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RICHARD E. STAFFORD 《Journal of Educational Measurement》1971,8(4):275-277
It is proposed to describe the speededness of a test by a new statistic, the Speededness Quotient (SQ). The SQ is derived by dividing the total number of unattempted items by the total number of errors. It is suggested that test publishers should report the SQ of a test especially when reporting the reliability as an odd-even correlation coefficient. 相似文献
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RICHARD WARD 《Media History》2013,19(3):221-244
Aboriginal writing produced on Flinders Island off the coast of Van Diemen's Land, Australia, between 1836 and 1847 portrays continued resistance and attempts to influence public opinion and government policy. The journal, petition to Queen Victoria, private letters and colonial press coverage document the tumultuous existence Van Diemen's Land's surviving Aboriginal people endured. Leximancer software and a manual content analysis are used to identify the key themes and communication devices existing within the documents. Applying a typology of public sphere characteristics over the content analysis provides evidence of the existence of a subaltern Aboriginal public. This paper concludes that the Flinders Island people adopted European communication structures to overtly and covertly resist colonial domination and to exert control over their own lives. The documents and events surrounding their production suggest that the surviving people, despite being from different tribes in Van Diemen's Land, formed an Aboriginal subaltern public through which they took a unified stand against colonial oppression. 相似文献
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Geography students as constructors of classroom knowledge and practice: a case study from Botswana 总被引:1,自引:0,他引:1
RICHARD TJOMBE TABULAWA 《课程研究杂志》2013,45(1):53-73
This study reports on the strategies (overt and subtle) employed by students in one senior secondary school in Botswana to keep their teachers in an information‐giving position. Contrary to the prevailing view that the ‘teacher dominance’ of classroom activities so often reported in classroom studies results from teachers' desire for social control, this study sees the dominance as a negotiated product, resulting instead from teachers and students exercising power on one another. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive force that simultaneously constrains and enables human action. Viewed this way, classroom reality becomes a co‐construction, a ‘joint project’ by teacher and students. Attempts to change this reality, therefore, must include both teacher and students. 相似文献
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RICHARD RUPPEL 《Curator: The Museum Journal》1969,12(2):139-146
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