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Marian Sainsbury Ian Schagen Chris Whetton Louise Caspall 《Journal of Research in Reading》1999,22(1):45-54
This paper describes one element of the research basis for the Baseline Assessment Scales now published for optional use in baseline schemes nationally (SCAA, 1997a). The aim in developing these scales was to provide a range of criteria that would allow almost all children to show some attainment, whilst also acknowledging the attainments of the most able. For this purpose, four-point scales were required. The first point would be attainable by over 80 per cent of children in their first term of school, and the fourth by only 20 per cent or fewer, with two intermediate points. Four such scales were trialled for reading, and one for writing. As part of the trial analysis, an investigation was undertaken into the hierarchies amongst the items on each scale – that is, to what extent was it possible for a child to attain a more difficult item, whilst failing an easier item on the same scale? A ‘coefficient of dependency’ was calculated for each pair of items on each scale. The percentages of children achieving each item are reported, and the strength of the hierarchies amongst them. This provides some evidence as to the interrelationships between children’s literacy attainments at the start of school. 相似文献
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To investigate alternation behavior in the cockroach as an invertebrate, three T-maze experiments were conducted assessing the effects of (a) intratrial (exposure) and intertrial (exposure to test) interval, (b) brightness similarity of the alternatives and response-direction factors, and (c) an initial free-choice vs. a varying number of forced-choice exposures. Alternation was enhanced with a long exposure on Trial 1, a short interval between Trial 1 and Trial 2 (test), greater dissimilarity (or discriminability) of the arm brightnesses and more frequent forced-choice exposures to an arm prior to test. These results highlight the role of intramaze brightness cues as controlling alternation in the cockroach and accord well with a response-to-change interpretation of the phenomenon. In addition, they suggest that the alternation paradigm can be used effectively to assay short-term memory storage in neurologically simple organisms. 相似文献
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Judy Diamond Gary Hochman Suzanne M. Gardner Beth Schenker Marian Langan 《Curator: The Museum Journal》1996,39(3):172-187
The University of Nebraska State Museum (UNSM) is creating multimedia outreach kits on the research of women scientists. The collaborative effort has included Nebraska Educational Telecommunications, curricula developers, biographers, graphic designers, and evaluators. The goal of the project is to increase the number of girls interested in pursuing careers in science, and to this end, women scientists are presented as role models. Wonderwise kits target students in grades four through six through student-centered, inquiry-based activities, specimens and tools, videos of the scientists working in the field, resource-based CD-ROMs, and short biographies of the scientists. This project presents a model of how museums can collaborate with schools to improve science education on a statewide basis. 相似文献
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Marian Court 《International journal of qualitative studies in education》2013,26(5):579-603
After completing a longitudinal study of co‐principal shared leadership initiatives in Aotearoa/New Zealand, the author discusses some of the issues raised by her research design and methods. First, she explains the storying techniques she used to construct case narratives of each initiative. While these accounts drew largely on the participants’ own words, she shows how her own narrative analysis shaped them. She then explains a ‘pragmatic’ discourse analysis that combines elements of Foucauldian and feminist critical and poststucturalist theory (Fraser, ). In using this for a secondary analysis of the case narratives, the aim was to illuminate some of the discursive influences that were shaping, and being shaped by, the individual co‐principals and their evolving shared leadership practices. The author encountered a range of dilemmas, however, as she tried to cross boundaries between these ‘realist’ and poststructuralist research approaches. She reflects here on the implications of what Lather () has called ‘the ruins of a feminist ethnography’ and associated issues that have been raised around authorial distance and representation and participant voice and confidentiality. 相似文献
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