta and Gary R. Pike); (5) The Perennial Challenges of Accountability (James C. Palmer); (6) Using National, State, and Local Data for Administrative Decision-Making (Sathasivam "Kris" Krishnan, Chengbo Yin, William Mahler, Albertha Lawson, Michael Harris, and Karen Ruedinger); (7) Empowerment Evaluation and Accreditation Case Examples: California Institute of Integral Studies and Stanford University (David Fetterman); and (8) Benchmarking in Higher Education (Jeffrey Seybert, Ellen Weed, and Trudy Bers). Section 2, Theories and Technical Aspects of Educational Measurement, begins with an introduction to section 2 by Charles Secolsky and D. Brian Denison and contains the following: (9) Classical Test Theory and Higher Education: Five Questions (Elizabeth Schaughency, Jeffrey Smith, Jacques van der Meer, and David Berg); (10) Generalizability Theory in Assessment Contexts (Noreen M. Webb, Richard Shavelson, and Jeffrey Steedle); (11) Item Response Theory in Measurement, Assessment, And Evaluation for Higher Education (Steven J. Osterlind and Ze Wang); (12) Scaling, Norming, and Equating (Michael J. Kolen and Amy B. Hendrickson); (13) Reliability (Bruce Thompson and Tammi Vacha-Haase); (14) The Validation of Tests in Higher Education (Kurt Geisinger, Leslie H. Shaw, and Carina McCormick); (15) Statistical Modeling in Measurement, Assessment, and Evaluation for Higher Education (Steven J. Osterlind and Ze Wang); and (16) Issues in the Analysis of Change (D. Betsy McCoach, Karen Rambo, and Megan Welsh). Section 3, Test Construction and Development, begins with an introduction to section 3 by Louise Yarnall and contains the following: (17) Building Content and Statistical Test Specifications (Tawnya Knupp and Deborah Harris); (18) Evidence-Centered Design in Assessment Development (Geneva Haertel, Ellen Wentland, Louise Yarnall, and Robert J. Mislevy); (19) The Assessment of 21st-Century Skills in Community College Career and Technician Education Programs (Louise Yarnall and Jane Ostrander); (20) Item Analysis Procedures for Classroom Assessments in Higher Education (Jerome C. Clauser and Ronald K. Hambleton); (21) Using Content Specialists for Detecting Item and Test Unfairness (Sydell Carlton); and (22) Computer-Based Testing in Higher Education (Robert Dolan and Kelly Burling). Section 4, Testing and Assessment for Decision-Making, begins with an introduction to section 4 by Charles Secolsky and D. Brian Denison and contains the following: (23) Setting and Validating Cut Scores for Tests (Mary J. Pitoniak and Deanna L. Morgan); (24) College Placement Testing of Entering Students (Deanna L. Morgan); (25) Admissions Testing in Higher Education (Rebecca Zwick); (26) Postsecondary Writing Assessment (Peggy O'Neill and Sandra Murphy); (27) Authentic Assessment Validation: A Heuristic Rubrics Cube (Jion Liou Yen and Kevin Hynes); and (28) Cognitive Diagnostic Method: Rule Space, Q-Matrix Theory and Applications (Kikumi Tatsuoka, Anthony E. Kelly, Curtis Tatsuoka, and Michael Dean). Section 5, Approaches to Evaluation in Higher Education, begins with an introduction to section 5 by Thomas E. Grayson and contains the following: (29) Program Evaluation in Higher Education (Thomas E. Grayson); (30) Qualitative Evaluation (Christopher Pondish); (31) Naturalistic Evaluation (David A. Erlandson); (32) Responsive Evaluation (Kelly Godfrey and Doreen B. Finkelstein); (33) Case Studies and Validity (Edith Cisneros-Cohernour); (34) Mixed Methods Specialists in Action: Linking Mixed Methods Research to Learning and Classroom Assessment (Delwyn Harnisch, John Creswell, and Timothy Guetterman); and (35) Survey Use in Academic Contexts: Considerations and Guidelines (Ellen Wentland). Section 6, Issues in Assessment and Evaluation in Higher Education, begins with an introduction to section 6 by April L. Zenisky and contains the following: (36) Using Data to Find Common Ground Between Secondary and Postsecondary Accommodations for Students with Disabilities (Manju Banerjee and Martha L. Thurlow); (37) Testing and Evaluation of English-Language Learners in Higher Education (Young Yee Kim, James Hart, Jamal Abedi, and Alan Vanneman); (38) Evaluation of Teacher Quality (Stephanie L. Knight); (39) Reporting Assessment Results in Higher Education (April L. Zenisky and Jerold S. Laguilles); (40) Presenting Learning Outcomes Assessment Results to Foster Use (Staci J. Provezis and Natasha A. Jankowski); (41) Revisiting Reliability and Validity in Higher Education Research and Program Evaluation (Margaret D. LeCompte and Dorothy Aguilera-Black Bear); and (42) Ethical Assessment and Institutional Advancement: Connecting Good Practice with the Need to Move Campuses Forward (Ashley Finley). This book ends with concluding remarks from Charles Secolsky and D. Brian Denison.

