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181.
A. Adrienne Walker Jeremy Kyle Jennings George Engelhard Jr. 《Educational Assessment》2018,23(1):47-68
Individual person fit analyses provide important information regarding the validity of test score inferences for an individual test taker. In this study, we use data from an undergraduate statistics test (N = 1135) to illustrate a two-step method that researchers and practitioners can use to examine individual person fit. First, person fit is examined numerically with several indices based on the Rasch model (i.e., Infit, Outfit, and Between-Subset statistics). Second, person misfit is presented graphically with person response functions, and these person response functions are interpreted using a heuristic. Individual person fit analysis holds promise for improving score interpretation in that it may detect potential threats to validity of score inferences for some test takers. Individual person fit analysis may also highlight particular subsets of items (on which a test taker performs unexpectedly) that can be used to further contextualize her or his test performance. 相似文献
182.
ABSTRACTHigher education institutions have started using big data analytics tools. By gathering information about students as they navigate information systems, learning analytics employs techniques to understand student behaviors and to improve instructional, curricular, and support resources and learning environments. However, learning analytics presents important moral and policy issues surrounding student privacy. We argue that there are five crucial questions about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students' privacy and associated rights, including (but not limited to) autonomy interests. We address information access concerns, the intrusive nature of information-gathering practices, whether or not learning analytics is justified given the potential distribution of consequences and benefits, and issues related to student autonomy. Finally, we question whether learning analytics advances the aims of higher education or runs counter to those goals. 相似文献
183.
Hale JB Reddy LA Semrud-Clikeman M Hain LA Whitaker J Morley J Lawrence K Smith A Jones N 《Journal of learning disabilities》2011,44(2):196-212
Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed. 相似文献
184.
Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy. 相似文献
185.
There are many examples of environmental courses in tertiary institutions, but the integration of environmental education across the range of courses has generally not occurred. The article describes a project to introduce waste minimisation education into four disciplinary‐based courses. Since waste minimisation was introduced in the context of ecological sustainability, the project provides a model for the introduction of the broader concepts of environmental education. The project began with the assumption that adequate materials were already available if staff wanted to include waste minimisation, but what was needed was a process that would guide them in the revision of their course content, and would support them in making changes. Based on the experiences of the project, approaches for integrating waste minimisation, and more generally environmental education, across tertiary curricula are presented. 相似文献
186.
Kyle F. Paradis Laura J. Misener Gayle McPherson David McGillivray David Legg 《Sport in Society》2017,20(11):1724-1744
Attitudes, and attitudinal change towards persons with disabilities, is an important area of research as it can potentially enable greater understanding of the constraints that may preclude full participation in society. In the realm of sport and recreation mega sporting events have been suggested as a potential catalyst for positive societal change and shifting negative attitudes. Much of the event research to date, however, has focused on able-bodied sport events, with parasport events being largely overlooked. As a result, the impact of major parasport events on attitudinal change towards persons with a disability is assumed by sport practitioners, policy-makers and politicians but not justified by empirical evidence. The current study thus presents a starting point by examining the benefits of hosting mega sport events and in particular focuses on an important event stakeholder group; volunteers. More specifically, the current study addresses volunteer’s perceptions of attitudes towards disability at two major parasport events: the 2014 Commonwealth Games (where parasport was integrated with the able-bodied sport) and the 2015 Pan Am/ParaPan American Games (where parasport was separated from the able-bodied sport). Data were collected at two time points for each event: pre-Games, and post-Games. Results revealed that both events had an impact on volunteer awareness levels of disability and accessibility-related issues, as well as positively impacting attitudes towards persons with disability. Interestingly, the integrated events at the Commonwealth Games appeared to impact attitudes to a greater degree than the non-integrated events at the ParaPan Am Games. Implications are discussed pertaining to the impact of an integrated vs. non-integrated major parasport event on disability/accessibility awareness, and attitudes towards disability. 相似文献
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189.
Kyle Wrather 《Journal of Radio & Audio Media》2019,26(1):143-146
This essay reflects on the challenges and opportunities of researching and documenting contemporaneous digital radio histories. It discusses the implications of preservation-minded research into newly forming production cultures and practices around digital radio and podcasting. Moreover, this piece reflects on the current efforts being conducted to construct, document, and analyze new and emerging industrial and cultural formations within and around podcasting. 相似文献
190.
Barbara A. Wood Ana B. Guimaraes Christina E. Holm Sherrill W. Hayes Kyle R. Brooks 《图书馆管理杂志》2020,60(5):512-531
AbstractIn the Spring of 2018, the authors administered the highly validated and reliable Copenhagen Burnout Inventory work-related sub-scale to 1,628 academic librarians employed within the United States. Academic librarians reported a total work-related burnout score of 49.6. Overall, female participants who were 35–44?years of age reported the highest levels of work-related burnout with males and older individuals reporting the lowest levels of work-related burnout. This study also revealed some interesting information about non-binary/third-gender librarians that suggests further research is warranted. 相似文献