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Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
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Dorothy V. Smith Pamela J. Mulhall Christina E. Hart Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621
This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula. 相似文献
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Two experiments are reported in which children's study behaviour was manipulated systematically within a behavioural paradigm. Both studies were carried out in the remedial department of a large, modern Secondary school in England by a woman teacher. The first involved an individual, a boy whose study behaviour was controlled using self‐recording in a reversal design. On‐task behaviour increased whilst maladaptive responses were reduced and there was a pronounced improvement in the boy's attitude to school work. The second study was a group intervention employing self‐recording which was again successful in improving the on‐task behaviour rate. At the same time it proved possible to gain measures which show clear evidence of improvement in both the quality and quantity of written work produced by the group. In both studies there was some evidence of generalisation of effects. 相似文献
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Dorothy E. McAllister Wallace R. McAllister Steve R. Hampton Michael T. Scoles 《Learning & behavior》1980,8(3):417-423
Experiment 1 demonstrated that hurdle-jumping, escape-from-fear (EFF) performance was affected deleteriously when the handling of the rats was by the tail rather than the body and was facilitated by the administration, just prior to EFF training, of one additional CS-shock pairing along with the opportunity to jump the hurdle. Additional experiments elucidated the basis for the effect of these two variables. Experiment 2 indicated that tail handling degraded performance by decreasing reinforcement. In Experiment 3, the facilitatory effect of the extra CS-shock treatment was found to result from the occurrence of a response at the termination of the pairing and not from the CS-shock pairing per se. 相似文献
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The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change. 相似文献