This book argues that schools were a driving force in the formation of social, political, and financial capital during the market revolution and capitalist transition of the early republican era. Grounded in an intensive study of schooling in the Genesee Valley region of upstate New York, it traces early sources of funding and support for education (including common schools and various forms of higher schooling) to their roots in different social and economic networks and trade and credit relations. It then interprets that story in the context of other major developments in early American social, political, and economic history, such as the shift from agricultural to non-agricultural production, the integration of rural economies into translocal capitalist markets, the organization of the Second Great Awakening, the transformation of patriarchy, the expansion of white male suffrage, the emergence of the Secondary American Party System, and the formation of the modern liberal state. This book is divided into three parts. Part I, Education and Social Capital Formation, contains the following: (1) Introduction--The Place of Schooling in a Transforming Political Economy; (2) Creating Social Capital--Norms of School and Community Building; (3) A Matter of Trust--Neighbors and Strangers; (4) Discipline--Evangelicalism as an Educational Movement; (5) Bonding and Bridging--The Methodist Economy; and (6) Development--Evangelicalism and Capital Formation. Part II, Schools as Agencies of Politicization, contains the following: (7) Between Markets and the State--Venture Schools and Academies; (8) Political Economies of Schooling--Academies and Common Schools; (9) Education and Civic Engagement--Schools and Politics; (10) Diffusing Intelligence--Education and Formation of the Liberal State; (11) Denominational Politics and Institution-Building; and (12) Education and Coalition Building. Part III, Education and Economic Transformation, contains the following: (13) Education as an Object of Capital Investment; (14) Varieties of Trust--Education and Economic Competition; (15) Controlling Capital--Education and the Politics of Economic Change; (16) Success--Education and the Culture of the Market; (17) Panic--Education and the Discipline of the Market; (18) Friends--Learning the Value of Trust; and (19) Conclusion: Education and the Creation of Capital. An appendix is also included.

Adolescent development research and theory have tremendous potential to inform the work of high school teachers, counselors, and administrators. "Understanding Youth" bridges the gap between adolescent development theory and practice. Nakkula and Toshalis explore how factors such as social class, peer and adult relationships, gender norms, and the media help to shape adolescents' sense of themselves and their future expectations and aspirations. An index is included.

"Educational Measurement" has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of "Educational Measurement" is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. This fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. This book is divided into three parts and 21 chapters. Following the first chapter, Perspectives on the Evolution and Future of Educational Measurement (Robert L. Brennan), Part one, Theory and General Principles, presents the subsequent chapters: (2) Validation (Michael T. Kane); (3) Reliability (Edward H. Haertel); (4) Item Response Theory (Wendy M. Yen and Anne R. Fitzpatrick); (5) Scaling and Norming (Michael J. Kolen); (6) Linking and Equating (Paul W. Holland and Neil J. Dorans); (7) Test Fairness (Gregory Camilli); and (8) Cognitive Psychology and Educational Assessment (Robert J. Mislevy). Part two, Construction, Administration, and Scoring, then presents chapters: (9) Test Development (Cynthia B. Schmeiser and Catherine J. Welch); (10) Test Administration, Security, Scoring, and Reporting (Allan S. Cohen and James A. Wollack); (11) Performance Assessment (Suzanne Lane and Clement A. Stone); (12) Setting Performance Standards (Ronald K. Hambleton and Mary J. Pitoniak); and (13) Technology and Testing (Fritz Drasgow, Richard M. Luecht, and Randy E. Bennett). Part three, Applications, continues with chapters: (14) Old, Borrowed, and New Thoughts in Second Language Testing (Micheline Chalhoub-Deville and Craig Deville); (15) Testing for Accountability in K-12 (Daniel M. Koretz and Laura S. Hamilton); (16) Standardized Assessment of Individual Achievement in K-12 (Steve Ferrara and Gerald E. DeMauro); (17) Classroom Assessment (Lorrie A. Shepard); (18) Higher Education Admissions Testing (Rebecca Zwick); (19) Monitoring Educational Progress with Group-Score Assessments (John Mazzeo, Stephen Lazer, and Michael J. Zieky); (20) Testing for Licensure and Certification in the Professions (Brian E. Clauser, Melissa J. Margolis, and Susan M. Case); and (21) Legal and Ethical Issues (S. E. Phillips and Wayne J. Camara). An index is also included. Individual chapters contain references. (Contains 107 figures and 47 tables.) [For the third edition of "Educational Measurement" (1993), see ED372105.]

