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991.
Assessment of the learning process 总被引:1,自引:0,他引:1
992.
Rebecca Zwick 《Journal of Educational Measurement》1987,24(4):293-308
The reading data from the 1983–84 National Assessment of Educational Progress survey were scaled using a unidimensional item response theory model. To determine whether the responses to the reading items were consistent with unidimensionality, the full-information factor analysis method developed by Bock and associates (1985) and Rosenbaum's (1984) test of unidimensionality, conditional (local) independence, and monotonicity were applied. Full-information factor analysis involves the assumption of a particular item response function; the number of latent variables required to obtain a reasonable fit to the data is then determined. The Rosenbaum method provides a test of the more general hypothesis that the data can be represented by a model characterized by unidimensionality, conditional independence, and monotonicity. Results of both methods indicated that the reading items could be regarded as measures of a single dimension. Simulation studies were conducted to investigate the impact of balanced incomplete block (BIB) spiraling, used in NAEP to assign items to students, on methods of dimensionality assessment. In general, conclusions about dimensionality were the same for BIB-spiraled data as for complete data. 相似文献
993.
Barbara L. Martin Rebecca Clemente 《Educational technology research and development : ETR & D》1990,38(2):61-75
A great deal has been written in the last several years about the use or lack of use of instructional systems design (ISD) in public schools. The general discussion has revolved around why ISD has not been accepted by public schools; why instructional design experts have not been hired by public school systems; and primarily what an educational technologist can do to change the situation. The focus of most discussions by educational technologists is: how can schools and teachers alter their practice to benefit from ISD? In this article, we maintain that one reason why ISD has not been adopted in schools is that there may not be a fit between the philosophies, needs, resources, and constraints of schools and the benefits of adopting ISD. We also argue that for ISD to have a significant influence in public schools, it must be accepted by teachers. The general question we ask in this paper is this: are we attempting to redesign schools and classrooms to accommodate our technologies with insufficient attention to the perceived needs of clients and to the consequences of adopting ISD? Our approach to answering this question was to search the literature to uncover perceived inconsistencies between ISD theory and practice on the one hand and teacher needs, wants, and practices on the other. 相似文献
994.
Cindy E. Hmelo-Silver Rebecca Jordan Catherine Eberbach Suparna Sinha 《Instructional Science》2017,45(1):53-72
In this paper, we share results from a classroom intervention that used a conceptual representation to support reasoning about ecosystems. Engaging students in modeling allows them to make their ideas visible while being malleable and available for discussion, which enables students to make meaning out of systems. Further, the Components-Mechanisms-Phenomena (CMP) conceptual representation was designed to enable students to construct coherent mental models. Following our intervention, students deepened their understanding of ecosystem dynamics when compared to students who engaged in traditional instruction without use of the CMP conceptual representation. We discuss our results in terms of data that helped guide the design of the intervention and we describe a theoretical perspective that can be used to guide future instruction. 相似文献
995.
Erik G. Willcutt Rebecca S. Betjemann Sally J. Wadsworth Stefan Samuelsson Robin Corley John C. DeFries Brian Byrne Bruce F. Pennington Richard K. Olson 《Reading and writing》2007,20(1-2):103-125
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity
disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors
prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed
an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses
revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas
hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin
analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable
to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is
needed to test alternative causal models in children younger than five years old, these results are most consistent with the
hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences. 相似文献
996.
This paper describes a small‐scale piece of research identifying which aspects of the EP role are considered valuable by SENCos and by EPs themselves. In addition, both groups were asked to identify whether they felt these aspects were uniquely offered by EPs or whether other professionals offered similar or identical services. The differences between responses from SENCos and from EPs were marked, with SENCos valuing ‘traditional’ EP roles while EPs themselves saw a much wider range of services as valuable to schools. Implications for the EP team in addressing these conflicting perspectives are discussed. 相似文献
997.
This study looked at the impact of a precision teaching training programme which was delivered by the authors to primary school staff at a range of training settings. A questionnaire was used to gather information and data were interpreted using thematic analysis. Following training, a questionnaire was sent to all the primary schools that had attended. Of the schools that returned the questionnaires all schools were using precision teaching three to five times a week. Precision teaching was being used to measure progress with a variety of key skills. The impact of the precision teaching training programme is discussed in terms of facilitating factors and barriers to implementation. Implications for future research are also considered. 相似文献
998.
Lucy Spowart Rebecca Turner Deborah Shenton Pauline Kneale 《International Journal for Academic Development》2016,21(3):206-218
The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals’ commitment to be recognised. Here, we present a case-study of 19 established academics who reflected on their experiences of gaining recognition through their university’s accreditation scheme. Respondents prioritised institutional structures and outcomes such as student recruitment, job security, and status as drivers for engagement. Institutional leadership was significant in driving the accreditation agenda. 相似文献
999.
Maciel M. Hernández Nancy Eisenberg Carlos Valiente Tracy L. Spinrad Sarah K. Johns Rebecca H. Berger 《Early education and development》2018,29(7):914-938
ABSTRACTThis study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation. 相似文献
1000.
Teresa Dobson Rebecca Luce‐Kapler 《Changing English: An International Journal of English Teaching》2005,12(2):265-277
This paper considers how two related texts—one in print and one in hypertext—are locations for adolescents to undertake the work of ‘literary anthropology’ in considering questions of gender and subjectivity. The first text is Mary Shelley's Frankenstein, which invites readers to grapple with questions of how adolescents negotiate relations with their parents and others, of how masculinity and femininity are produced and construed, and of how cultural mores inform both processes. The second is Shelley Jackson's Patchwork Girl, a hypertext novel that parodies the former. Both texts offer a multilayered reading experience for adolescents juxtaposing print and digital technologies, themes of boundary and displacement, and issues of identity and sexuality. 相似文献