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Improving Performance Assessment Score Validation Practices: An Instructional Module on Generalizability Theory
Get PDFIn developing and validating measures of language abilities, researchers are faced with the challenge of balancing statistical and consequential qualities of language tests. With the growing use of performance assessments, or test types that require examinees to demonstrate the mastery of a specific complex skill by performing or producing something, so grows the need for quantitative tools that can disentangle variability in language assessment scores due to language ability from those due to irrelevant factors. A well-known, but underutilized, technique in the validation of language tests for such a purpose is Generalizability Theory. Generalizability Theory (G-theory) extends Classical Test Theory (CTT) in providing a mechanism for examining dependability of behavioral measurements (Cronbach, Gleser, Nanda, & Rajaratnam, 1972). One of the main advantages of using G-Theory in establishing evidence of measurement soundness is that in this framework, the observed test score can be partitioned into components other than the true test score and random error. Examining the relative and absolute magnitudes of variance components related to factors of study design can uncover the sources of unreliability or imprecision in the data and make possible the estimation of reliability under yet unstudied conditions. The present paper serves as an instructional module for a set of analyses under the G-Theory framework and showcases an analytic study that exemplifies the various inferences that can legitimately be made from G-study results
Breaking all the rules: Radically reinventing moral education through compassionate discipline
Get PDFAs schools struggle to address student behavioral challenges, the moral nature of discipline in schools emerges as a factor that can strengthen approaches and responses to student disciplinary issues. Given, discipline is an essentially moral act, this paper seeks to explore the ways in which schools can overcome resistance to moral and spiritual aspects of discipline. Ultimately, we contend, schools must revision a new approach to discipline that would not only result in more appropriate behavior from students but also support staff approaches to discipline in a radically different way, through compassion
Critical Professional Development: Centering the Social Justice Needs of Teachers
Get PDFAs a response to increasingly technocratic, top-down teacher professional development that we refer to as antidialogical professional development (APD), this article theorizes a model of critical professional development (CPD) where teachers are engaged as politically-aware individuals who have a stake in teaching and transforming society. Illuminating three US based case studies of CPD that emerged in response to the unmet needs of justice-oriented teachers- The People’s Education Movement, New York Collective of Radical Educators’ Inquiry to Action groups, and the Institute for Teachers of Color Committed to Racial Justice- this article uses Freire’s framework of dialogical action to analyze shared critical practices. In each independent case, teachers were engaged in a cooperative dialectical process, there was a strong emphasis on unity amongst participants around their social justice goals, the structure was organized through shared power between teachers and organizers, and teacher and student needs were centered using a practice of cultural synthesis. Reframing the possibilities of teacher professional development through this model of critical, dialogical practice, this article offers a critique of the banking methods and technical content traditionally used within APD, and provides insights into how teachers can successfully be positioned as experts in their own social justice-oriented professional growth
Asking Another Question: Democratic Thinking Inside and Outside the Classroom - A Forthcoming Interview with Elizabeth Minnich and Si Kahn
No full textThis is a forthcoming interview with Elizabeth Minnich and Si Kahn
Towards Productive Disagreement: Deliberative, Democratic Processes in Community Engagement and Service-Learning
Get PDFThis article argues that recognizing and addressing disagreements and differences among students, instructors, and community members is essential for building more collaborative, reciprocal partnerships in service-learning and community engagement (SL-CE) courses. While current SL-CE pedagogies recognize that disagreements and differences arise in SL-CE partnerships, little attention has been paid to how SL-CE participants can address such issues productively. This article draws from theories of democratic deliberation to suggest that engaging students in more direct and purposeful deliberation with SL-CE partners can help students to develop key civic skills and to ensure that projects reflect more collaborative efforts for all participants. The article concludes with practical pedagogical strategies for how students, partners, and instructors can disagree productively and negotiate difference and expertise.
Student financial education center: A library/student startup for financial literacy
Get PDFThis paper, based on the author’s presentation of the same name, discusses a financial literacy partnership between an academic library and a student organization at Penn State University as a startup. The Student Financial Education Center is a peer-to-peer financial education program, a new-to-libraries model for financial literacy delivery and partnership that was discovered to be more easily and effectively managed when viewed as a startup—an “organization formed to search for a repeatable and scalable business model” (Blank, 2010) that is “creating something new under conditions of extreme uncertainty” (Matthews, 2012). Through the Student Financial Education Center, Penn State University Libraries has had the opportunity to search for a repeatable, scalable model for the financial education of college students and to explore the potential new role for libraries as a partner in student-driven initiatives that support engaged scholarship, lifelong learning, and the overall well-being of students
A Pedagogy of Radical Love: Biblical, Theological, and Philosophical Foundations
Get PDFIn this article, we will bring biblical, theological, and philosophical perspectives on radical love into creative dialogue with critical pedagogy. The biblical narratives of the book of Ruth and the Parable of the "Good" Samaritan contain paradigms for a radical kind of love that seeks the liberation and well-being of others. These insights on love carry epistemological and methodological implications for critical pedagogy. Such implications can be identified by placing these insights about love in conversation with Paulo Feire's "pedagogy of love," as discussed by Antonia Darder. Also, bell hooks' cultural critiques and emphasis on engaged pedagogy can illumine other implications that relate to cultural experiences. The ultimate goal is to illustrate how love, rooted in biblical and philosophical foundations, motivates cross-cultural and interfaith engagement, and encourages emancipatory action
Children’s social and spatial exclusion in the city:
Get PDFThis paper deals with the social and spatial exclusion of children in the city from an alternative point of view. There is a significant literature about the objective factors that lead to children’s exclusion in the city, including all the disadvantages of technocratic and child-unfriendly urban planning and the social and economic consequences of the urban crisis. The research presents the creation of an internal image of oppression that makes children reproduce the conditions of their exclusion in the city. The research took place in a primary schoolAthens of 9 to 12 years old.
Uncommons: Transforming Dusty Reading Rooms into Artefactual, "Third Space," Library Learning Labs
Get PDFThis article describes the implementation of two inexpensive social learning library laboratories for advanced students in Latin American and Chicana/o studies. Drawing on philosophical literature from these interdisciplinary area and ethnic studies, these cases present a “third space” option for library learning called uncommons. This term denotes alternative book-laden spaces for student scholars practicing, rather than studying, their disciplinary crafts. As a “third space,” uncommons invite advanced students to resist the false dichotomy between technology and tradition and to present their work among peers while also engaging tangible and audible, as opposed to virtual, creative or academic texts