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111.
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Larry Nash White 《图书馆管理杂志》2013,53(7-8):997-1016
ABSTRACT This article seeks to provide an understanding of the issues in and possible steps of aligning the library's assessment processes to distance education service delivery. Through a review of the literature and current practices, the researcher sought to identify the need and value of aligned performance assessment processes for libraries, the primary contributing alignment factors affecting the library assessment process, and potential benefits of improved alignment of the assessment process for libraries in aligning assessment to the distance education services provided to customers. The results of the review suggest that libraries can improve the reporting and value of their assessment processes by improving the alignment of their assessment processes to distance education service delivery in 2 ways: internally through the use of consistent and innovative processes, metrics, and culture within the library and externally by embracing the alignment factors and available technologies of the library's service environment. The library must progressively elevate the alignment of the library's assessment processes from the traditional internal nonalignment of assessment to the total internally–externally integrated aligned assessment. This article concludes with a conceptual model of aligning library performance assessment to distance education service delivery for the effective reporting of library value and performance to stakeholders. 相似文献
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The effectiveness of a resource room program was examined by testing 162 second- through sixth-grade students who had learning problems severe enough to qualify them for special services. Half of the students were randomly assigned to a resource room, while the others remained in the regular class. Results indicated that the children who were provided with resource room services as well as those who spent the entire day in the regular class gained significanlty in achievement over the year-long study. There was evidence on two of the four dependent variables that the resource room students gained more than those in the regular classroom. However, additional analyses found that these observed differences were relatively weak. If the control group had not been used, gains in achievement might have been attributed to the resource room, emphasizing the importance of using a control group. 相似文献
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The purpose of the study was to investigate the use of the Kaufman Assessment Battery for Children (K-ABC)–Nonverbal Scale with severely hearing impaired children. The K-ABC was administered to 49 children enrolled at a public residential school for the deaf. Test instructions were given to one group employing American sign language (ASL), plus pantomime and gestures, while the other group received pantomime and gesture (PG) instructions only. No significant difference was found between the two group mean nonverbal K-ABC scores. Also, neither group scored significantly different from the K-ABC norms. Both groups scored significantly lower than K-ABC norms on the Spatial Memory subtest. Significant correlations were found between the K-ABC and Wechsler Intelligence Scale for Children-Revised (WISC-R). A significant correlation also was found between K-ABC scores and Reading Comprehension. A post hoc analysis of data found that, regardless of the instructional set, the children scored significantly lower on the Nonverbal K-ABC than they did on the WISC-R Performance Scale. The study provides support for the appropriateness of the K-ABC for use with deaf children. 相似文献
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Larry David Smith 《Communication Studies》2013,64(3-4):252-261
This paper employs the Burkean notion of sociological criticism as a means of studying the discourse associated with the 1984 national nominating conventions. Through the use of the “mirroring” anecdote the findings indicate that the two parties organized narratives that followed distinct assessments of political reality as the Democrats told a story following a “fear and fairness” theme while the Republicans relied on a “prosperity and patriotism” theme. 相似文献
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Pilar Pazos Marina Micari Gregory Light 《Assessment & Evaluation in Higher Education》2010,35(2):191-208
Collaborative learning is being used extensively by educators at all levels. Peer‐led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi‐phase research study we describe the development of an observation instrument that can be used to assess peer‐led group learning. This paper illustrates the development of a classification system for peer‐led learning groups and an instrument based on this classification system. The instrument evaluates small learning groups on two important aspects of group learning: problem solving approach and group interaction style. We provide evidence of the factor structure of the two dimensions using both exploratory and confirmatory factor analysis. We also provide information about the reliability of the two scales as measured by the Cronbach's alpha coefficient. Data from a large peer‐led learning programme was used to conduct the factor analysis. Results from the factor analysis confirmed that the instrument is actually measuring two key characteristics of small learning groups: problem solving approach and group interaction style, characteristics that have been linked to effective functioning of the group and to the student learning outcomes. This instrument may be particularly appealing to practitioners (faculty members, those running small‐group learning programmes, etc.) because it is easy to use and it does not require extensive time for analysis. 相似文献