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61.
Ron Johnston David Manley Kelvyn Jones Richard Harris Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42
The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards. 相似文献
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Science & Education - 相似文献
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Adam E. Wyse Eric M. Stickney David Butz Amanda Beckler Catherine N. Close 《Educational Measurement》2020,39(3):60-64
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020. 相似文献
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Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献
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