Measuring Teachers' Repertoire of Teaching Methods

This research note reports an attempt to develop a measure of higher education teachers' repertoire of teaching methods. It summarises: ? the rationale for wanting such a measure; ? the stages of development of the inventory; ? data from the use of the inventory with 141 teachers; ? relationships between TMI scale scores and scale scores on two other instruments: the ATI and SEEQ; ? problems with the inventory and proposals for the development of an alternative way of measuring repertoire.     

坚持唯物史观促进史学发展之沉思

唯物史观是我们进行历史教学与研究的重要指导思想。要坚持唯物史观，必须认真分析准确理解唯物史观的基本原理；必须坚持辩证法，反对教条主义与形而上学；必须允许其它科学的史学思想存在，使二者互相借鉴、竞相发展；必须批判地继承发展人类所创造的一切优秀的史学思想精华。唯有如此，才能真正促进史学的繁荣与发展。     

坚持唯物史观促进史学发展的思考

唯物史观是我们进行历史教学与研究的重要指导思想。要坚持唯物史观，必须坚持辩证法；必须允许其它科学的史学思想存在，使二者互相借鉴、竞相发展；必须批判地继承发展人类所创造的一切优秀的史学思想精华。唯有如此，才能真正促进史学的繁荣与发展。     

The Profile of Multiple Language Proficiencies: A Measure for Evaluating Language Samples of Deaf Children

This article reports the process of creating a developmental measure that assesses the multilingual capabilities of deaf children and the problems that were encountered. Because deaf children may be using more than one method of communication (e.g., sign language skills and spoken language skills), it is important to evaluate their skills as completely as possible. In a pilot study, we used a nominal scale that assessed language skills based on a single continuum, with good English and good American Sign Language (ASL) skills as its two extremes and approximately equal skills in both as the midpoint. In the main study, a more complete measure was created, the Profile of Multiple Language Proficiencies (PMLP). The PMLP uses a single scale that represents the different stages of language development that can be observed in both English and ASL. The PMLP showed reasonable initial reliability and has good promise as an easy-to-use measure of developing language skills in children who use multiple modalities of communication. Using the PMLP as a prototype, we discuss some of the issues that influence the reliability and validity in evaluating such a scale and how these can be overcome or avoided.     

Measuring strategy use in context with multiple-choice items

A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy. We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension. One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students, and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies.     

Assessing intentional communication in deaf toddlers

This study examines the eliciting potential of two tasks, one for proto-imperative and another for protodeclarative communicative intentions. The task to elicit proto-imperative utterances and the scoring form are partially based on Casby and Cumpata's (1986) Protocol for the Assessment of Prelinguistic Intentional Communication (PAPIC). However, a number of modifications are proposed for use with young deaf children. For the protodeclaratives, a new eliciting task called Tac-Tic was created. These tasks were offered to 18 normally developing profoundly deaf toddlers at the ages of 18, 24, and 30 months. Results indicate that both tasks possess sufficient eliciting potential to measure both the prelinguistic and early linguistic "illocutionary force" of profoundly deaf children. Moreover, the new eliciting task Tac-Tic seems to have a higher eliciting potential than the corresponding task used in the PAPIC. For clinical aims, a more adapted and more efficient scoring form than the one Casby and Cumpata used was created.     

Retrospective on educational testing and assessment in the 20th century

Over the last 100 years, the ever-increasing demand for testing as a measure of educational reform has created a very profitable market for the US testing industry. We follow the growth of this market since the 1900s in two different, but related, ways. First, we discuss some of the technical developments that have encouraged the use of standardized testing in general and contributed to the growth of the commercial testing industry. Second, we attempt to quantify the expansion of the testing marketplace during the 20th century by tracking several indirect indices of growth over time. We conclude that although technical innovations may have contributed to the growth of the US testing marketplace, they do not necessarily lead to better tests or better outcomes for those who use them. There is a need to more carefully monitor the effects of these tests on teaching and learning in general, particularly when the tests are used in high-stakes contexts.     

Testing for the Transfer of Tacit Knowledge: Making a Case for Implicit Learning

Companies are beginning to realize that simply storing data in warehouses and databases is not sufficient to ensure the usefulness of that data or information. As information is processed with a purpose ( Ackoff & Emery, 1972 ), it becomes knowledge. Knowledge exists on many planes; one is the tacit‐explicit plane described by Polanyi (1966) . Knowledge‐based applications are becoming a key factor in determining organizational value. For example, Activity‐Based Costing (ABC) and Knowledge Value Added (KVA) are two methodologies that organizations use to measure explicit knowledge. However, this interest in measuring and managing knowledge creates two important questions. First, do companies include tacit knowledge in their measurements of knowledge? Second, can educators demonstrate that they are helping increase tacit knowledge? This paper posits that companies may not be including the full range of knowledge in their endeavor to measure knowledge in their organizations. To help make a case for including tacit knowledge and implicit learning, an active learning exercise is created to demonstrate a method to quantify and test for changes in both types of knowledge. The results show that the activity created observable changes in explicit and tacit knowledge. Future research will need to concentrate further on understanding how the two types of knowledge interact. For now though, these results demonstrate one way to observe the two types of knowledge and more importantly, point out the need for organizations to find ways to value both implicit and explicit knowledge.     

