Comparison of Computer Scoring Model Performance for Short Text Responses Across Undergraduate Institutional Types

Journal of Science Education and Technology - Constructed response (CR) assessments allow students to demonstrate understanding of complex topics and provide teachers with deeper insight into...     

A Family Strengths Approach to Early Language and Literacy Development

Language and literacy skills are an essential element of young children’s development and allow them to interact meaningfully with other people and to develop knowledge in all subject areas. Despite the importance of language and literacy development, however, more than one-third of children in the United States enter school with significant differences in language, early literacy skills, and motivation to learn that place them at considerable risk for developing long-term reading difficulties. The quantity and quality of language interactions children have with their parents and exposure to print in their home environment prior to entering school have an important impact on these individual differences. This paper provides teachers with guidelines and tools for helping families identify and create language and literacy opportunities in their home environment that reflect their unique strengths and routines.     

Returning after taking a break in online distance higher education: from intention to effective re-enrollment

One of online distance learning’s positive attributes is its flexibility. However, the possibility of engaging in periods of non-enrollment (breaks) usually ends in students dropping out. In this paper, the intention to continue of those students who have not enrolled in the second semester is analyzed, adopting a long-term program perspective. This continuance intention is compared with the subsequent restart (or dropping out) in the third semester. This analysis has confirmed that the models of continuance intention and effective re-enrollment are essentially different. Continuance intention is more rational, even logical, and is mainly based on the level of satisfaction or dissatisfaction with the educational experience (difficulty of the learning materials or perception of the learning system). Effective re-enrollment is more practical or pragmatic, with more importance given to the effects of student dimension variables, for example, motivations for studying, previous university experience, or environmental variables, such as having a job.     

信息化教学模式的实践探索

陕西工业职业技术学院信息化建设在硬件与软件两个层面上为专业教学提供了方便，其计算机技术专业基于学分制的课程体系和人才培养模式突出学生个体计算机应用技能的培养，在教学计划中设置了文化基础、专业基础、专业选修、专业任选“四个平台”，根据不同的岗位需求设置了“多个出口”，突出了信息化教学的灵活性和学生个性的发挥。     

Assessing Fat Mass of Adolescent Swimmers Using Anthropometric Equations: A DXA Validation Study

Purpose: The aim of the present study was to determine which of the published anthropometric equations is the most appropriate to estimate body-fat percentage (BF_%) in adolescent swimmers. Method: Eighty-eight swimmers (45 boys, 43 girls) participated in this study. Following the recommendations of the International Society of the Advancement of Kinanthropometry, biceps, triceps, subscapular, iliac-crest, supraspinale, front-thigh, and medial calf skinfold thicknesses were measured. Waist, hip, midthigh, calf, relaxed arm, and arm flexed and tensed girths were also registered. BF_% was measured with dual-energy X-ray absorptiometry (DXA) to obtain the reference value. Existing anthropometric equations were applied, and BF_% results obtained from anthropometric equations were compared to DXA BF_% results with the modified Bland-Altman. Results: The Flavel, Durnin-Rahaman-Siri, and Durnin-Rahaman-Brozek were the only equations that did not demonstrate statistically significant differences when compared with DXA. Conclusion: The present study showed that the best anthropometric equation from existing literature to estimate BF_% in swimmers is that proposed by Durnin-Rahaman (independently of applying the Siri or Brozek equation).     

Effect of suspension systems on the physiological and psychological responses to sub-maximal biking on simulated smoothand bumpy tracks

The aim of this study was to compare the physiological and psychological responses of cyclists riding on a hard tail bicycle and on a full suspension bicycle. Twenty males participated in two series of tests. A test rig held the front axle of the bicycle steady while the rear wheel rotated against a heavy roller with bumps (or no bumps) on its surface. In the first series of tests, eight participants (age 19-27 years, body mass 65-82 kg) were tested on both the full suspension and hard tail bicycles with and without bumps fitted to the roller. The second series of test repeated the bump tests with a further six participants (age 22-31 years, body mass 74-94 kg) and also involved an investigation of familiarization effects with the final six participants (age 21-30 years, body mass 64-80 kg). Heart rate, oxygen consumption (VO(2)), rating of perceived exertion (RPE) and comfort were recorded during 10 min sub-maximal tests. Combined data for the bumps tests show that the full suspension bicycle was significantly different (P < 0.001) from the hard tail bicycle on all four measures. Oxygen consumption, heart rate and RPE were lower on average by 8.7 (s = 3.6) ml . kg(-1) . min(-1), 32.1 (s = 12.1) beats . min(-1) and 2.6 (s = 2.0) units, respectively. Comfort scores were higher (better) on average by 1.9 (s = 0.8) units. For the no bumps tests, the only statistically significant difference (P = 0.008) was in VO(2), which was lower for the hard tail bicycle by 2.2 (s = 1.7) ml . kg(-1) . min(-1). The results indicate that the full suspension bicycle provides a physiological and psychological advantage over the hard tail bicycle during simulated sub-maximal exercise on bumps.     

高职院校专业设置评估指标体系及评估标准研究

目前我国省一级的专业设置审核管理制度尚不健全,高职院校还普遍存在着专业设置的随意性、盲目性现象。构建一套操作性强的专业设置评估指标体系,把专业设置条件定性评价与定量评价结合起来,对专业设置进行科学化管理十分必要。根据教育部专业设置管理文件基本要求,文章构建了高职院校专业设置的评估指标体系,该体系由7个一级指标、19个二级指标构成。     

以就业为导向强化高职院校专业设置

就业率是衡量一所院校办学质量的重要标准,就业率的高低直接关系到学院的生存和发展。高职院校只有坚持以就业为导向,把专业设置作为学校教学工作的重中之重来长抓不懈,才能在市场经济建设大潮和高等教育国际化的进程中立于不败之地。