The legitimation of OECD’s global educational governance: examining PSA and AHELO test production.

January 16, 2015

Although international student assessments and the role of international organisations (IOs) in governing education via an evidence-based educational policy discourse are of growing interest to educational researchers, few have explored the complex ways in which an IO, such as the OECD, gains considerable influence in governing education during the early stages of test production. Drawing… Read More »

Being “lazy” and slowing down: Toward decolonizing time, body, and pedagogy.

January 16, 2015

In recent years, scholars have critiqued norms of neoliberal higher education (HE) by calling for embodied and anti-oppressive teaching and learning. Implicit in these accounts, but lacking elaboration, is a concern with reformulating the notion of ‘time’ and temporalities of academic life. Employing a coloniality perspective, this article argues that in order to reconnect our… Read More »

Uncovering the images and meanings of international organizations (IOs) in higher education research.

January 16, 2015

Employing Stuart Hall’s concept of representation, we examine how international organizations (IOs) are presented in the higher education literature. This paper examines how IOs, such as the World Bank, OECD, and UNESCO, are conceptualized and represented by higher education researchers. We focus on three main representations of IOs in the higher education literature: (1) Forces… Read More »

“Will I learn what I want to learn?”: Useable representations, ‘students,’ and OECD assessment production.

January 16, 2015

Amid growing debates around international assessment tools in educational policy, few have critically examined how students themselves are cast in policy tool production processes and discourse. Drawing on Stuart Hall’s concept of representation, we show how higher education (HE) ‘students’ are constructed, fixed and normalized by the Organisation for Economic Co-operation and Development’s (OECD) Assessment… Read More »

Centering embodied learning in anti-oppressive pedagogy

January 16, 2015

Academia has traditionally valued cognition and intellectual processes, eschewing the significance of other bodily domains involved in teaching, learning, and theorizing. Grounding the analysis in our experiences as diversely positioned academics, we argue that embodied teaching and theorizing provide a unique means of delivering material consistent with the aims of social justice education, while simultaneously… Read More »

Alignment of instruction, expectations, and accountability testing for students with Autism Spectrum Disorder.

November 14, 2014

Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have… Read More »

Using parents and teachers to monitor progress among children with Autism Spectrum Disorder: A review of intervention research.

November 10, 2014

Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention… Read More »

Using assessment to improve early elementary students’ knowledge and skills for comprehending informational text.

November 10, 2014

Although assessment of student progress in word reading skills is common, students’ knowledge and skills for comprehending informational text are rarely assessed. Despite research indicating the need for instruction in this area and a growing national understanding of its importance that is reflected in the Common Core State Standards, few formative assessment tools are readily… Read More »

Helping New Special Education Teachers Succeed — Research by Peter Youngs

March 19, 2014

A study by researchers in Michigan State University’s College of Education reports that new special education teachers face more and different challenges than new general education teachers.  This study, published in Teachers College Record, suggests that school districts can help their students and staff by rethinking the induction support they give first and second year… Read More »