Judy Lupart

Teaching for Transfer : Fostering Generalization in Learning

Contents: Preface. A. Marini, R. Genereux, The Challenge of Teaching for Transfer. C. Bereiter, A Dispositional View of Transfer. J.C. Campione, A.M. Shapiro, A.L. Brown, Forms of Transfer in a Community of Learners: Flexible Learning and Understanding. M.K. Singley, Promoting Transfer Through Model Tracing. D.F. Dansereau, Derived Structural Schemas and the Transfer of Knowledge. S. Griffin, R. Case, A. Capodilupo, Teaching for Understanding: The Importance of the Central Conceptual Structures in the Elementary Mathematics Curriculum. A. McKeough, Teaching Narrative Knowledge for Transfer in the Early School Years. M. Pressley, A Transactional Strategies Instruction Christmas Carol. J.L. Lupart, Exceptional Learners and Teaching for Transfer.

Gender Differences in Adolescent Academic Achievement, Interests, Values and Life-Role Expectations.

The objective of this research was to investigate adolescent gender and age differences in perceptions of academic achievement, interests, values and future life role choices. A survey based on the Eccles Model of Achievement Related Choices was administered to 1419 students. Results indicated that younger students were generally more positive about school and future adult life roles than older students. Major gender differences were found favoring females in English/language arts, and males in science. Gender typical preferences were found for future career aspirations with males selecting science and information technology related careers, and girls selecting artistic and health professions as top choices. The ®ndings are congruent with Eccles Model and support the notion that gender and age in ̄uence adolescent student choices. Many countries are experiencing a general trend toward equitable gender-based participation in the labor force. A recent report (Statistics Canada, 2003) indicates that during the 1990s women made dramatic advances in the highly quali®ed professions requiring university preparation and that as of 2001 they represent 46.7 % of the total labour force. Despite this seemingly positive trend, females continue to be signi®cantly underrepresented in engineering and applied sciences (27% females) university programs (Statistics Canada, 2004) and as such are not likely to increase levels of participation in related careers. Indeed gender comparisons within speci®c disciplines revealed that for the civil, mechanical, electrical, and chemical engineering disciplines there is an alarming discrepancy of 92% male versus 8% female participation. The statistics for mathematicians, system analysts, and computer programmers were only slightly better, with 72% male versus 28% females employed

A Model of Achievement and Bullying: Analyses of the Canadian National Longitudinal Survey of Children and Youth Data.

Background: Bullying occurs largely at school. Given that the primary purpose of schools is to enhance student learning, it is important to examine the relationship between bullying and academic achievement. Purpose: A model of childhood bullying and school achievement using several family and school characteristics was developed. Sample: The sample consisted of children age 10–11 years (n = 2084) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Design and methods: From scale and factor analyses, several factors were created and included in a latent variable path model. Results: The model fit the data well (Comparative Fit Index = 0.96), and the model converged in six iterations, χ2(32) = 300.00, p < 0.001 with a standardised residual error of 0.05. These results indicate that children who are bullied at school are likely to obtain low levels of achievement, particularly if they show little conscientiousness and enjoyment of school, and if their parents provide little support for their childrens education. Conclusions: The results are discussed according to Eccless Expectancy-Value Theory.

The Relationship Between School Achievement and Peer Harassment in Canadian Adolescents: The Importance of Mediating Factors

The relationship between school achievement and peer harassment was examined using individual and peer characteristics as mediating factors. The sample consisted of adolescents age 12—15 years (n = 4,111) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. When factors related to achievement and harassment were considered simultaneously, disruptive behaviour problems and peer interactions were found to mediate the link between achievement and harassment, χ2(32) = 300.00, p < 0.001. These results suggest that adolescents who are harassed by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviour problems and poor peer interactions. Implications for school psychologists are presented.

Setting Right the Delusion of Inclusion: Implications for Canadian Schools

Canadian schools have been subject to considerable pressure over the past few decades to adopt educational practices that support inclusive education. Accordingly, change initiatives in this direction are readily apparent in our schools in every province and territory. Despite this seeming progress, many students, their parents, and educators are openly concerned about quality and equity in contemporary education. Given these concerns, I argue that before authentic progress toward inclusion can be realized, three key areas of education practice need to be reviewed and transformed. I outline the problems and paradoxes associated with policy, organization, and legislation on the education of students with exceptional learning needs, and discuss implications for Canadian schools and for faculties of education in particular.

Differences in Achievement between Adolescents Who Remain in a K-8 School and Those Who Transition to a Junior High School

There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation.

Fair and equitable assessment practices for all students

This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.

Developing Teachers’ Knowledge, Beliefs, and Expertise: Findings From the Alberta Student Assessment Study

Abstract This article reports on a subset of findings that emerged from the Alberta Student Assessment Study in relation to the preservice and in-service development of teacher knowledge of, expertise in, and beliefs underpinning their assessment practices. Findings indicate that, although there has been a lot of attention given to improving assessment, confusion remains for teachers about terminology, principles, and pragmatics that undermine teacher confidence about assessment and making sound judgments about students’ work.

Leading assessment for enhanced student outcomes

This paper reports the leadership findings that emerged from the Alberta Student Assessment Study, a large-scale study employing a mixed-method design. Findings included the importance of assessment leadership, credibility of leaders, capacity to make hard decisions and ability to lead professional learning. An optimal assessment leadership profile emerged which includes values and assessment knowledge, mediated by personal qualities and accompanied by an interplay between procedural knowledge and professional skills. This informs leadership vision and actions leading to increased assessment literacy, more effective monitoring and reporting practice, enhanced instructional practice, enriched partnerships with parents and community members and positive student outcomes.

The Ecology of Student Assessment

We noted in the first chapter in this book that there is a need for improvement in current assessment policy, practice, and research. We also wrote that we need a more dynamic and effective frame for student assessment. The chapters that followed were authored by an eclectic group of scholars, practitioners, and policy makers. The authors, highly respected individuals from Canadian and international settings, provided valuable insights as we seek to improve our service to education systems and societies.