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Against a backdrop of high-stakes assessment policies in the USA, this paper explores the challenges, promises and the “state of the art” with regard to designing standardized achievement tests and educational assessment systems that are instructionally useful. Authors deliberate on the consequences of using inappropriately designed tests, and in particular tests that are insensitive to instruction, for teacher and/or school evaluation purposes.

The method used is a “moderated policy discussion”. The six invited commentaries represent voices of leading education scholars and measurement experts, juxtaposed against views of a prominent leader and nationally recognized teacher from two American education systems. The discussion is moderated with introductory and concluding remarks from the guest editor, and is excerpted from a recent blog published by Education Week. References and author biographies are presented at the end of the article.

In the education assessment profession, there is a promising movement toward more research and development on standardized assessment systems that are instructionally sensitive and useful for classroom teaching. However, the distinctions among different types of tests vis-à-vis their purposes are often unclear to policymakers, educators and other test users, leading to test misuses. The authors underscore issues related to validity, ethics and consequences when inappropriately designed tests are used in high-stakes policy contexts, offering recommendations for the design of instructionally sensitive tests and more comprehensive assessment systems that can serve a broader set of educational evaluation needs. As instructionally informative tests are developed and formalized, their psychometric quality and utility in school and teacher evaluation models must also be evaluated.

Featuring perspectives of scholars, measurement experts and educators “on the ground”, this article presents an open and balanced exchange of technical, applied and policy issues surrounding “instructionally sensitive” test design and use, along with other types of assessments needed to create comprehensive educational evaluation systems.

The first part of this chapter addresses the history and development of the International Study Association of Teachers and Teaching (ISATT) and its engagement with the global educational community. We provide an account of the context and background against which ISATT developed as well as information about the founders’ orientations and the actions that led to ISATT’s birth. The second part of the chapter uses patterns of topic focus as graphic indicators of the evolution of ISATT’s research interests expressed through publication titles.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

Arts festivals use projects to showcase creative works, configuring a creative field, whether locally, regionally or internationally, by whom engages and attends to the arts festival: artists, funders, media and audiences. This study compares the Edinburgh and Berlin arts festivals founded after World War II. Each city began with a founding festival. Edinburgh International Festival of Music and Drama sought to reconcile and heal international relations whereas the Berlin International Film Festival sought to showcase free expression and democracy. Both founding festivals were internationally oriented, as seen in their names. Each city added festivals over time and engaged in distinct temporal strategies and configured different creative fields. Edinburgh’s additional festivals entrained to its founding festival, synchronizing in time and place five festivals which led to greater duration and intensity of the experience and configured an international creative field: artists, media, and audiences who attended and engaged with the city festivals. In contrast, Berlin’s founding Film festival, which was internationally oriented, was followed by festivals that were treated as distinct, scheduling each festival sequentially across a yearly calendar and configuring a creative field regionally oriented around Germanic language and culture. Thus, a city’s temporal strategies for arts festivals may configure international, regional and local creative fields, changing who comprises the field to interact.

Over the last several decades, businesses have faced mounting pressures from diverse stakeholders to alter their corporate operations to become more socially and environmentally responsible. In turn, many firms appear to have responded by implementing more sustainable practices — measuring, documenting, and publishing annual CSR or sustainability reports to showcase how they are addressing important issues in this area, including: resource stewardship, waste management, greenhouse gas emission reductions, fair and safe labor practices, amongst other stakeholder concerns. And yet, research in this domain has not yet systematically examined whether businesses have, on the whole, changed their practices in tandem with the important changes in its institutional context over time. Have corporate CSR initiatives, in fact, been growing over the last 25 years or has the increased attention to CSR actually been much ado about nothing? In this chapter, we review the empirical literature on CSR to uncover that common measures of CSR such as the KLD do not support the concept that CSR practices have increased substantively over the last 25 years. We supplement this historical review by modeling the growth curves of CSR implementation in practice and find that the pace of positive change has indeed been glacial. More alarmingly, we also look at corporate social irresponsibility (CSiR) and find that, contrary to expectations, businesses have become more, not less, irresponsible during this same time period. Implications of these findings for theory are presented as are suggestions for future research in this domain.

This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive supports. Sixty years of longitudinal data coupled with new research in the United Kingdom and Canada were examined to demonstrate how quality ECE reduces special education needs and mitigates the intensity of later supports for children with special education needs. Research demonstrates that quality ECE strengthens children's language, literacy/numeracy, behavioural regulation, and enhances high-school completion. International longitudinal studies confirm that two years of quality ECE lowers special education placement by 40–60% for children with cognitive risk factors and 10–30% for social/behavioural risk factors. Explicit social-emotional learning outcomes also need to be embedded into ECE curricular frameworks, as maladaptive behaviours, once entrenched, are more difficult (and costly) to remediate. Children who do not have the benefit of attending quality ECE in the earliest years are more likely to encounter learning difficulties in school, in turn impacting the well-being and prosperity of their families and societies.