This book is a rare peek into the divergent--and at times contentious--points of view among world's leading researchers on what the condition of mental retardation is and how it should be defined, measured, and implemented in the 21st century. It is a candid and insightful collection of essays from experts on issues ranging from whether mental retardation really is a slowing of mental development and what the disability should be called, to how cultural norms affect the definition of the condition worldwide. Students, researchers, teachers, and practitioners--will find a forum that is passionate and engaging. This group of professionals, is truly concerned about the welfare of persons with intellectual disabilities and view mental retardation as a condition that can be enhanced by the provision of supports as opposed to a static, lifelong disability. Following a dedication, 3 forewords, and a preface, this book is divided into three parts: (1) The Concept of Mental Retardation: Critical Issues 2005; (2) The 2002 AAMR System and Its Critics and Supporters; and (3) Emerging Models and Definitions of Mental Retardation.

This book addresses the negative consequences of labeling and separating education for students with "disabilities," the cultural biases inherent in the way that we view children's learning difficulties, the social construction of disability, the commercialization of special education, and related issues. The theme that unifies the chapters is that tension exists between professional ideology and practice, and the wishes and expectations of the recipients of professional practice--children, adolescents, and adults with disabilities and their families. These voices have rarely taken center stage in formulating important decisions about the quality and characteristics of appropriate practice. The dominant view in the field of special education has been that disability is a problem in certain children, rather than an artifact that results from the general structure of schooling; it does not take into consideration the voices of people with disabilities, their families, or their teachers. Offering an alternative perspective, this book deconstructs mainstream special education ideologies and highlights the personal perspectives of students, families, and frontline professionals such as teachers and mental health personnel. It is particularly relevant for special education/disabilities studies graduate students and faculty and for readers in general education, curriculum studies, instruction theory, and critical theory. Following a preface, this book is divided into the following chapters: (1) Place, Profession, and Program in the History of Special Education Curriculum (S. Danforth, S. Taff, and P. M. Ferguson); (2) Failing to Make Progress? The Aporias of Responsible Inclusion (J. Allan); (3) The Big Glossies: How Textbooks Structure (Special) Education (E. Brantlinger); (4) How Does It Feel to Be a Problem? Race, Disability,and Exclusion in Educational Policy (N. Erevellas, A. Kanga, and R. Middleton); (5) Multicultural Education: Not Needed in the Suburbs! (A. de Waal-Lucas); (6) The Impact of Reform on Students with Disabilities (S. Harvey-Koelpin); (7) Marcus and Harriet: Living on the Edge in School and Society (E. Stoughton); (8) No Place Like Home (G. Lewis-Robertson); (9) Winners Need Losers: The Basis for School Competition and Hierarchies (E. Brantlinger); and (10) Conclusion: Whose Labels? Whose Norms? Whose Needs? Whose Benefits? (E. Brantlinger).

Following a practical approach, this book focuses on educational assessment as it is practiced today, in the actual world of classrooms, school systems, state departments, and national organizations. It first covers the basic concepts applicable to all types of assessment: statistical concepts, reliability, validity, and interpretive frameworks. Then it explores the preparation of teacher-made tests, standardized tests, and other important areas such as grading, legal issues, and evaluating one's own teaching. Following a preface, this book is divided into 15 chapters: (1) Introduction: The World of Educational Assessment; (2) Statistics: Just a Little Bit; (3) Reliability: Stability of Performance; (4) Validity: What the Test Measures; (5) Norms and Criteria: Interpreting Student Performance; (6) Planning for Assessment; (7) Selected-Response Items: Multiple-Choice, True-False, Matching; (8) Constructed-Response Items: Essays, Performances, Portfolios; (9) Interests, Creativity, and Non-Test Indicators; (10) Administering and Analyzing Your Tests; (11) Standardized Tests I: Achievement; (12) Standardized Tests II: Ability, Interests, Personality; (13) Grading and Reporting; (14) Educational Assessment and the Law; and (15) Evaluating Teaching: Applying Assessment to Yourself. Appendixes conclude the book.

