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141.
142.
The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice. 相似文献
143.
Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support 总被引:1,自引:0,他引:1
Steve Whitaker Mable Kinzie Marcia E. Kraft-Sayre Andrew Mashburn Robert C. Pianta 《Early Childhood Education Journal》2007,34(6):379-386
When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How
useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between
participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels
of support to teachers, and each participant’s involvement in the project varies in terms of assigned level, frequency of
logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs
and teacher survey responses, to describe the relationship between teachers’ perceptions of support, their specific project
interactions, and the level of service they receive. We explored ways that a large-scale professional development project
such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support. 相似文献
144.
The errors of 72 disabled and 90 normal spellers were compared on the first through fourth levels of achievement using a featural
system based on developmental spelling research. The mean age of the disabled subjects was two to three years higher on all
levels (the differences were significant) but, of 24 error features on the four levels, F-tests showed that the groups differed
only on Front Vowels (/a/, /e/, /i/), particularly the combination of in as in chin, with the normal group making more errors. Discriminant function analysis
showed that the error features which significantly discriminated between the two groups at Level 1 were Consonant Digraphs,
Affricates, and Front Vowels. On Level 2, the dominant variables contributing to the significant discriminant function were
Front Vowels, consonant doubling and “e-drop” errors, and suffix errors. The normal group made more errors on all but the
last. There were no significant differences on Levels 3 and 4. Discriminant analysis among the four levels for the normal
group showed that the incidence of lower-level spelling features declined steadily as spelling achievement level increased.
A similar trend but less significant variability was found among the disabled group levels. These results suggest that the
strict phonetics-based instruction used with the disabled group contributes to their relative proficiency on the lower level
spelling features but that the meaning, orthographic, and derivational conventions of more advanced spelling should be emphasized
when designing instruction at achievement Level 2 and above. 相似文献
145.
Joan F. Goodman Margaret Inman Linn 《International Journal of Disability, Development & Education》2003,50(2):137-148
In recent years, we have come to appreciate the close parallels in the development of children with and without intellectual disabilities. Nonetheless, there are a set of behaviours found with so much greater frequency among children with intellectual disabilities that they are commonly considered characteristics of the condition. These include repetitive behaviours, also described as perseverative and passive behaviours or disengagement from activity. The repetition and passivity are manifest during spontaneous play and cognitive activities. Thought to be maladaptive impediments to developmental progress, they are generally targets of educational intervention. In this article we raise the possibility that repetition and passivity, though clearly present in young children with intellectual disabilities, may be misconstrued as always being an impediment to progress. Indeed, these behaviours may at times be appropriate and adaptive responses to coping in a world that moves quickly with a mind that moves slowly. 相似文献
146.
Marcia C. Linn 《科学教学研究杂志》1986,23(5):474-474
147.
Marcia E. Rapchak 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):59-67
ABSTRACTAccording to the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000), an enriching educational experience online in a collaborative learning environment requires three interdependent elements: social presence, teaching presence, and cognitive presence. Social presence provides interaction in the online environment that allows students to feel like they are in a supportive and open environment. Teaching presence refers not just to teacher-student interaction during the lesson or course duration, but also to a teacher's ability to design an effective learning environment. Cognitive presence in the CoI model is knowledge generated from collaborative interaction. This model has been well-studied in the literature, and has been shown to be a meaningful framework for course development. However, more exploration of CoI in relation to library distance instruction is needed. This article describes the Community of Inquiry model and provides information about the three presences and how they can improve online educational environments. 相似文献
148.
Dawn E. Hackman Marcia J. Francis Erika Johnson Annie Nickum Kelly Thormodson 《Medical reference services quarterly》2017,36(4):334-347
In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians. 相似文献
149.
This study examined the post-graduation labor market experiences of recent college graduates for evidence of age-related barriers to employment. Older graduates were considerably less likely than younger graduates to seek new jobs following graduation, but, among those who did, the two age groups showed little difference in their job-seeking behaviors or their susceptibilities to unemployment. Despite these similarities, older graduates, on average, had fewer post-graduation job interviews and fewer job offers than younger graduates. The relationship between age and number of job interviews disappeared after controlling for the effects of other variables, but the relationship between age and number of job offers remained. Nonetheless, older graduates appear to have been employed in better jobs one year after graduation. Their higher average salaries were not explained by sociodemographic, educational, or employment-related variables. Thus, findings are generally inconsistent with the view that older graduates face age-related barriers to employment. 相似文献
150.