Diagnostic Profiles: A Standard Setting Method for Use With a Cognitive Diagnostic Model

This article introduces the Diagnostic Profiles (DP) standard setting method for setting a performance standard on a test developed from a cognitive diagnostic model (CDM), the outcome of which is a profile of mastered and not‐mastered skills or attributes rather than a single test score. In the DP method, the key judgment task for panelists is a decision on whether or not individual cognitive skill profiles meet the performance standard. A randomized experiment was carried out in which secondary mathematics teachers were randomly assigned to either the DP method or the modified Angoff method. The standard setting methods were applied to a test of student readiness to enter high school algebra (Algebra I). While the DP profile judgments were perceived to be more difficult than the Angoff item judgments, there was a high degree of agreement among the panelists for most of the profiles. In order to compare the methods, cut scores were generated from the DP method. The results of the DP group were comparable to the Angoff group, with less cut score variability in the DP group. The DP method shows promise for testing situations in which diagnostic information is needed about examinees and where that information needs to be linked to a performance standard.     

John Dewey's “Wholly Original Philosophy” and Its Significance for Museums

Abstract John Dewey's lifework was to create a philosophy that encompassed both life‐experience and thought. He attempted to construct a philosophical system that incorporated life as it is lived, not in some ideal form. He rejected all dualisms, such as those between thought and action, fine and applied arts, or stimulus and response. An analysis of “experience” (defined as almost synonymous with “culture”) is central to Dewey's writing and leads him to emphasize process, continuity, and development, rather than static, absolute concepts. This paper examines the significance of Dewey's educational views for museum exhibitions and education programs, and his complex definitions of relevant concepts, with special emphasis on his interpretation of “experience.” Dewey's faith in democracy and his moral philosophy require that the value of any educational activity depends on its social consequences as well as its intellectual content, a proposition that is discussed and applied to museums. This argument suggests that exhibitions and programs can strengthen democracy by promoting skills that improve visitors' ability to become critical thinkers and by directly addressing controversial issues, taking the side of social justice and democracy.     

Is contact with people with disabilities a guarantee for positive implicit and explicit attitudes?

In the past 50 years research on attitudes toward people with disabilities has repeatedly revealed negative attitudes by predominantly using self-report measures. The main aim of the present contribution was to develop an Implicit Association Test (IAT) to assess implicit attitudes toward people with disabilities. For this purpose 47 university students majoring in special education (11 male, 36 female) were asked to complete the IAT in addition to self-reported explicit attitudes (affective, cognitive, and behavioural component). Moreover, the students were asked about the amount and perceived quality of their contact experience with people with disabilities. Results showed that participants reported on average most negative explicit attitudes in the affective, followed by the cognitive and the behavioural component. On average, students were more likely to associate the category ‘disabled’ with the attribute ‘unpleasant’ on the IAT. Overall, explicit and implicit attitudes were only weakly correlated. The amount of contact significantly predicted the three components of explicit attitudes, but not implicit attitudes. The results and limitations of this study will be discussed with respect to their implications for the educational context.     

The development and implementation of a sixth grade geology unit through collabrative action research

In March 2000, a researcher from the Al-Qattan Centre for Research and Educational Development, five pre-service teachers from the UNRWA (United Nations Relief and Works Agency) Educational Science Faculty (ESF), and one in-service teacher collaborated through action research to implement the curriculum inquiry cycle to a sixth grade geology unit for the purpose of improving both the teaching and learning processes. The team considered the teachers' perceptions of their role, the proposed curriculum and the existing pedagogical problems in Palestine. The team collected data through recorded interviews, and videotaped teaching sessions. Supplementary data was gathered from diaries, worksheets, lesson plans, and written tests. The team then analysed the data qualitatively. The whole process consisted of a two-month preparation phase and a three-week implementation phase. Despite the time constraints, in the preparation and implementation of this case study and the previous passive teacher training, the team observed significant improvement in classroom climate, teaching methods, and students' motivation. Both the teachers and the researcher acquired effective means for unit development and teaching practices throughout the whole process     

Technology and school leadership

As the demand for schools to become more effective and efficient learning communities increases, the need for principals to cultivate broad‐based, skilful participation in the work of leadership is essential. It is important for educational leaders to recognise the significance of their role in technology implementation and utilisation. They should be proficient in the use of technology and then provide leadership in the use of technology for administrative, instructional, and learning functions. Relatively few studies have empirically examined the level of computer use by principals, their perceived computer competence and their leadership style. This paper will report on these issues from an initial analysis of baseline data gathered from 30 secondary school principals in Tehran, a large province in Iran. Findings indicate that school principals spent a few times a week working on their computers and they had moderate levels of information technology competency. This paper also suggests that transformational leadership can help school leaders increase successful use of technology in schools. Hence, policy makers must design professional development programmes, such as leadership studies, in order to teach the components of transformational leadership: idealised influence, inspirational motivation, intellectual stimulation and individual consideration to future administrators.     

Using a student‐centred learning approach to teach a discrete information technology course: the effects on Malaysian pre‐service teachers’ attitudes toward information technology

The purpose of this study was to measure pre‐service teachers’ attitudes toward information technology (IT) after completing a discrete IT course taught in a student centred‐learning (SCL) environment during laboratory sessions. Evidence from this study suggests that there was a positive shift in the participants’ attitudes toward IT. Pre‐test results showed that IT‐competent participants who regarded IT as useful had more confidence and less aversion toward IT. Post‐test results showed increased mean scores on all three dependent variables with no differences between IT‐competent and low IT‐competent participants. The results were supported by interviews which indicate that after completing the IT course, participants were more independent, more creative and possessed collaborative learning skills. The results suggest that infusing SCL into a discrete IT course can help promote and enhance positive attitudes toward IT and enable students to be active participants in their own learning process.     

Some empirical notes on the epo epidemic in professional cycling

The 1990-2010 period in professional cycling is labeled by some as the epo epidemic. Surprisingly, performance enhancement by epo and blood doping is not that clear-cut for endurance athletes, leading to the question whether doping indeed strongly influenced cyclists' performances from the 1990s onwards. We examined the records (1947-2008) of the Tour de France, Giro d'Italia, and Vuelta a Espa?a (N = 181) and assessed the time it took riders to win the race. The findings revealed normally distributed performances and linear and quartic relationships in victors' performances over time that correspond with Brewer's (2002) sociohistorical analysis of professional cycling suggesting that effects of the epo epidemic on professional cyclists'achievements may be overestimated.     

Counseling Services for Malaysian Gifted Students: An Initial Study

This is a preliminary study that was conducted in regard to 180 gifted students who attended the ‘Malaysian Gifted Centre’s School Holiday Camp’ in 2011. Data indicated that only about 7 % of the respondents had a tendency to seek a counsellor’s help to solve their problems, and the need for counselling services was higher among female than male students. It was also found that career counselling was the most preferred type of counselling service needed by the Malaysian gifted students. Findings from the study reveal five different elements that need consideration when providing counselling services for gifted students: counsellor personality, student issues, the therapeutic environment, approaches used by the counsellor, and the counsellor’s role.     

神兵天降

巨大的引擎轰鸣声难以让布鲁克镇定下来,这是他第一次在军事演习中跳伞,他的内心完全没有表面看上去那么淡定。在即将到达指定跳伞地点之前,他最后一次检查自己的装备。往日艰苦的训练场景与教官的训导浮现在脑海中,他的心中逐渐充满了自信。