What is equity? What does it mean to work for equity in schools? What does it mean to make equity central in our work as teacher-researchers? "Working Toward Equity" explores these and other questions in thirteen narratives from a broad spectrum of educators chronicling their real work in classrooms, schools, districts, and professional development organizations. This book grew out of the pursuits of the Teacher Research Collaborative, a three-year collaboration among educators who believe that the power of inquiry can be focused on vital educational goals such as equity. The educators are affiliated with the following organizations: National Writing Project; Bay Area Coalition for Equitable Schools; and the Coalition of Essential Schools Bay Area Writing Project. Two introductions begin this work: Introduction (Linda Friedrich) and Inquiry for Equity: What Does It Mean for Teacher Research? (Tom Malarkey). The book then divides into three parts and fifteen main sections. Part I, Making Equity Explicit in Inquiry, presents: (1) Introduction (Tom Malarkey, Section Editor); (2) Finding Myself in My Inquiry: A Teacher's Story (Sarah Capitelli); (3) Building on Success: Changing Our Practice to Better Serve African American Students (Pirette McKamey); and (4) Leading from Personal Experience: Autobiography as a Foundation for Developing African American Teacher Leadership (Gwendolyn Williams). Part II, Examining Questions of Equity in Teaching, contains: (5) Introduction (Marty Williams, Section Editor); (6) An East Oakland Odyssey: Exploring the Love of Reading in a Small School Elena Aguilar); (7) Taking Tests (Robert Roth); (8) Learning to Listen: Supporting Classroom Teachers Through Collaborative Inquiry (Oreather J. Bostick-Morgan); and (9) Learning to Teach Elementary Mathematics: Inquiry in Preservice Teaching (Marcie Osinsky). Part III, Building Inquiry Communities and Leadership for Equity, contains: (10) Introduction (Linda Friedrich, Elizabeth Radin Simons, and Carol Tateishi, Section Editors); (11) Developing a Culture of Inquiry for Equity: One School's Story (Tanya Friedman); (12) A Practical Practice: Shaping and Owning Teacher Research (Deborah Juarez); (13) Partners in Inquiry: Embedding Teacher Inquiry into School Reform (Marty Williams); (14) Working Together: Designing a Districtwide Action Research Plan for Professional Development (Deborah Green); and (15) Focusing on Equity in an Established Teacher Research Program (Carol Tateishi). A "Further Reading" section presents: (1) Starting an Annotated Bibliography of Teacher Research for an Urban K-8 School (Elizabeth Radin Simons); and (2) Annotated Bibliography of Teacher Research. The final section, Tools, contains an introduction followed by: (1) Sample Meeting Norms and Procedural Norms; (2) Protocol Background Descriptions; (3) Tuning Protocol; (4) Consultancy Protocol; (5) BayCES Teacher Inquiry Protocol; (6) Suggestions for Writing Response Groups; (7) Notes for Writing Group Facilitators; (8) Loop Writing to Support Inquiry; (9) Response Group Protocol for First-Draft Writing; (10) Response Group Protocol for Mid-Draft Writing; and (11) "Overhearing" Response Group Protocol for Longer Manuscripts. This volume concludes with the following resources for teacher-researchers: (1) Handouts and Information on Inquiry and Equity; (2) Sample Inquiry-for Equity Program Outlines, Proposals, Agendas, and Descriptions; (3) Tools for Collecting Data from Students; and (4) Sample Protocols, Writing Tools, and Meeting-Facilitation Guidelines.

