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161.
Bert F. Green 《Educational Measurement》1995,14(4):13-15
Why is comparability of forms important for performance assessments? Can traditional methods of form equating be used? What problems are likely to arise in equating? Can standards generalize across forms? 相似文献
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163.
This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice. 相似文献
164.
To date, few scholars have examined organisational change in the sport industry, with the majority focusing on forces driving change. Only a handful have investigated responses to change, primarily centering upon factors contributing to resistance. Historically, most work in measuring attitudes has placed them on a bipolar continuum ranging from negative to positive. Recently, though, researchers have presented data to support an indifference-ambivalence attitudinal dimension characterised by evaluative tension. There have been few studies, however, that have examined ambivalence towards organisational change. Therefore, this research was undertaken to investigate ambivalence towards organisational change in a Football Championship Subdivision intercollegiate athletic department in the U.S. Through a case study, we demonstrate that ambivalence was a salient response to change, and that intrapersonal conflict, perceived lack of institutional support, managerial turnover, and previous negative experience with change served as antecedents. We then highlight the theoretical and practical significance of our study. 相似文献
165.
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students’ Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008–2009 within-class ability grouping was used. In 2009–2010 schoolwide cluster grouping was implemented. In 2010–2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading. 相似文献
166.
David A. Green 《International Journal for Academic Development》2013,18(1):33-45
Seventy‐seven new academics – 59 at a large, public university in the UK and 18 at a medium‐sized, private comprehensive university in the USA – were asked to read an extract of an article on the scholarship of teaching and learning (SoTL) and mark the text according to categories of difficulty or dislike. Analysis of the data revealed six main linguistic barriers in the text: specialist vocabulary, passive constructions, pronouns, figurative language, derivations and poor editorial standards. These barriers were similar at both institutions, suggesting they apply across different contexts. Contrary to expectations, no conclusive disciplinary‐based distinctions were detected. Implications for both readers and writers are explored and proposals are made for developing a literary style in SoTL literature that is simultaneously accessible and credible. Soixante‐dix‐sept nouveaux enseignants – cinquante‐neuf provenant d’une université publique britannique de grande taille et dix‐huit provenant d’une université privée américaine de taille moyenne – ont lu l’extrait d’un article portant sur le scholarship of teaching and learning (SoTL) et ont identifié les parties qu’ils jugeaient difficiles ou qu’ils n’appréciaient pas. Une analyse des données révèle la présence de six barrières linguistiques principales dans le texte: le vocabulaire spécialisé, les constructions passives, les pronoms, le langage figuratif, les dérivations et des standards de rédaction de piètre qualité. Ces barrières étaient similaires dans le cas des deux institutions, ce qui suggère qu’elles sont applicables dans des contextes différents. Contrairement aux attentes, aucune distinction reposant sur les disciplines permettant de tirer des conclusions n’a pu être détectée. Les implications pour les lecteurs et les rédacteurs sont explorées et des propositions visant à développer un style littéraire pour la documentation portant sur le SoTL qui soit à la fois accessible et crédible sont formulées. 相似文献
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168.
As universities prepare educational leaders for twenty-first century schools, the quality and authenticity of the internship experience require both the strengths of university faculty and the expertise of practitioners to create authentic experiences that seek to bridge the theory-to-practice divide. One mechanism to achieve this is through quality mentorship by school- and central-office-based personnel during the internship experience. A central aspect of this professional relationship is the ability for the mentor to provide access to quality activities that will prepare the aspiring leader for his/her first administrative position. This exploratory study examined language utilized by interns in their time logs as well as information gleaned from preliminary surveys of both interns and mentors upon completion of their experience. Findings revealed the complexity of language analysis and revealed a need for understanding activities of interns and interactions with mentors in a contextual fashion. 相似文献
169.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided. 相似文献
170.
When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with “controlled assessments”. This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it “important” or “very important” to have some form of internal assessment in their subject. 相似文献