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71.
Some writers in the measurement literature have been skeptical of the meaningfulness of achievement standards and described the standard-setting process as blatantly arbitrary. We argue that standard setting is more appropriately conceived of as a measurement process similar to student assessment. The construct being measured is the panelists' representation of student performance at the threshold of an achievement level. In the first section of this paper, we argue that standard setting is an example of stimulus-centered measurement. In the second section, we elaborate on this idea by comparing some popular standard-setting methods to the stimulus-centered scaling methods known as psychophysical scaling. In the third section, we use the lens of standard setting as a measurement process to take a fresh look at the two criticisms of standard setting: the role of judgment and the variability of results. In the fourth section, we offer a vision of standard-setting research and practice as grounded in the theory and practice of educational measurement . 相似文献
72.
Wenhao Liu Randall A. Nichols Traci D. Zillifro 《Measurement in physical education and exercise science》2013,17(4):295-309
This study compared a three-year tracking of health-related physical fitness between two comparable samples of six graders that enrolled either in a PE4life middle school (n?=?154) or another school with a traditional PE program (n?=?93) in the United States. For the cohort, the FITNESSGRAMTM (Cooper Institute for Aerobics Research, 1992) battery was administered twice with a three-year interval, and moderate and vigorous physical activity levels in PE classes were assessed. Fitness tracking then was assessed with six statistical techniques and compared between the two samples. Students in the PE4life Program demonstrated significantly higher moderate and vigorous physical activity level (p < .001) in PE classes and improved significantly more in most fitness measures at follow-up (ps < .05–.001) than those in the traditional program. Results of tracking assessed with Spearman correlations, Kappa statistics, and Kendall's tau-b did not reflect the significant differences in fitness changes between the two samples, whereas those assessed using stability in extreme quartiles, changes in percentage of students in at-risk groups, and odds ratios reflected the significant differences in the fitness changes between the two samples. The last three tracking methods identify differences in fitness changes in addition to assessing tracking stability and are recommended in fitness tracking research. 相似文献
73.
Jane Nichols 《资料收集管理》2013,38(2):131-136
Google launched the Google eBookstore in December 2010. This edition of Techcast provides some initial thoughts on its impact on libraries. 相似文献
74.
Joe D. Nichols 《Educational Research and Evaluation》2013,19(3):246-260
ABSTRACT The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed. 相似文献
75.
76.
The last decade has seen, in the policy arena, a broad global push for children to be treated as active participants in society rather than as the passive recipients of adult decisions and interventions. The topic of literacy learning and teaching has, however, been absent from much of the policy and literature on children's social participation. This paper is an exploratory foray into possible connections between literacy and citizenship from the perspective of young children and those responsible for their education. Drawing from both sociocultural and semiotic perspectives on literacy, this analysis crosses between institutional texts, ethnographic accounts and children's own representations of their places in the world. A hierarchical model of literacy development, which emphasises the teaching of basic decoding skills in the early years, is associated with a view of young children as future citizens rather than as active social participants. Recognising children's agency, and supporting their meaningful participation, requires literacies of social participation. 相似文献
77.
Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars.
A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s
fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention
is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in
relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool
children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as
significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the
ways in which representations of parents reading to children position adult and child reading-subjects to understand reading
as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the
literacy agendas in these texts. 相似文献
78.
Joyce Coleman Nichols 《Innovative Higher Education》2004,28(3):219-229
Historically Black colleges and universities play a significant role in our nation's higher education system. Currently, there are 105 historically Black colleges operating in the United States. Over the years there have been many challenges for these institutions. Given the importance of these institutions, the purpose of this article is to explore and understand the leadership styles and management of the institutions and provide insight into how they might adapt their leadership styles to ensure that they not only survive but prosper. This article also highlights strategies suggested by former presidents of historically Black Colleges to ensure educational opportunities for African-American students and others. 相似文献
79.
R. C. Nichols 《Clearing house (Menasha, Wis.)》2013,86(9):527-531
80.