This book disrupts an unproductive polarization in education by providing a basis for building more productive conversations about education and the course of education reform into the future. The work distills the ongoing debate into a concise account of developments in education, and provides a positive framework for finding a way forward. It examines the shifting relationships between government and education, implications of commercializing education and broader social factors, such as globalization, that affect education. It also examines the prospects, challenges, and opportunities for Australian education in the new millennium. This collection of articles is prompted by recent debates in institutional theory that the editors have accessed through their role as coordinators of the education strand of the cross-disciplinary "Reshaping Australian Institutions" project, orchestrated by the Research School of Social Sciences at the Australian National University. The book examines as well the changing social infrastructure of education to identify the effects of recent reforms in both shaping individual behavior and the ongoing work of education in Australia. (Contains 16 pages of references.) (DFR)

This book addresses issues of impropriety and misconduct in the postsecondary teaching role. It reports on three surveys of faculty members conducted over 6 years at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. In each survey an equal number of faculty members were selected from each of four disciplines: biology, history, mathematics, and psychology. Analysis examines how individual, disciplinary, and institutional differences influence professorial behavior in undergraduate teaching. The book finds that in contrast to the more explicitly understood and enforced rules of conduct in research, teaching norms are informally defined and observed. The book argues that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. The 10 chapters address the following topics: (1) the centrality of norms to academic work; (2) design of the studies; (3) inviolable norms; (4) admonitory norms; (5) institutional type and norm espousal; (6) academic disciplines and norm espousal; (7) individual faculty characteristics and norm espousal; (8) social control of teaching misconduct; (9) prior formalized teaching prescriptions and proscriptions; and (10) implications for theory, research, policy, and practice. The survey and statistical analyses are appended. (Contains approximately 200 references.) (DB)

This volume is introduced by Sid Simon's discussion of the "Wad-Ja-Get?" syndrome--society's obsession with grades--and where it has led. Simon also explains each author's strong identification with the grading issue, and presents seven major questions that the authors, in the book, attempt to answer. His overview provides a perspective for considering all the material to follow. Part I presents the problem, beginning with Art Combs' stage-setting comments about the nature of learning and his discussion of four criteria for determining procedures in grading. Later in this section, Sid Simon looks at the many ingenious methods of cheating that students use in grade-getting. Part II provides a quick review of what research has to say on the subject of grading and offers references. The pros and cons of several alternative grading/evaluating schemes are also reviewed. Although most of the research presented confirms the fact that grading is, indeed, a problem, much attention is given to the typical humanistic concerns. Five successful alternative (non-common) grading procedures are presented in Part III. These case studies range from a personal report about procedures in a college classroom, to notes on a computerized grading system, to a faculty-developed evaluation plan for an entire school district. (Author/MV)

How the processes of group interaction combine to help or hinder cognitive and affective learning in the classroom is discussed. Numerous concepts about interaction in the classroom along with the available research on those concepts expressed in practical terms are presented. Implications for teachers are emphasized. The book is designed to be used by preservice teachers in their curriculum, instruction, or educational psychology courses and by experienced teachers in in-service training sessions. Chapter one lays the groundwork for the rest of the book by offering a social psychological perspective on classroom group processes. Chapter two discusses an overview of group processes including its history, current social movements, the sequential stages of development, and the school organization. The topic of expectations is treated in chapter three. How expectations develop, teacher expectations and student performance, implications for teachers, and action ideas for change are examined. Leadership and attraction are the topics of chapters four and five respectively. Discussions of Lhe bases of influence, flexible leadership, and classroom liking patterns and their effects on academic performance are included. Chapters six, seven, eight, and nine deal with norms, communication, cohesiveness, and sequential stages of development. The book concludes with a chapter on school organization. (Author/RM)

The paper describes social studies skills of students age 9-adult as assessed by the 1971-2 National Assessment of Educational Progress (NAEP) Project. NAEP organized skill exercise items around two subthemes: (1) obtaining information, including raising questions, seeking answers, identifying sources of information, and using standard reference sources and aids in locating information; and (2) interpreting graphs and maps, and using a variety of nontraditional sources of information. The paper contains selected released exercises developed to carry out assessment of the two categories. These skill exercises include multiple-choice tests, short essays, and longer essay-type written oral responses. Exercises are based on questions involving explanation of the human condition, insight into human affairs based on historical, philosophical, or literary information, and factual knowledge of events in American history. Findings indicated that respondents perform better on the items for obtaining information than on items dealing with interpreting information. It is concluded that NAEP results should be utilized as information sources for educators in setting curriculum norms rather than accepted as curriculum norms themselves. The NAEP social studies objectives for 1971-72 are presented in the appendix. (Author/DB) Aspect of National Assessment (NAEP) dealt with in this document: Assessment Instruments (Released Exercises).

