The paper highlights the development of a collaborative formative assessment scoring process in a partnership between an urban university and one of the nation's largest districts. We explore collaborative research through the lens of a single formative assessment rubric derived from the Claims, Evidence, and Reasoning Framework (CER, McNeill…

With record numbers of people migrating around the globe, cultural diversity has become a fact in most developed societies. In the United States, public school classrooms have experienced a rapid growth in cultural and linguistic diversity. As a result, public school teachers seeking to become multicultural educators, might be assisted by…

Too many researchers have built careers on the quantitative/qualitative research debate. Social scientists have largely abandoned their responsibility for popular education, focusing primarily on schooling's limitations, rather than its potential for furthering social progress. Standard-setting is highly politicized; research is becoming too…

University-based education researchers have continued to flood the professional literature with pretentious and obscure language. Many "new" discoveries are old ideas cloaked in unfathomable jargon. A survey of 500 classroom teachers disclosed a clear preference for jargon-free language. More extensive monitoring is needed. Includes 19…

Describes how the development of the National Science Education Standards occurred within a political context and through a process with political aspects and political intents. Contains 25 references. (DDR)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about…

This list of seven standards for teacher educators explains indicators and potential sources of evidence for each standard. The standards are: (1) model professional teaching practices which demonstrate knowledge, skills, and attitudes reflecting the best available practices in teacher education; (2) inquire into and contribute to one or more…

This document is comprised of volume 13 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include: (1) January-February --"Making Detracking Work" (Lynn and Wheelock), "Developing a Culture of High Expectations for…