Educational Research Association Research Articles

Validity evidence as a key marker of quality of technical skill assessment in OTL-HNS.

Quality monitoring of assessment practices should be a priority in all residency programs. Validity evidence is one of the main hallmarks of assessment quality and should be collected to support the interpretation and use of assessment data. Our objective was to identify, synthesize, and present the validity evidence reported supporting different technical skill assessment tools in otolaryngology-head and neck surgery (OTL-HNS). We performed a secondary analysis of data generated through a systematic review of all published tools for assessing technical skills in OTL-HNS (n = 16). For each tool, we coded validity evidence according to the five types of evidence described by the American Educational Research Association's interpretation of Messick's validity framework. Descriptive statistical analyses were conducted. All 16 tools included in our analysis were supported by internal structure and relationship to variables validity evidence. Eleven articles presented evidence supporting content. Response process was discussed only in one article, and no study reported on evidence exploring consequences. We present the validity evidence reported for 16 rater-based tools that could be used for work-based assessment of OTL-HNS residents in the operating room. The articles included in our review were consistently deficient in evidence for response process and consequences. Rater-based assessment tools that support high-stakes decisions that impact the learner and programs should include several sources of validity evidence. Thus, use of any assessment should be done with careful consideration of the context-specific validity evidence supporting score interpretation, and we encourage deliberate continual assessment quality-monitoring. NA. Laryngoscope, 128:2296-2300, 2018.

3rd International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) in Harris Manchester College, University of Oxford, UK, Friday 13 July – Sunday 15 July 2018

3rd International Research Conference organised by the Association for Research in Post-Compulsory Education (ARPCE) in Harris Manchester College, University of Oxford, UK, Friday 13 July – Sunday 15 July 2018

‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’

Evidence is growing that the quality of teachers and teaching are significant factors in enhancing student learning, so research into teacher education could make a major contribution to preparing our future teachers. Post-compulsory teacher education research lacks recognition almost to the point of invisibility. Post-Compulsory Education (PCE) encounters complicated contextual factors including political, sociological, pedagogical and financial challenges and continuous change. When the multiple components and characteristics of teacher education systems combine, a situation where synergies, models and typologies of teacher education are particularly difficult to identify arises. A project seeking common features of effective teacher preparation from published research is undertaking a ‘backward mapping exercise’, under the auspices of the World Education Research Association with the intention of starting to reimagine teacher education research. Academics from Bath Spa University in England contributed to this research. The work should refresh perspectives on teacher education research and inform global decision-making in the field. An initial exercise, which this paper reports on, identified common features, whilst simultaneously reinforcing some of the challenges recognised in research. The insights gained open some possibilities for reimagining PCE teacher education and establishing the value of backward mapping as an innovative approach to research.

Интервью «Мы объединились с европейской ассоциацией исследователей образования, чтобы помочь молодым, а значит, помочь российской науке»

This interview with Arkadiy Margolis, the first vice-rector of MSUPE, focuses on the issues related to the recently acquired membership of the Russian Educational Research Association in the European Educational Research Association (EERA). The Moscow State University of Psychology and Education played an important part in this process which enables Russian researchers to access the entire space of European educational research, to increase their publishing activity, and to participate in foreign international conferences. Also, this means support for young researchers allowing them, for instance, to take part in international schools for young scholars and to acquire new knowledge about modern research tools and design in educational research. All this became possible after a year and a half of hard work of improving ethical requirements and codes of research. MSUPE’s participation in the activities of the Educational Research Association corresponds with the University’s interest in promoting research which became obvious during the development and implementation of the innovative programme of education – the one that won the National Competition for Priority Project in Education all the way back in 2008.

Public scholars, legitimation, and the “subject of history” predicament

This essay explores recent trends in contemporary educational studies that have focused on developing closer partnerships between university-based scholars and school practitioners and community-based organizers. With a focus on the antidote, as seen in the 2016 American Educational Research Association’s conference theme to recalibrate university-based education scholars as professional educational researchers in the service of the public, the author exposes how the contemporary trend, although running counter to, cannot be extricated from the Marxian problematic concerning the subject of history.

INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL INTEREST GROUP ON ONLINE TEACHING AND LEARNING

The American Educational Research Association (AERA) is the premier association of educational research professionals. AERA supports 12 divisions and 150 Special Interest Groups (SIGs). One of the latter is the Special Interest Group on Online Teaching and Learning (SIG-OTL). SIG-OTL is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments. This special issue spotlights 11 papers taken from those presented at the 2017 annual meeting.

Introduction to Section II

In addition to the special section featuring research from the American Educational Research Association Online Teaching and Learning SIG , this issue also contains articles from our regular submission process. These papers address vital issues related to online and blended learning environments focusing on modalities, learning processes, motivation, satisfaction, and performance.

東アジアの社会変動と教育改革 : 中国・韓国・シンガポール(国際シンポジウム,日本教育学会第68回大会報告)

東アジアの社会変動と教育改革 : 中国・韓国・シンガポール(国際シンポジウム,日本教育学会第68回大会報告)

中国における教育改革と教育学研究の現状と課題 : 日中教育学対話の深化・拡大をめざして(公開シンポジウムI,日本教育学会第67回大会報告)

中国における教育改革と教育学研究の現状と課題 : 日中教育学対話の深化・拡大をめざして(公開シンポジウムI,日本教育学会第67回大会報告)

教育と平和構築(公開シンポジウムII,日本教育学会第69回大会報告)

教育と平和構築(公開シンポジウムII,日本教育学会第69回大会報告)

教育研究における東アジアの歴史認識(特別課題研究II,日本教育学会第67回大会報告)

教育研究における東アジアの歴史認識(特別課題研究II,日本教育学会第67回大会報告)

現職教師教育カリキュラムの教育学的検討(特別課題研究I,日本教育学会第70回大会報告)

現職教師教育カリキュラムの教育学的検討(特別課題研究I,日本教育学会第70回大会報告)

働き学び生きる21歳の若者たち : 「若者の教育とキャリア形成に関する調査」結果から(特別課題研究II,日本教育学会第68回大会報告)

働き学び生きる21歳の若者たち : 「若者の教育とキャリア形成に関する調査」結果から(特別課題研究II,日本教育学会第68回大会報告)

東アジアの教育 : その歴史と現在(特別課題研究III,日本教育学会第70回大会報告)

東アジアの教育 : その歴史と現在(特別課題研究III,日本教育学会第70回大会報告)

働き 学び 生きる 20歳の若者たちのいま : 2007年度「若者の教育とキャリア形成に関する調査」結果から(特別課題研究I,日本教育学会第67回大会報告)

働き 学び 生きる 20歳の若者たちのいま : 2007年度「若者の教育とキャリア形成に関する調査」結果から(特別課題研究I,日本教育学会第67回大会報告)

関西発教育改革 : 地域に根ざした教育改革を求めて(公開シンポジウムII,日本教育学会第67回大会報告)

関西発教育改革 : 地域に根ざした教育改革を求めて(公開シンポジウムII,日本教育学会第67回大会報告)

教育研究における東アジアの歴史認識(特別課題研究III,日本教育学会第68回大会報告)

教育研究における東アジアの歴史認識(特別課題研究III,日本教育学会第68回大会報告)

働き 学び 生きる 23歳の若者たち : 「若者の教育とキャリア形成に関する調査」結果から(特別課題研究II,日本教育学会第70回大会報告)

働き 学び 生きる 23歳の若者たち : 「若者の教育とキャリア形成に関する調査」結果から(特別課題研究II,日本教育学会第70回大会報告)

メリトクラシーと公共性 : 学校の機能と使命を問い直す(シンポジウム1,日本教育学会第68回大会報告 その2)

メリトクラシーと公共性 : 学校の機能と使命を問い直す(シンポジウム1,日本教育学会第68回大会報告 その2)

東アジアの教育 : その歴史と現在(特別課題研究III,日本教育学会第69回大会報告)

東アジアの教育 : その歴史と現在(特別課題研究III,日本教育学会第69回大会報告)