Journal Current

(1) An Empirical Investigation of Item-Pool and Year-to-Year Equating Plans: Using Large-Scale Assessment Data

Xinya Liang University of Arkansas Fayetteville Jin Koo The Enrollment Management Association Hülya Yürekli Turkish Ministry of National Education Insu Paek Florida State University Betsy Jane Becker Florida State University Salih Binici Florida Department of Education Hirotaka Fukuhara Pearson Citation Liang, X., Koo, J., Yürekli, H., Paek, I., Becker, B. J., Binici, S., & Fukuhara, [...]

(2) Effects of a Multiyear Curricular and Professional Development Intervention on Elementary Teachers’ Science Content Knowledge

Brandon S. Diamond University of Miami Jaime Maerten-Rivera University of Miami Okhee Lee New York University Abstract This study examined the effectiveness of a fifth grade science curriculum and professional development intervention at increasing teachers’ science content knowledge (SCK) over the period of 3 years. The intervention included an inquiry-based science curriculum and ongoing professional development opportunities concentrating [...]