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This article reports results from a study of teacher beliefs among a panel of English and language arts teachers at three universities as the pre-service teachers entered methodological coursework and internships. Using a new assessment tool, the Developmental Instruction Assessment Battery (DIAB), along with a discrete choice task and one-on-one interviews, teachers reported their developing perspectives on (1) competition in the classroom, (2) hierarchies of traditional academic material, and (3) related views on classroom order, engagement, and teacher authority. We contrast these findings to beliefs reported by a sample of mid-career middle school English and language arts teachers in Western Pennsylvania.

BackgroundThe potential utility of microRNA as biomarkers for early detection of cancer and other diseases is being investigated with genome-scale profiling of differentially expressed microRNA. Processes for measurement assurance are critical components of genome-scale measurements. Here, we evaluated the utility of a set of total RNA samples, designed with between-sample differences in the relative abundance of miRNAs, as process controls.ResultsThree pure total human RNA samples (brain, liver, and placenta) and two different mixtures of these components were evaluated as measurement assurance control samples on multiple measurement systems at multiple sites and over multiple rounds. In silico modeling of mixtures provided benchmark values for comparison with physical mixtures. Biomarker development laboratories using next-generation sequencing (NGS) or genome-scale hybridization assays participated in the study and returned data from the samples using their routine workflows. Multiplexed and single assay reverse-transcription PCR (RT-PCR) was used to confirm in silico predicted sample differences. Data visualizations and summary metrics for genome-scale miRNA profiling assessment were developed using this dataset, and a range of performance was observed. These metrics have been incorporated into an online data analysis pipeline and provide a convenient dashboard view of results from experiments following the described design. The website also serves as a repository for the accumulation of performance values providing new participants in the project an opportunity to learn what may be achievable with similar measurement processes.ConclusionsThe set of reference samples used in this study provides benchmark values suitable for assessing genome-scale miRNA profiling processes. Incorporation of these metrics into an online resource allows laboratories to periodically evaluate their performance and assess any changes introduced into their measurement process.

Teacher reports on school organizational functioning, curricular processes, and student engagement are a reliable means of ascertaining valuable information about classroom climate and learning outcomes. Yet, to date, the vast majority of quantitative teacher-reported data, where teachers themselves reach judgments about educational processes, have been summary rather than lesson specific, where teachers evaluate classroom experiences at the moment of instruction. In this study, we examine how lesson-specific teacher survey reports generate insight into the relationship between student engagement and instruction. Results suggest that this underutilized design has significant application for procuring data on within-teacher variability in practice, especially in studies focused on student engagement, active change in teacher practice, and/or teacher buy-in as a mediator of outcomes. Ultimately, we argue that lesson-specific teacher reports may be a valuable tool for researchers in measuring instructional change.

Do some students learn more than others because they attend School A instead of School B? Or is educational inequality generated elsewhere, from common processes within schools, or outside of formal schooling? Within these paradigmatic questions, this study investigates the social determinants of school-to-school differences in STEM course-taking experiences, a key component of Opportunity to Learn (OTL), in a cross-national setting. Drawing on an internal-development model and social stratification theories, we examine whether observed school-to-school differences in OTL can more clearly be attributed to functional or dysfunctional sources, using a large cross-national sample from TIMSS with 278 observations across 67 countries/regions, dating from 1995 to 2019. Results from Generalized Multilevel Linear Models indicate that variation in school-level OTL comes primarily from variation in school readiness in a given country. Yet, we also observe evidence that supports conflict forces of differentiation. This paper contributes to existing cross-national studies of educational inequality by tracing the fundamental origins of inequality in OTL, locating potentially dysfunctional sources of OTL between schools. [ABSTRACT FROM AUTHOR]