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This paper critiques instructional leadership and the notion of pedagogic leadership is proposed as an alternative, broader conception of the principalship. Pedagogy concerns enabling the learning and intellectual growth of students in contrast to instruction that treats students as the object of curriculum implementation. Successful classroom pedagogy requires that teachers understand how students learn and have the autonomy to design, implement and assess educational activities that meet the needs of individual and all students. Pedagogic leadership is predicated on informed teacher practice and reflection. Teachers are empowered to exercise professional responsibility and supportive judgements by principals who are pedagogic leaders. The pedagogic leader demonstrates credible knowledge of learning and teaching in conjunction with knowledge of the processes for improving school-wide learning. (Contains 2 tables.)

This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected of that student's learning. The study also used an eight-element model of the classroom learning environment (self educational values, self learning outcomes, classroom/peer learning attitudes and behaviours, classroom/peer support, classroom/peer discussion, classroom planning, teacher support and expectations, and parental involvement). The aim was to test the assumption that engagement in classroom learning and perceptions of the classroom learning environment both indicate the same uni-dimensional construct. If this assumption is correct, then it should be possible to plot measures of student engagement and measures of the learning environment on the same linear scale. A measurement model such as the Rasch Model can then be used to test how well empirical data fit the scale. An 85-item rating scale survey of student engagement in classroom learning and the classroom learning environment scale was created. Data from its administration to 1760 secondary school students were tested for fit to the Rasch Rating Scale Model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale, therefore suggesting the presence of the underlying common construct. The construct was called an "engaging learning environment."

The psychometric properties of the General Functioning subscale of the McMaster Family Assessment Device were examined using the Rasch Model (N = 237 couples). Mothers' and fathers' ratings of the General Functioning subscale of the McMaster Family Assessment Device are recommended, provided these are analyzed separately. More than a quarter of couples differed significantly in their ratings.

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical investigations and measurements using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theorizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement-based research and discusses directions and guidelines for further research.

The article examines theoretical issues associated with measurement in the human sciences and ensuring data from rating scale instruments are measures. An argument is made that using raw scores from rating scale instruments for subsequent arithmetic operations and applying linear statistics is less preferable than using measures. These theoretical matters are then illustrated by a report on the application of the Rasch Rating Scale Model in an investigation into elementary school classroom learning culture.

The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of classroom culture consisting of student educational values (dependent variable), formal learning outcomes (dependent variable), and the attitudes and behaviours of students, teachers and parents (independent variables) was proposed. Hypothesised relationships between the dependent and independent variables were tested by multiple regression analysis of data from 988 students obtained from administration of a Rasch-model instrument assessing classroom culture. The classroom learning attitudes and behaviours of students were found to relate directly to educational outcomes, as were teacher expectations and parent attitudes and behaviours. The attitudes and behaviours of students and teachers towards classroom collaboration and caring were not confirmed to relate directly to learning outcomes. The findings of the investigation are discussed in the light of the theoretical assumptions upon which the study was based, including identification of the implications of the empirical results for understanding and facilitating renewal of secondary schools with the intention of improving educational outcomes in classrooms.