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61.
Young-Suk Grace Kim Christopher Schatschneider Jeanne Wanzek Brandy Gatlin Stephanie Al Otaiba 《Reading and writing》2017,30(6):1287-1310
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54 and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students’ scores varied largely by tasks (30.44 and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children’s writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in some state accountability systems. 相似文献
62.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
63.
The entrepreneurial university: Demand and response 总被引:3,自引:0,他引:3
Burton R. Clark 《Tertiary Education and Management》1998,4(1):5-16
64.
Many researchers have emphasized the connection between teachers' thinking and their autobiography, noting that much of teachers' knowledge of teaching has been derived from their life experiences. Since teachers have spent many years watching teachers teach, those experiences become part of the process of learning to teach. This article examines the role of former or remembered teachers in the shaping of the beliefs and practices of eleven successful African-American teachers who teach in urban schools in a major metropolitan area. Both the remembered teachers and the teachers in this study used their pedagogy to enable their students to achieve in spite of circumstances that often militated against success. 相似文献
65.
The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice. 相似文献
66.
67.
Leone Burton 《Gender and education》1999,11(4):413-426
This article reports on some results from an interview-based study with 70 practising research mathematicians, 35 women and 35 men, at universities in England, Scotland, Ireland and Northern Ireland. The aim of the study was to explore epistemologies of these mathematicians and any impact of them on how they conducted their professional lives. In this article, three conjectures are examined. The first was that career experiences would differ between females and males, as they indeed did. The second was that women would be differently distributed to men within the disciplinary areas, which was not the case. The third was that gender would have no effect on how these mathematicians understood and practised their discipline, which was the case. In the concluding section of the article, the findings are related to the learning of mathematics, particularly in schools, where the expressed heterogeneity of these mathematicians is replaced with an insistent drive towards homogeneity, and that homogeneity reflects a discipline which has been dominated by male styles, choices and expectations. 相似文献
68.
In this study, we examined whether reward contrast influences choice between delayed and probabilistic outcomes. Specifically,
we predicted that the subjective value of an intermediate reward would seem relatively larger or smaller, respectively, if
it followed choices involving a smaller or larger reward and would produce corresponding changes in rates of delay and probability
discounting. In Experiment 1, subjects made choices about hypothetical 5,000 or5,000 or 50 outcomes and then made choices about
500 outcomes. Delay-discounting rates for the500 outcomes. Delay-discounting rates for the 500 outcome were larger for Group 5,000 than for Group5,000 than for Group 50, whereas the opposite
result was obtained for probability-discounting rates. In Experiment 2, we used a design that allowed for contrast effects
to be assessed within subjects. Two groups made choices about delayed or probabilistic rewards. After completing question
blocks in which the amount was 5,000 or5,000 or 50, subjects responded to questions with an intermediate amount (475/475/525). For
Group Delay, the present value of the intermediate reward was greater after the 50 block than after the50 block than after the 5,000 block, whereas
the opposite was obtained for Group Probability. The results from both experiments confirmed the predictions of reward contrast
and suggested that the subjective value of a monetary reward varies inversely with the prior reward amount. 相似文献
69.
This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys. 相似文献
70.
Tünde Varga-Atkins Mark O’Brien Diana Burton Anne Campbell Anne Qualter 《Journal of Educational Change》2010,11(3):241-272
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool
schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional
development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research
explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated
data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited
from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and
intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply
Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at
this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay
between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies
of professionals underpinned by the survey data, where relevant. 相似文献