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American Journal of evaluation

Contents: September 2009, Volume 30, No. 3
American Evaluation Association: Guiding Principles for Evaluators American Journal of Evaluation 2009 30: 273-274. [PDF] [Request Permission]
Gary J. Skolits, Jennifer Ann Morrow, and Erin Mehalic Burr
Reconceptualizing Evaluator Roles American Journal of Evaluation 2009 30: 275-295. [Abstract] [PDF] [References] [Request Permission]
Lehn M. Benjamin and Jennifer C. Greene
From Program to Network: The Evaluator’s Role in Today’s Public Problem-Solving Environment American Journal of Evaluation 2009 30: 296-309. [Abstract] [PDF] [References] [Request Permission]
Jennifer Eileen Cross, Ellyn Dickmann, Rebecca Newman-Gonchar, and Jesse Michael Fagan
Using Mixed-Method Design and Network Analysis to Measure Development of Interagency Collaboration American Journal of Evaluation 2009 30: 310-329. [Abstract] [PDF] [References] [Request Permission]
Pierre-Marc Daigneault and Steve Jacob
Toward Accurate Measurement of Participation: Rethinking the Conceptualization and Operationalization of Participatory Evaluation American Journal of Evaluation 2009 30: 330-348. [Abstract] [PDF] [References] [Request Permission]
Stacie A. Toal
The Validation of the Evaluation Involvement Scale for Use in Multisite Settings American Journal of Evaluation 2009 30: 349-362. [Abstract] [PDF] [References] [Request Permission]
Rebecca M. Eddy and Tiffany Berry
The Evaluator’s Role in Recommending Program Closure: A Model for Decision Making and Professional Responsibility American Journal of Evaluation 2009 30: 363-376. [Abstract] [PDF] [References] [Request Permission]
Kelli Johnson, Lija O. Greenseid, Stacie A. Toal, Jean A. King, Frances Lawrenz, and Boris Volkov
Research on Evaluation Use: A Review of the Empirical Literature From 1986 to 2005 American Journal of Evaluation 2009 30: 377-410. [Abstract] [PDF] [References] [Request Permission]
Frans J. G. Janssens and Inge F. de Wolf
Analyzing the Assumptions of a Policy Program: An Ex-ante Evaluation of ‘‘Educational Governance’’ in the Netherlands American Journal of Evaluation 2009 30: 411-425. [Abstract] [PDF] [References] [Request Permission]
Tanner LeBaron Wallace
Book Review: Spaulding, D. T. (2008). Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis. San Francisco: Jossey-Bass, 176 pp., $40.00 American Journal of Evaluation 2009 30: 437-439. [PDF] [References] [Request Permission]
Andrew J. Hawkins
Retrospective Deflation vs. Situational Inflation American Journal of Evaluation 2009 30: 440-441. [PDF] [Request Permission]


American Sociological Review
Volume 74, Number * 5 October 2009
ARTICLES
683
Social Class, School and Non-School Environments, and Black/White Inequalities in Children's LearningDennis J. Condron
709
Low-Income Students and the Socioeconomic Composition of Public High SchoolsRobert Crosnoe
731
The Evolution of Class Inequality in Higher Education: Competition, Exclusion, and AdaptationSigal AlonClick here for the Online Supplement (PDF file).
756
Immigrant Bureaucratic Incorporation: The Dual Roles of Professional Missions and Government PoliciesHelen B. Marrow
777
Discrination in a Low-Wage Labor Market: A Field ExperimentDevah Pager, Bruce Western, and Bart Bonikowski

800
Intersections of Power and Privelege: Long-Term Trends in Managerial RepresentationKevin Stainback and Donald Tomaskovic-Devey
821

842

Why Targets Matter: Toward a More Inclusive Model of Collective ViolenceAndrew W. Martin, John D. McCarthy, and Clark McPhail
The Politics of Union Decline: The Contingent Determinants of Union Recognition Elections and VictoriesDaniel Tope and David Jacobs

