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11.
Recai Akkus Brian Hand 《International Journal of Science and Mathematics Education》2011,9(4):975-998
This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics
reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three
algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment
(student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol
(RTOP) instrument. The implementation of the model resulted in positive changes in teachers’ pedagogical practices and yet
showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout
the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed.
Even though the teachers’ implementation levels differed from each other, the patterns of the change for all 3 teachers showed
similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress,
there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the
pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed. 相似文献
12.
13.
Rater‐mediated assessments are a common methodology for measuring persons, investigating rater behavior, and/or defining latent constructs. The purpose of this article is to provide a pedagogical framework for examining rater variability in the context of rater‐mediated assessments using three distinct models. The first model is the observation model, which includes ecological/environmental considerations for the evaluation system. The second model is the measurement model, which includes the transformation of observed, rater response data to linear measures using a measurement model with specific requirements of rater‐invariant measurement in order to examine raters’ construct‐relevant variability stemming from the evaluative system. The third model is the interaction model, which includes an interaction parameter to allow for the investigation into raters’ systematic, construct‐irrelevant variability stemming from the evaluative system. Implications for measurement outcomes and validity are discussed. 相似文献
14.
Brian Hendley 《Journal of Philosophy of Education》1978,12(1):141-148
15.
Brian Fauteux 《Journal of Radio & Audio Media》2020,27(1):8-24
The aim of this article is to assess whether and how the CBC’s music radio programming reflects the corporation’s mandate of showcasing a diversity of music and culture. I argue that a program logic that privileges an international corporate music industry strategy persists (particularly during the peak morning and afternoon drive time programs) and limits the capacity for public radio to imagine and project alternative musical trajectories. My aspiration is to imagine CBC Music’s over-the-air radio as a residual broadcast service, one that presents novel opportunities at a time when digital and online streaming music is dominant. 相似文献
16.
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school. 相似文献
17.
18.
Brian C. Johnson 《Performance Improvement》2015,54(6):13-19
In an increasingly global and interconnected world, it is necessary for corporations and educational systems to develop mechanisms for community members to enhance multicultural competencies related to diversity including race, ethnicity, gender and gender identity, sexual orientation, age, religion, and the like. Some people internalize anger, fear, contempt, and guilt about these issues. As a result, people express their feelings in unhealthy and unproductive ways in school and in the workplace. The solution often is to provide diversity training or sensitivity training. This case study analysis utilizes Kaufman's systemic thinking model to examine what went wrong when one university attempted to implement a yearlong intensive diversity training program that brought national media attention and a potential lawsuit against the university, ultimately resulting in a dramatic shift in the university's out‐of‐classroom experiential learning policies. 相似文献
19.
Although many professions practice some type of formal peer review, similar support for increasing the quality and efficiency of instructional design products is largely informal. Most designers develop solutions in professional eommunilies-of-practice, but formal design methodologies ordained by many corporations and instructional design schools do not account for the strong influence these communities have on design decisions. This paper describes an instructional design review process that is modeled after a widely accepted practice among software developers in which peers offer feedback through “structured walkthroughs.” The instructional design review helps the practitioner develop stronger designs more quickly. provides a means to scaffold the novice designer in the vagaries of the workplace, and improves organizational memory. An artifact of a design review as well as guidelines and success factors are presented. The paper provides a summary of a formal peer review structure that has been developed and tested over the past three years at a major corporation. 相似文献
20.