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A Message From Our President
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In order to fully answer the question of how to positively affect learning through technology-enhanced innovations, we have to, as scientists, start by accepting the most fundamentally challenging and interesting problem—analyzing student learning.
Teaching is one of the most complex and challenging professions. For the most part, individuals who can’t stand the heat will leave the profession pretty quickly, ensuring that those who make a career of teaching do so because they believe teaching is a calling.
A common complaint about standardized assessments in this time of high-stakes testing is that while teachers and administrators are held accountable, students are not. Of course, teachers must be responsible, but by leaving learners out of the conversation, students often are not vested in the process.
Teachers of adolescent poor readers often find that their students are willing to do anything BUT read and write. Getting students to believe that they can make meaningful progress—when all prior experience suggests they will not—and to work at something that has never been rewarding is a major challenge.
We hear about the “school to prison pipeline,” and “trauma informed care” at a time when budgets are declining, and perhaps the students we receive at school are more challenging than we remember. Most teachers and administrators I work with agree with this, and yet we are all left wondering, “What are alternatives that work?”
In the field of psychological testing, a difference exists between typical and maximal performance. When personality is measured, we hope to identify typical characteristics. When abilities are measured, we try to get subjects to do their best so we can understand what their maximal performance is.