American Jouranl of Education
November 2009
Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence
Molly F. Gordon and Karen Seashore Louis
Abstract-Full Text-PDF Version (163 kB)
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33
Using Elections as Teachable Moments: A Randomized Evaluation of the Student Voices Civic Education Program
Amy K. Syvertsen, Michael D. Stout, Constance A. Flanagan, Dana L. Mitra, Mary Beth Oliver, and S. Shyam Sundar
Abstract-Full Text-PDF Version (144 kB)
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69
Following Different Pathways: Social Integration, Achievement, and the Transition to High School
Amy G. Langenkamp
Abstract-Full Text-PDF Version (214 kB)
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99
The Expanding Polity: Theorizing the Links between Expanded Higher Education and the New Politics of the Post‐1970s
David H. Kamens
Abstract-Full Text-PDF Version (164 kB)
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125
What Are the Long‐Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study
Spyros Konstantopoulos and Vicki Chung
Abstract-Full Text-PDF Version (125 kB)
· Book Reviews
155
Grading Education: Getting Accountability Right by Richard Rothstein
Michael W. Kirst
Citation-Full Text-PDF Version (30 kB)
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159
Our Results‐Driven Testing Culture: How It Adversely Affects Students' Personal Experience by Lyn Lesch
Laurence B. Boggess and Mindy L. Kornhaber


Australian journal of teacher education Volume 34
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1. Volume 34, No.5, October 2009

Teacher Educators Embrace Philosophy: Reflections on a New Way of Looking at Preparing Pre-Service Teachers
Amanda MerglerElizabeth CurtisRebecca Spooner-LaneQueensland University of TechnologyAbstractOver the last decade in Australia, the role of the teacher has changed. Teachers are now expected to model and foster in their students a wide range of skills such as critical thinking, self-regulated learning, knowledge of self and others and lifelong learning. These changes are having a significant impact on the design of pre-service teacher education programmes, with university educators re-evaluating the teacher training curriculum and embedded pedagogical processes in order to consider how they might develop these skills in pre-service teachers. One approach is to consider the processes and practices inherent in philosophical inquiry. This paper reports on three participants’ reflections of a 12-week philosophy programme that was conducted for teacher educators at Queensland’s University of Technology (QUT) in 2008. The programme was facilitated by teachers from Buranda State School who have been teaching philosophy in their P-7 school for more than ten years. This paper provides insight into teacher educators’ reflections on the philosophy programme and the associated changes and challenges of implementing such a programme in pre-service teacher education degrees.
The Attractors of Teaching Biology: A Perspective From a Turkish Context
Ahmet Kilinc Ahi Evran University-TURKEYahmet_tr@yahoo.com
Ahmet MahirogluGazi University-TURKEYAbstractBecause the teaching occupation plays a crucial role in a country’s development, policymakers and teacher recruitment units all around the world strive to understand how to attract individuals to this profession. However, research regarding the attractors of teaching has been conducted almost entirely in developed countries and has not focused on particular subject areas to be taught. In addition, only limited lists of attractors have been used. Accordingly, the main purpose of this study was to examine what attractors influence people who choose teaching biology as a career, and what about the Turkish culture has caused people to make this career choice. The sample consisted of 37 freshman biology student teachers (31 female, 6 male). The questionnaire included open-ended questions that were used to determine the student teachers’ ideas about their career decisions. According to the results of this qualitative study, enjoy working with children or adolescents, enjoy biology and light workload were attractors that were mostly reported by student biology teachers. In addition, competitive job market, national examination system, family customs, and religious beliefs in Turkey were determinants of some attractors.
Sustainability in an Online Community of Practice: the Case Study of a Group of Secondary School Educators in Victoria
Ria Hanewald,The University of Melbourne
Roland GesthuizenWestall Secondary CollegeAbstractThis paper reports on Information Technology (IT) secondary school educators in Victoria and their involvement in an online community of practice. It examined the social effects of the online mailing list technology on their participation and factors that influenced their collaboration with other colleagues. In mapping these elements, the motivations of educators and the effects on online communities of practice can be distilled and then used to build and sustain other architectures of participation. It was found that mailing list subscribers seem to trade a currency of support, thoughts, ideas and answers, which helped them in their day-to-day teaching. Online communities of practice provide a convenient way to keep up professional networks while continuing to stay abreast with subject specific knowledge and skills. The findings of this case study may be generalised to other educational mailing lists to guide designers and managers and inspire educators to join and ultimately benefit from these text based online environments.
E-portfolios as a Pedagogical Device in Primary Teacher Education: The AUT University Experience
Marguerite MaherCharles Darwin University
Philippa GerbicAUT University, New ZealandAbstractPortfolios have a long tradition in teacher education and now these are available in electronic form. At the same time, there are increasing demands for primary teachers to be technologically capable and confident in classrooms. When teacher educators wish to respond through the introduction of new technologies such as e-portfolios, there are significant issues of professional learning. This paper discusses one response, a collaborative self-study, around the introduction of an e-portfolio as a pedagogical device. It highlights two key aspects of the study: first, it considers how collaborative self-study as a methodology proved crucial for sustaining lecturer motivation and commitment to the innovation; second, it describes how the e-portfolio was used to enhance the student experience in the science curriculum area which can be a challenging curriculum area for some students. Finally, some recommendations for practice are put forward for consideration.
Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools
Susan A GalletlyBruce Allen KnightJohn DekkersTracey A GalletlyCentral Queensland UniversityAbstractLate-emerging reading-accuracy difficulties are those found present in older students not showing reading-accuracy difficulties when tested in earlier years (Leach, Scarborough and Rescorla, 2003). This paper discusses the constructs of reading-accuracy and late-emerging reading-accuracy difficulties. It then discusses data from a cross-sectional study of Australian readers from Years 1 to 8, which suggests a likelihood of late-emerging reading-accuracy difficulties being present in Australian readers. Results showed a steady increase in the proportion of low achievers (SS<90), and a higher number of boys than girls being low achievers. The results provide evidence for the importance of reading-accuracy screening of students in primary and middle school years, and for reading instruction at all year levels to be focussed where needed on reading accuracy.
How can Preservice Teachers be Measured against Advocated Professional Teaching Standards?
Peter HudsonQueensland University of TechnologyKelvin GroveAbstractAustralia has had many inquiries into teaching and teacher education over the last decade. Standards for teaching have been produced by national education systems with many state systems following suit. The Queensland College of Teachers (QCT) advocates ten professional teaching standards for teachers and preservice teachers. How can preservice teachers be measured against advocated professional standards? This study investigated 106 second-year preservice teachers’ perceptions of their development against the QCT standards. A pretest-posttest survey instrument was developed based on the QCT standards and administered to these preservice teachers before and after their science education coursework. Percentages, ANOVAs and t-tests were generated to analyse the results. Findings indicated that 22 of the 24 paired pretest-posttest items were highly significant (p<.001). Percentage increases ranged from as low as 27% in the pretest to as high as 97% in the posttest, yet, there were two items with lower significance (i.e., working in professional science education teams and supporting students’ participation in society). Understanding preservice teachers’ perceptions of their abilities to implement these standards may be a step towards the process of determining the achievement of teaching standards; however, more rigorous measurements will need to be developed for both teachers and preservice teachers. University coursework and related assessments can provide an indication of achieving these standards, especially authentic assessment of preservice teachers’ practices.
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Quality in Higher Education
Contents:Sets of Standards for External Quality Assurance Agencies in Higher Education: A comparisonGuy AeltermanThe European Standards and Guidelines and the Evaluation of Agencies in GermanyAchim HopbachThe INQAAHE Guidelines of Good Practice for External Quality Assurance Agencies: Assessment and next stepsJean Avnet MorseMutual Recognition of Accreditation Decisions in EuropeRolf HeusserQuality Assurance of Cross-border Higher EducationAntony StellaThe Quality of Transnational Education: A provider viewDavid WoodhouseFilleting the Transnational Education SteakPeter P. T. CheungImpact of Quality Assurance: Overview of a discussion between representatives of external quality assurance agenciesLee HarveyWant to Know About Quality in Higher Education? Ask an Academic?Kim WattyContrasting Faculty Quality Views and Practices over a Five-year IntervalGerrie J. Jacobs & Anci Du ToitCompetence-based Assessment in Professional Education ValidationRuffina Thilakaratne & Thomas Kvan