To say that assessments must be authentic, dynamic, fluid, and formative is not to say that normative, standardized evaluations have no place in the overall assessment scheme. What is needed is a combination and balance of assessments. The tri-assessment model promotes using traditional assessments along with portfolio and performance assessments. All three of these methods, as part of the tri-assessment model, use the multiple intelligences theory of H. Gardner to ensure the formative assessment of growth and development and the normative evaluation of grades and rankings. The tri-assessment model, combining portfolio and performance assessments with traditional assessments, allows a truer and more holistic look at students, and provides a compromise for teachers who are reluctant to abandon more traditional measures. Each assessment under the tri-assessment model targets a focus as well as specific features that are practical and relevant to the total picture. Each assessment also targets multiple intelligences to assess a wide range of potential. A "Tri-Assessment Chart of Multiple Intelligences" is presented to give teachers a ready reference to guide assessment plans. Teachers may modify this chart to tailor it to their own purposes, and they can use it to guide instruction as well as assessment. (Contains 14 figures and 13 references.) (SLD)

Since 1941, this book has been a standard textbook in educational measurement. As in the previous editions, the selection and treatment of topics were guided by the knowledge and skills that are necessary for the development of valid evaluation measures and the knowledge and competencies needed to interpret teacher-made and standardized tests. This edition differs from the seventh edition in minor respects. The content has been updated to reflect recent research and assessment trends, such as the use of portfolios in educational evaluations. The following chapters are included: (1) "Measurement: Its Nature and Function"; (2) "Communicating Information: Interpretation of Quantitative Data"; (3) "The Meaning and Application of Norms"; (4) "Test Validity"; (5) "Test Reliability"; (6) "Extraneous Factors that Influence Performance on Cognitive Tests"; (7) "General Principles of Test Construction: Achievement Measures"; (8) "Constructing and Using Essay Tests"; (9) "Constructing Objective Tests"; (10) "Item Analysis for Classroom Tests"; (11) "The Assessment of Affective Variables"; (12) "Grading and Reporting"; (13) "Measuring Scholastic Aptitude"; (14) "Standardized Achievement Tests"; and (15) "Standard Interest, Personality, and Social Measures." Appendices list resources for the development and selection of measuring instruments and major publishers of standardized tests. (Contains 83 figures, 21 tables, and numerous references.) (SLD)

This book examines the implications of existing learning theories for early childhood education, with a special emphasis on Developmentally Appropriate Practice (DAP). Chapter 1, "Challenging Developmentally Appropriate Practice: An Introduction (Marilyn Fleer), presents the debate and summarizes the remaining chapters. Chapter 2, "Does Cognition Lead Development, or Does Development Lead Cognition? (M. Fleer), explores the limitations of DAP and contrasts it with Socially Constructed Learning. Chapter 3, "Scaffolding Young Children's Learning in Early Childhood Settings" (Alison Elliott), analyzes scaffolding within a sociocultural context. Chapter 4, "A Post-Structuralist Analysis of Learning in Early Childhood Settings" (Glenda MacNaughton), uses feminist post-structuralism to analyze the relationship between the individual and the social and argues that gendering should be considered in any discussion of learning. Chapter 5, "Children as Theorists: Developing a Theory of Mind" (Sue Dockett), examines research on children's progressing theories of mind and argues that practitioners create situations introducing counter-evidence to children's current theory. Chapter 6, "Reasoning and Problem-Solving: Contemporary Theoretical Perspectives" (Beverley Lambert), challenges readers to view the limitations of reductionist research, devoid of social context, and to consider contemporary research, which maps individual pathways. Chapter 7, "The Early Childhood Curriculum Debate" (Toni Cross), reviews research and debate on DAP and discusses the monocultural orientation of DAP. Chapter 8, "Concluding the Debate: Mind Games--What DAP Means to Me" (Margaret Clyde), considers DAP within the historical and contemporary Australian context. Contains over 200 references. (KDFB)

