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Examining the Psychometric Quality of the National Board for Professional Teaching Standards Early Childhood/Generalist Assessment System* 总被引:1,自引:0,他引:1
Carol M. Myford George Engelhard Jr. 《Journal of Personnel Evaluation in Education》2001,15(4):253-285
The purpose of the study was to examine the psychometric quality of the National Board for Professional Teaching Standards (NBPTS) Early Childhood/Generalist assessment system. Rating data from the 1997–1998 assessment were analyzed using the FACETS (Linacre, 1998) computer program. The assessment system's 10 exercises work together to define a unidimensional accomplished teaching variable. There is little evidence of multidimensionality in the data, and none of the exercises appear to function in a redundant manner. The exercise set succeeds in defining several statistically distinct levels of accomplished teaching among the candidates. Overall, most candidate rating profiles show consistent performance across the exercises. While assessors differed somewhat in severity, most used the 12-point rating scale consistently. Although the range in assessor variability tends to be moderate, assessor severity does influence the number of candidates that can bank individual exercises. (If a candidate's total scaled score does not meet or exceed the NBPTS performance standard of 275, the candidate can bank scores on exercises in which the candidate received a final score of 2.75 or greater. If the candidate reapplies for certification in the next three years, the candidate does not have to retake banked exercises.) 相似文献
83.
David H. Kahl Jr. 《Journal of Applied Communication Research》2017,45(1):116-120
Critical communication pedagogy (CCP) scholarship is a relatively new and important area of research that evaluates how language is used to both empower and marginalize. It faces challenges in terms of recognition and publication outlets. In this essay, I argue that scholars face obstacles when attempting to publish pedagogical work that is critical in nature. I make the case that a major reason that CCP scholarship is not as widely recognized is that it is largely not considered to be applied work. By sharing my experiences, I argue that scholars working in CCP can help to overcome these barriers to recognition and publication by developing an applied language and focus for CCP, demonstrating how CCP can be used to recognize and respond to hegemony in the classroom and in society. 相似文献
84.
Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program 总被引:1,自引:0,他引:1
In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled
disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating
what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive
literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from
low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly
important to youth who have few other opportunities to interact with and relate to science in positive ways. 相似文献
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Jacqueline L. Tilley Stanley J. Huey Jr. JoAnn M. Farver Mark H.C. Lai Crystal X. Wang 《Child development》2021,92(2):502-516
This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth. 相似文献
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The effects of Florida's university admission policies on black and white entering freshmen, 1975–76
This study examined differential enrollment, survival, progress, and academic success of both black and white first-time-in-college students according to three admission categories (unrestrictive, restrictive, and special) in predominantly white universities in the Florida State University System. Data were extracted from the Board of Regents' student data course files and analyzed. White students were enrolled almost exclusively in the traditional (unrestrictive) category, while black students were almost equally enrolled in all three categories. Although the overall survival rate of white students was higher than that of black students, within each admission category, the survival rate of black students was higher than that of white students.This paper was presented at the Annual Meeting of the American Educational Research Association, Boston, April 1980. 相似文献
90.