education policy analysis archives
Recent Articles
Vol 20 (2012), 14
Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.
Vol 20 (2012), 13
This paper is meant to analyze the conformation of the government agendas related to Higher Education and the policies thereby created in Argentina, Brazil and Venezuela, highlighting their differences and similarities and the renovation or ongoing policies which are discussed when referring to the ‘90s policies. In spite of the new winds of political changes that the region is going through, the option seems to remain the same: inclusion or quality? Two terms that are sometimes shown as to being antagonistic but which actually can coexist mutually.
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Vol 20 (2012), 12
The SAS Educational Value-Added Assessment System (SAS® EVAAS®) is the most widely used value-added system in the country. It is also self-proclaimed as “the most robust and reliable” system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS® EVAAS® as experienced by teachers, in one of the largest, high-needs urban school districts in the nation – the Houston Independent School District (HISD). Using a multiple methods approach, this study critically analyzed retrospective quantitative and qualitative data to better comprehend and understand the evidence collected from four teachers whose contracts were not renewed in the summer of 2011, in part given their low SAS® EVAAS® scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS® EVAAS® implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS® EVAAS® in this district seems to be exacerbating unintended effects.
Vol 20 (2012), 11
Numerous recent media accounts indicate that teachers are being fired, put on probation, or otherwise censured because of information found on their social networking sites (SNS). While the literature in business, psychology, and pharmacy shows initial investigations of the impact of SNS information on hiring decisions, this area has not been investigated in the field of education. Data from pre-service teachers’ SNS were compiled into a 51-item questionnaire and K-12 school principals rated each statement on its likelihood to influence a hiring decision if it were found on the SNS of a teacher applying for a position at his or her school. The statements included on the questionnaire included sexual talk, swearing, violent language, references to drugs and/or alcohol use, and language that could be considered pejorative to individuals with disabilities, persons of color and/or homosexual individuals. The findings of this preliminary study indicate that of the 51 statements, 28 had average ratings in the moderate-to-significant impact on hiring decision range and 22 had average ratings in the minor-to-moderate impact on hiring decision range. Only one item of the 51 fell in the no impact-to-minor impact on hiring decision range. Findings are discussed in relation to professional dispositions, categories of information that may influence hiring decisions, and internet use policies. Implications based on the data from this study include the need to develop state and university policies for SNS use. Finally, the results of this study indicate that further research into hiring administrators’ use of data from SNS in hiring decisions is warranted.
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