Método de carpeta para la evaluación de la lectura en clase: los porqué, los qué y los cómo

Además y más allá de la descripción de las características formales del método de carpeta, este artículo propone que el valor real de un buen método de carpeta es su capacidad para cambiar actitudes y actividades de estudiantes y educadores, extendiendo como guía de aprendizaje y meta-conciencia de lo que se hace el propio proceso de evaluación.     

Assessing Reading Comprehension: The Effects of Text-Based Interest,Gender, and Ability

Previous research has established that interest in a text is related to better comprehension and recall, but the impact of interest on comprehension in testing situations has not been widely investigated. This study used Hierarchical Linear Models (HLM) to examine the relationship between students' interest in reading passages and their performance on reading comprehension test items over those passages. The study involved 19,735 students in Grades 4 through 8. Stimuli consisted of 98 different reading passages. A small but significant relationship between interest and test performance was found, which was stronger for girls and for students of higher ability levels. A second HLM analysis was employed to explore whether certain passage characteristics were associated with higher or lower interest. The implications for test construction are discussed.     

“Lies,damn lies and statistics”: a history of museum visits in Australasia

ABSTRACT

While a great deal of attention has been paid to museum visit data in the last few decades, very little is known about long-term trends. This article examines the distinctive history of museum visits in Australasia through a comparative study of eight key institutions from across the region. Archival research was undertaken at each institution to compile as complete as possible a data set of annual visitation from opening until present day. Any stated changes in funding, admission charges, buildings etc. were also recorded, along with comments indicating contemporary explanations for fluctuations in visitation. Sources included official documents such as annual reports and trustee minutes, as well as visitor books and attendance records. We provide an initial overview of the quantitative and contextual data we collected from the case study museums focusing on a number of key questions: How have museums in Australasia been counting and reporting visit data over the past 150 years? What does this reveal about changes over time in the perceived value of visit data and museum attitudes towards their visitors? What are the key trends in museum attendance at the local, national and regional level in Australia and New Zealand? What contemporary explanations were given for fluctuations in museum attendance and are they supported by a long-term, cross-institutional comparison of the data? The study provides insights into historical shifts in thinking about the importance of visitors, appropriate methods for recording visitation, and the value of this data. The findings are also relevant to how museums today interpret attendance figures. The ways in which visit data were included or excluded from historical narratives about the value of museums highlights the constructed nature of visitor data and raises questions about the role of visitor research in contemporary museums.     

Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension

Students with LD who struggle with reading comprehension can benefit from instruction on how to read strategically. One strategy that has been demonstrated to increase reading comprehension is self‐questioning. In this study, two fifth graders with LD were taught to self‐generate questions using a prompt fading procedure. The participants were provided with expository reading passages with embedded questions. As each participant demonstrated proficiency with answering the embedded questions correctly, the embedded questions were systematically faded and replaced with a prompt for the students to generate their own questions. A multiple baseline across participants design demonstrated that the self‐questioning intervention resulted in improvements in reading comprehension for both students. Additionally, the students demonstrated evidence of maintenance and generalization of reading comprehension outcomes.     

Interviewing interviewers: Collecting,analyzing and generalizing from occupational life histories of journalists

This article considers the implementation of the life history approach in the study of media professionals, based on an analysis of the occupational life histories of 77 active and former Israeli journalists. The article first discusses the decisions made throughout execution of the project. Next, it explores three key features of the dynamics of life history interviewing. Finally, the article examines the ways in which data gathered through life history interviews can be generalized.     

On the Boundaries of Framing Terrorism: Guilt,Victimization, and the 2016 Orlando Shooting

The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition.     

Tests in Life and Learning: A deathly dialogue

This article is an imaginary Socratic dialogue between J. S. Mill and Michel Foucault, principally concerning educational assessment.     

A theory of instruction for introductory programming skills

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.