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141.
The purpose of this study was to investigate the intra-rater and inter-rater reliability of the Critical Thinking Analytic Rubric (CTAR). The CTAR is composed of 6 rubric categories: interpretation, analysis, evaluation, inference, explanation, and disposition. To investigate inter-rater reliability, two trained raters scored four sets of performance-based student work samples derived from a pilot study and subsequent larger study. The two raters also blindly scored a subset of student work samples a second time to investigate intra-rater reliability. Participants in this study were high school seniors enrolled in a college preparation course. Both raters showed acceptable levels of intra-rater reliability (α ≥ 0.70) in five of the six rubric categories. One rater showed poor consistency (α = 0.56) for the analysis category of the rubric, while the other rater showed excellent consistency (α = 0.91) for the same category suggesting the need for further training of the former rater. The results of the inter-rater reliability investigation demonstrate acceptable levels of consistency (α ≥ 0.70) in all rubric categories. This investigation demonstrated that the CTAR can be used by raters to score student work samples in a consistent manner. 相似文献
142.
Emily Berry 《Changing English: An International Journal of English Teaching》2012,19(4):411-413
This personal essay examines a poet’s relationship to the writing process through reflections on formative experiences of the mechanics of writing – on a typewriter, on computer or by hand – as well as the ways in which a writerly identity might be constructed or adopted. 相似文献
143.
In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching
(CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to
develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact
in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics
teacher educators and supervisors, and school administrators who seek to promote equity in mathematics. 相似文献
144.
Sam J. Cooley Mark J. G. Holland Jennifer Cumming Emily G. Novakovic Victoria E. Burns 《Higher Education》2014,67(1):105-121
Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts. 相似文献
145.
Emily C. Bruce 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):247-264
This article draws on hundreds of letters that formed German children’s correspondence with their parents, other relatives, teachers and friends, written mostly between the 1780s and 1850s. Through this study, we see the part literacy played in transformations of bourgeois childhood in eighteenth- and nineteenth-century Europe. The article further investigates how children used letters as a means of learning sociability and building relationships within kinship networks. Historians of education have sometimes treated children’s writing as secondary to more authoritative records. Yet we miss something important about the history of literacy education if we disregard children’s writing or use it only superficially. This article considers the genre of children’s letter writing, exploring the conventions and typical subjects which contributed to the social purpose of correspondence. Letter writing is examined as a paedagogic exercise, including the preoccupation with the medium which filled children’s letters and evidence of instruction in letter writing. It demonstrates that letters fostered the participation of middle- and upper-class children in household affairs, kinship networks and cultural spheres connected through school friends and parents’ acquaintances from very young ages. Children’s correspondence documents a lifelong process in the making of class cultures and forging of social ties. 相似文献
146.
147.
There are many situations where random assignment of participants to treatment and comparison conditions may be unethical or impractical. This article provides an overview of propensity score techniques that can be used for estimating treatment effects in nonrandomized quasi-experimental studies. After reviewing the logic of propensity score methods, we call attention to the importance of the strong ignorability assumption and its implications. We then discuss the importance of identifying and measuring a sufficient set of baseline covariates upon which to base the propensity scores and illustrate approaches to that task in the design of a study of recovery high schools for adolescents treated for substance abuse. One novel approach for identifying important covariates that we suggest and demonstrate is to draw on the predictor-outcome correlations compiled in meta-analyses of prospective longitudinal correlations. 相似文献
148.
AbstractReports of college students using the library for spiritual practices, including prayer and meditation, consist mainly of anecdotal observations, news stories, or press releases about the creation of such spaces within academic libraries. Driven by their own experiences with students using library spaces for prayer, the authors examined how prevalent this was across US academic institutions. Using a large-scale national survey, this study found library professionals observe a wide range of student prayer behavior in a variety of library spaces, regardless of institutional or campus demographics. The results provide academic libraries with evidence to support accommodating students’ spiritual needs in library spaces. 相似文献
149.
Emily West 《The Communication Review》2013,16(1):79-104
The 2002 hostage drama John Q. triggered a discussion among journalists, the public, and the policy community about the proper relationship between politics and entertainment. In this debate the criteria for good journalism and good political discourse were frequently invoked to evaluate this Hollywood film. This discussion, which spilled out of the film criticism pages into news and commentary pages, shows how public-sphere models of political discourse are privileged even though they may not be a good fit for fictional media. John Q.’s success in triggering public discussion and awareness about health policy issues seems to illustrate DeLuca & Peeples’s (2002) claim that the “public screen” is a more useful metaphor for thinking about politics than the public sphere (Habermas, 1989). John Q. seemed to particularly raise the ire of critics because of its unambiguous critique of domestic policy and its implicit suggestion that collective solutions are needed. 相似文献
150.
In the new media environment, hard news stories are no longer found solely in the “A” section of the paper or on the front page of a news Web site. They are now distributed widely, appearing in contexts as disparate as a partisan blog or your own e-mail inbox, forwarded by a friend. In this study, we investigate how the credibility of a news story is affected by the context in which it appears. Results of an experiment show a news story embedded in an uncivil partisan blog post appears more credible in contrast. Specifically, a blogger's incivility highlights the relative credibility of the newspaper article. We also find that incivility and partisan disagreement in an adjacent blog post produce stronger correlations between ratings of news and blog credibility. These findings suggest that news story credibility is affected by context and that these context effects can have surprising benefits for news organizations. Findings are consistent with predictions of social judgment theory. 相似文献