This paper reports on what has happened since Elliott ("Dynamic Assessment in Educational Settings: Realising Potential," 2003) in those applications of dynamic assessment that he considered. There continues to be two broad applications, one, largely researcher led, and the other, largely practitioner led, although there are examples of…

The main goal of this study is to determine the extent to which academically successful students studying in secondary schools in Turkey that only accept students scoring in extremely high (94th-99th) percentile on standardized tests harbor intentions to emigrate from Turkey in the future. In addition, a secondary goal is to examine why they…

This paper presents the full results from a 2008/2009 research study examining the application of a "learning environment" paradigm to the school library setting. The preliminary results from the examination of the Fifth Grade science classes were presented at the IASL 2009 Research Forum. We now report the process of completing our…

Over many decades, the efforts of researchers to understand key issues in the reading performance of those children most at risk for developing later reading problems has been relentless. This article presents the author's commentary to three studies: (1) Vanderwood, Linklater, and Healy (2008); (2) Edl, Jones, and Estell (2008); and (3) Baker et…

Dealing with flexibility--or its converse, the extent of standardization--is fundamental to alignment, assessment design, and interpretation of results in fully inclusive assessment systems. Highly standardized tests make it easier to compare (performances, students, and schools) across time and to common standards because certain conditions are…

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings…

In 2005-6 a team from the NFER carried out an evaluation of the implementation of Renaissance Learning mathematics and reading programs in selected Specialist (secondary) and feeder (primary) schools in London. The research involved matching schools implementing the programs (14 "treatment" schools) with 7 similar schools where the…