Search

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis. [ABSTRACT FROM AUTHOR]

A team of four general education second grade teachers, who work in a neighbourhood state elementary school in a large urban area in the northeast United States, and their staff developer, redesigned their Kevin Henkes Author Study to equally value pictures and design, along with writing. They asked, what narrative understandings do children express by designing on the page? Using a framework of multiliteracies, they showed how they transformed writing workshop into composing workshop to support their emergent bi- and multilingual population. Through content analysis of 80 students' completed picturebooks and constant comparison of 13 selected students' retrospective accounts, findings show how students developed a metalanguage of composing for both writing and design craft moves that facilitated and supported their narrative understandings. Their narrative understandings were supported within the sociocultural contexts of our writing communities. Findings show the value of author studies and transforming writing workshop into composing workshop for primary grade writers. Findings have implications for classroom-based research and teaching of composing workshop, particularly for emergent bi- and multilingual populations. [ABSTRACT FROM AUTHOR]

The continued problem of bullying merits prevention. The resilience programme studied in this research teaches victimisation avoidance skills. The purpose of this study was to determine the effects of a resilience programme on social skills, victimisation, and bullying among eight to thirteen‐year‐old students. This quantitative, quasi‐experimental design sampled students' self‐reported social skills (n = 72), bullying (n = 67), and victimisation (n = 67) in two, Northeastern U.S. schools. Paired samples t‐test analyses showed that the programme had positive effects on social skills, no effects on bullying, and negative effects on victimisation. Recommendations were made regarding bullying prevention and future research. [ABSTRACT FROM AUTHOR]

The purpose of this article is to highlight how a community partnership between a Northeastern U.S. university and a racially/socioeconomically diverse local elementary school (58.3% students on free/reduced lunch) impacted learners in both physical education programs. Based on the Comprehensive School Physical Activity Program model, community partnership can help support students to be physically active. This community partnership focused on achieving the National Physical Education Standards. [ABSTRACT FROM AUTHOR]