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Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom. 相似文献
213.
James A. Wollack Allan S. Cohen Craig S. Wells 《Journal of Educational Measurement》2003,40(4):307-330
Administering tests under time constraints may result in poorly estimated item parameters, particularly for items at the end of the test (Douglas, Kim, Habing, & Gao, 1998; Oshima, 1994). Bolt, Cohen, and Wollack (2002) developed an item response theory mixture model to identify a latent group of examinees for whom a test is overly speeded, and found that item parameter estimates for end-of-test items in the nonspeeded group were similar to estimates for those same items when administered earlier in the test. In this study, we used the Bolt et al. (2002) method to study the effect of removing speeded examinees on the stability of a score scale over an II-year period. Results indicated that using only the nonspeeded examinees for equating and estimating item parameters provided a more unidimensional scale, smaller effects of item parameter drift (including fewer drifting items), and less scale drift (i.e., bias) and variability (i.e., root mean squared errors) when compared to the total group of examinees. 相似文献
214.
In this paper, we compare employment outcomes of science graduates in Australia with information about survey respondents' courses of study to determine the nature and extent of employment-curriculum match (or mismatch). Outcomes of student preferences are also explored to see which course structures – specifically generalist or specialist – are more successful than others. Six different measures of employment-curriculum matching are used to argue that mismatching is likely to be minimal. The paper suggests implications for the structure of undergraduate science degrees. 相似文献
215.
Becky Francis Nicole Craig Jeremy Hodgen Becky Taylor Antonina Tereshchenko Paul Connolly 《British Journal of Sociology of Education》2020,41(5):626-642
AbstractThe impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. 相似文献
216.
AbstractWe review literature relevant to using technology in the teaching/learning of mathematics to highlight four roles of effective technology use: (a) promoting cycles of proof; (b) presenting and connecting multiple representations; (c) supporting case-based reasoning; and (d) serving as a tutee. We then discuss how they intersect with good instruction. Finally, we provide specific examples to illustrate how these roles of technology can be used to maintain the focus of a technology course on mathematics. 相似文献
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Craig Hemmens 《Journal of Criminal Justice Education》2016,27(4):497-508
The law plays an important role in society generally and the criminal justice system in particular. Without the law there would be nothing for the police to enforce and no need for courts to adjudicate offenders and impose criminal sanctions. But while the significance of the law and, by implication the courts wherein the law is enforced, is great, the academic discipline of criminal justice has not given law and courts the attention they deserve, either in the classroom or research. In this essay I lay out the case for why the teaching and study of law and courts is so important to academic criminal justice, and how the discipline has failed its students and the public in the way it deals with the law and courts. 相似文献
220.
L. DiAnne Borders Laura E. Welfare Corrine R. Sackett Craig Cashwell 《Counselor Education & Supervision》2017,56(3):208-224
Seven doctoral supervisors described their experiences giving corrective feedback, including events when constructive feedback and confrontation did and did not go well. Findings reveal their thoughts and feelings before, during, and after each event. The authors suggest several specific pedagogical directions for facilitating supervisor development in this area. 相似文献