Using a conceptual framework and the opinions of portfolio experts to develop a teaching portfolio prototype

This article reports the design of a prototype for a teaching portfolio for development and assessment purposes. A portfolio prototype was developed according to theoretical choices based on portfolio literature and Zeichner and Wray's (2001) conceptual framework. We conducted an interview study in which portfolio experts were asked to judge to what extent our theoretical choices were reflected in the prototype developed and which modifications were needed. In general, the experts agreed that our choices were reflected in the prototype developed. However, there were some controversial topics, which are discussed, as well as key issues for further research.     

The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension

Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content area teachers have been encouraged to teach reading skills for their subject matter. Standard reading instruction tools have included reading guides and summative reading assessments. This study sought to compare the effects of standard reading pedagogy with computerized, formative reading assessments given to students as they read. The largest publisher of high school textbooks, Pearson Prentice-Hall, and the publisher of the high school government text used in this study currently does not have in place digital, formative reading assessments tracking section by chapter section. High school seniors in nine sections of American Government under two different instructors participated in this mixed method, quasiexperimental study. Results indicate a significant difference in content comprehension with the formative assessment pedagogy. Survey and questionnaire responses suggest students thought they read better and were more motivated to read responding to computerized formative assessments (CBA’s) that closely tracked their subject matter textbooks.     

Relating GTE and Knowledge-based Courseware Engineering: Some Epistemological Issues

The GTE approach to create instruction, as described by Van Marcke, is related with courseware authoring. ITS-approaches such as GTE and conventional courseware authoring may seem diametrical approaches to the generation of instruction. Authoring, if carried out in a principled, systematic, and method-supported way has been called Courseware Engineering. In research on Courseware Engineering the two authors have attempted to extend Courseware Engineering into Knowledge-based Courseware Engineering. This approach to authoring has much in common with GTE. They concern the application of knowledge-based methods and techniques for the generation of instruction. There are basic differences in viewpoints though and an epistemological analysis is applied in order to make correspondences and differences with respect to shared problem issues visible. The analysis shows that from a technical point of view a symbiosis of both approaches might be feasible and worthwhile to attempt. Differences in vision on the role of the human in authoring remain though.     

Achieving Legal Viability in Personnel Evaluations

Legal viability of an evaluation means that the evaluator can successfully address pertinent legal issues and avoid debilitating legal difficulties in conducting an ethical personnel evaluation and applying its results. While the 1988 Personnel Evaluation Standards contain no specific standard on legal viability, following the documents twenty-one standards substantially aids evaluators to avoid legal difficulties. Nevertheless, meeting legal viability requirements is becoming increasingly complex and difficult in the face of the expanding role of personnel evaluations in high-stake decisions, including initial and advanced certification, sanctions and rewards, and terminations. Evaluators increasingly need sound, definitive guidance to meet procedural and substantive due process requirements and, in general, to keep their evaluations legally defensible. Eight years of experience in applying the 1988 Standards provides a foundation for developing a specific legal viability standard. This article argues for the inclusion of such a standard in the next edition of The Personnel Evaluation Standards. A prototype standard is presented to help the Joint Committee and its constituents deliberate on this matter.     

Comment on Hanasaki Kohei: decolonalization and the assumption of war responsibility

Abstract

The first Asian Lesbian Film and Video Festival, held in Taipei in August 2005, brought forth media art, social activism and cultural exchange on one occasion. It provided a rare opportunity to showcase the experience of Asian lesbians, which is vastly different from the experience of those in Western countries. While there were great similarities in their love experiences among the 36 Asian lesbian shorts selected, they also reflected the differences among the Asian countries in terms of local development of tongzhi culture and community as well as the visibility of tongzhis. Among the Chinese communities, Taiwan was seen to be at the forefront of the development of tongzhi culture, Mainland China was new to the movement, and Hong Kong was somewhere in‐between. Japanese and Korean videos took a critical and reflective attitude towards social regulations and mainstream thoughts, although witty and farcical at times. While the Filipinos show a more tolerant attitude to the Lesbian Gay Bisexual Transgender (LGBT) community, the major oppressive forces on lesbians were poverty, gender inequality and sexual violence. Only one Israeli documentary was shown at the film festival, which focused on lesbians living in the Jewish Orthodox traditions. The film won international acclaim and attracted much public attention to the issue. Films and videos were found to be an effective means to transcend language barriers and cultural differences for a true cross‐cultural exchange among Asian lesbians. During the few days of festival, a ‘queer nation’, not defined by nationalities or languages, but by the pursuit of love expressions, was constructed around The Taipei House.     

The ingestion of a caffeinated energy drink improves jump performance and activity patterns in elite badminton players

The aim of this study was to investigate the effectiveness of a caffeine-containing energy drink to enhance physical and match performance in elite badminton players. Sixteen male and elite badminton players (25.4 ± 7.3 year; 71.8 ± 7.9 kg) participated in a double-blind, placebo-controlled and randomised experiment. On two different sessions, badminton players ingested 3 mg of caffeine per kg of body mass in the form of an energy drink or the same drink without caffeine (placebo). After 60 min, participants performed the following tests: handgrip maximal force production, smash jump without and with shuttlecock, squat jump, countermovement jump and the agility T-test. Later, a 45-min simulated badminton match was played. Players’ number of impacts and heart rate was measured during the match. The ingestion of the caffeinated energy drink increased squat jump height (34.5 ± 4.7 vs. 36.4 ± 4.3 cm; P < 0.05), squat jump peak power (P < 0.05), countermovement jump height (37.7 ± 4.5 vs. 39.5 ± 5.1 cm; P < 0.05) and countermovement jump peak power (P < 0.05). In addition, an increased number of total impacts was found during the badminton match (7395 ± 1594 vs. 7707 ± 2033 impacts; P < 0.05). In conclusion, the results show that the use of caffeine-containing energy drink may be an effective nutritional aid to increase jump performance and activity patterns during game in elite badminton players.