Distinguishing Two Stages of Mathematics Conceptual Learning

In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfelds tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals.     

Developing teacher knowledge using a tool for creating tasks for the classroom

In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education.     

Concept maps as a heuristic for science curriculum development: Toward improvement in process and product

This article outlines the use of concept maps as a tool for science curriculum development and discusses the changes that occur in the teacher's view of the curriculum with successive revisions of the maps. Although we have used concept mapping in curriculum development with teachers from grades 4–8, we describe in detail the maps created by sixth-grade teachers. We analyzed the maps using three criteria: hierarchical structure, progressive differentiation, and integrative reconciliation. Changes made to the maps during the revision process, including additions and deletions, show increased clarification of both the concepts to be learned and the connections between them. Consecutive map revisions show the development of a cohesive conceptual grade-six science curriculum. The use of concept maps can help science teachers develop science curriculum that is hierarchically arranged, integrated, and conceptually driven.     

不同教学风格的课堂话语特征分析及应用研究

研究不同教学风格的特征差异,实现教师教学风格的科学测量,对于远程教育中个性化服务具有重要意义。目前,教师教学风格的测量主要是通过观察归纳和测量量表两种方法,这两种方法都无法适应远程教育对教学风格判定的需求,迫切需要一种新的定量分析方法研究教学风格的建模和测量。针对这一问题,文章首先提出了一套面向多媒体课堂的话语分析编码系统,然后利用该编码系统从话语类型、话轮转换和话语词汇三个方面研究了不同教学风格的课堂话语特征。分析结果表明,不同教学风格的教师在课堂话语类型和话轮转换方面具有较大的差异,而在话语词汇方面则没有明显的区别。最后,文章探讨了一种基于课堂话语特征的教师教学风格建模与估测方法。     

Backlash analysis of a new planetary gearing with internal gear ring

Due to low carrying capacity and short life of current ring reducer, we proposed a new planetary gearing with internal gear ring, which consisted of two stages. One was an involute planetary drive and the other was an N-type planetary drive with small teeth difference. The kinematic calculation was conducted based on the analysis of structural composition and working principle. Formulas of backlash calculation for the new planetary gearing were derived by using probabilistic theory and the analytical model was created at the same time. Then, main factors that affect the systematic backlash were introduced and the effects of manufacture error, misaligments and roller bearing parameters on the distribution of backlash were presented. The influence of gear backlash on systematic return difference was performed based on the backlash mathematic model proposed. The results show that the backlash is a little large, of which the backlash of bearing takes a greater part than two gearing stages. So we presented some practical methods to reduce the systematic backlash.     

High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions

Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts.     

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public service mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.     

MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF‐EFFICACY

There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.     

Validation of the mindful coping scale

The aim of this research is to develop and validate a self-report measure of mindfulness and coping, the mindful coping scale (MCS). Dimensions of mindful coping were theoretically deduced from mindfulness theory and coping theory. The MCS was empirically evaluated by use of factor analyses, reliability testing and nomological network validation. The study's participants were high school students from two high schools, covering all streams. Further validation was obtained by correlating the MCS-subscales with an appraisal theory-based measure of coping strategies. Results from factor analyses supported the proposed measurement model and Cronbach's alphas indicated good internal consistency for the four sub-scales. Furthermore, correlations with instrument for measuring coping were mainly in accordance with our expectations. The above supports the validation of our instrument.     

A Perceptual Measure of the Degree of Development of Proprietary Equipment

In this article we evaluate the psychometric properties of a scale for a perceptual measure of the extent to which manufacturing organizations develop proprietary equipment. We use a confirmatory factor analysis (CFA) approach to assess unidimensionality and reliability as well as convergent, discriminant and concurrent validity. Convergent and discriminant validity is assessed using CFA of the multitrait-multimethod (MTMM) matrix. In addition, we assess the scale's factorial invariance across industries. Results suggest that although method effects are present, the scale demonstrates internal consistency and validity. Implications of this study in the field of operations strategy and general strategy are discussed.     

“土耳其模式”:历史与现实

土耳其的发展道路作为一种模式大致可以分为两个阶段/形态:一是凯末尔主义的激进世俗化;二是以世俗民主制度为基础的温和伊斯兰主义。土耳其能够发展出一种模式,首先在于它成功地进行了民族建构(民族主义),它涉及到的问题,是作为传统帝国统治民族的土耳其人如何在后帝国时代建立新的民族认同。对土耳其模式的两个阶段的划分主要是基于对土耳其政教关系(世俗主义)的观察,它涉及到的问题是土耳其如何通过世俗化建设一个现代国家。土耳其政教关系的发展反映的是土耳其模式的动态性。只有综合看待上述内容,才能比较全面地理解土耳其模式。总结和研究土耳其模式对于中东其他国家的发展具有参照意义。