This book is designed to introduce education students to the essentials of measurement and evaluation. It focuses on the topics essential to effective classroom teaching and treats these topics in a way that emphasizes the human context that surrounds and guides their use. The book is organized into three main sections. The first is understanding measurement principles, and the second is constructing and analyzing classroom tests. The third section examines specific tests in the areas of intelligence, interests, aptitudes, and adjustment. The following chapters are included: (1) "An Introduction to Educational Measurements" ; (2) "Elementary Statistical Concepts"; (3) "Reliability"; (4) "Validity"; (5) "Norms, Standardization Procedures, and Expectancy Tables"; (6) "Selecting and Critiquing Standardized Tests"; (7) "Constructing Classroom Tests"; (8) "Item Analysis and Item Revision"; (9) "Interpretive Exercises and Essay Tests"; (10) "Performance Assessment"; (11) "Measuring Thinking Processes"; (12) "Binet and His Great Invention"; (13) "Measuring Intelligence"; (14) "Measuring Aptitude"; (15) "Measuring Interests"; (16) "Measuring Affective Aspects of Schooling"; and (17) "New Trends in Testing." (Contains 37 tables, 47 figures, and 184 references.) (SLD)

This collection explores the theory and applications of educational testing. It is divided into sections on theory and general principles of educational measurement, administration of tests and scoring, and applications of testing. The following chapters present information on test theory and use: (1) "Current Perspectives and Future Directions" (Robert L. Linn); (2) "Validity" (Samuel Messick); (3) "Reliability" (Leonard S. Feldt and Robert L. Brennan); (4) "Principles and Selected Applications of Item Response Theory" (Ronald K. Hambleton); (5) "Bias in Test Use" (Nancy S. Cole and Pamela A. Moss); (6) "Scaling, Norming, and Equating" (Nancy S. Petersen, et al.); (7) "Implications of Cognitive Psychology for Educational Measurement" (Richard E. Snow and David F. Lohman); (8)"The Specification and Development of Tests of Achievement and Ability" (Jason Millman and Jennifer Greene); (9) "The Four Generations of Computerized Educational Measurement" (C. Victor Bunderson, et al.); (10) "Computer Technology in Test Construction and Processing" (Frank B. Baker); (11) "The Effects of Special Preparation on Measures of Scholastic Ability" (Lloyd Bond); (12) "Designing Tests that Are Integrated with Instruction" (Anthony J. Nitko); (13) "Administrative Uses of School Testing Programs" (Joy A. Frechtling); (14) "Certification of Student Competence" (Richard M. Jaeger); (15) "Educational Admissions and Placement" (Douglas R. Whitney); (16) "Counseling" (Lenore W. Harmon); (17) "Identification of Mild Handicaps" (Lorrie A. Shepard); and (18) "Testing of Linguistic Minorities" (Richard P. Duran). The papers are complimented by 76 figures and 32 tables. References follow each chapter. (SLD)

The effective schools movement, explored by P. Coleman and L. LaRoque, has not brought about meaningful change in education because advocates assume that there are norms and values on which all can agree. It is argued that these themes are at odds with the real world. (SLD)

A survey to determine attitudes of students and faculty members in colleges and universities was undertaken in 1969. The survey yielded data about the opinions of faculty, graduate students, and undergraduates in higher education: colleges, universities, two-year and four-year, public and private. This document uses that data to explore distinct segments and activities of the academic population. Chapters discuss: (1) general findings on students and teachers; (2) research activity in American higher education; (3) religious involvement and scholarly productivity among American academics; (4) black students in higher education; (5) undergraduates in sociology; (6) academic women in the United States; (7) marital status and graduate education; (8) the impact of peers on student orientation to college. Appendixes contain a technical report on the survey and reproduction of the questionnaires used in the survey. (Author/KE)

“Presents a compelling and novel argument: that collective efforts to combat climate change have actually contributed to less sustainable modes of industrial growth. Much work has looked at the details of national and international climate change policy, but no one has addressed whether any of this effort is likely to make a real difference, and what the broader factors are that account for policy changes. . . . Will be attractive both for scholars of climate change and for policy makers.” Peter Haas, University of Massachusetts, AmherstClimate change is a global phenomenon that requires a global response, and yet climate change governance depends on the ability of individual states to respond to a long-term, uncertain threat. Although states are routinely criticized for their inability to respond to such threats, the problems that arise from their attempts to respond are frequently overlooked. Focusing on the experiences of India, Spain, and Australia, Hayley Stevenson shows how these countries have struggled to integrate global norms around climate change governance with their own deeply unsustainable domestic systems, leading to profoundly irrational ecological outcomes.Hayley Stevenson is Lecturer in International Relations at the University of Sheffield.Studies in Governance, 1