School Effectivenss and School Imrpovement
20(2), 2009
Editorial article for special issue on alternative methods for assessing school effects and schooling effects pp. 133-143(11) Authors: Sammons, Pam; Luyten, Hans
Assessing school effects without controlling for prior achievement? pp. 145-165(21) Authors: Luyten, Hans; Tymms, Peter; Jones, Paul
The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression discontinuity with multiple cut-off points pp. 167-186(20) Authors: Kyriakides, Leonidas; Luyten, Hans
Achievement, learning, and seasonal impact as measures of school effectiveness: it's better to be valid than reliable pp. 187-213(27) Author: von Hippel, Paul
A seasonal perspective on school effectiveness: evidence from a Flemish longitudinal study in kindergarten and first grade pp. 215-233(19) Authors: Verachtert, Pieter; Van Damme, Jan; Onghena, Patrick; Ghesquiere, Pol
School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach pp. 235-253(19) Authors: Van de gaer, Eva; De Fraine, Bieke; Pustjens, Heidi; Van Damme, Jan; De Munter, Agnes; Onghena, Patrick
School effects on students' progress - a dynamic perspective pp. 255-268(14) Authors: Guldemond, Henk; Bosker, Roel
Reliability and validity in measuring the value added of schools pp. 269-285(17) Author: van de Grift, Wim
Notes on contributors pp. 287-289(3)