排序方式: 共有114条查询结果,搜索用时 15 毫秒
71.
Alicia A. Broderick Greta Hawkins Stefanie Henze Corinthia Mirasol-Spath Rachel Pollack-Berkovits Holly Prozzo Clune 《International Journal of Inclusive Education》2013,17(8):825-842
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools. 相似文献
72.
The decision to follow the demonstrative this with a noun phrase is important to students’ writing development. Previous research has emphasized when students should not attend this rather than studying why students make the choice. Using a corpus-linguistic approach, we investigated 1,999 instances of (un)attended this in student technical and academic writing. High shares of unattended this were found in both text types as well as in original and revised drafts. 相似文献
73.
74.
Leßmann Stefanie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):287-292
International Review of Education - 相似文献
75.
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one’s text comprehension, has received far less attention. We conducted a study in which we examined students’ (N = 47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions. 相似文献
76.
When practitioners use modern measurement models to evaluate rating quality, they commonly examine rater fit statistics that summarize how well each rater's ratings fit the expectations of the measurement model. Essentially, this approach involves examining the unexpected ratings that each misfitting rater assigned (i.e., carrying out analyses of standardized residuals). One can create plots of the standardized residuals, isolating those that resulted from raters’ ratings of particular subgroups. Practitioners can then examine the plots to identify raters who did not maintain a uniform level of severity when they assessed various subgroups (i.e., exhibited evidence of differential rater functioning). In this study, we analyzed simulated and real data to explore the utility of this between‐subgroup fit approach. We used standardized between‐subgroup outfit statistics to identify misfitting raters and the corresponding plots of their standardized residuals to determine whether there were any identifiable patterns in each rater's misfitting ratings related to subgroups. 相似文献
77.
Nikki B. Zaidi Charles Hwang Sara Scott Stefanie Stallard Joel Purkiss Michael Hortsch 《Anatomical sciences education》2017,10(5):456-464
Bloom's taxonomy was adopted to create a subject‐specific scoring tool for histology multiple‐choice questions (MCQs). This Bloom's Taxonomy Histology Tool (BTHT) was used to analyze teacher‐ and student‐generated quiz and examination questions from a graduate level histology course. Multiple‐choice questions using histological images were generally assigned a higher BTHT level than simple text questions. The type of microscopy technique (light or electron microscopy) used for these image‐based questions did not result in any significant differences in their Bloom's taxonomy scores. The BTHT levels for teacher‐generated MCQs correlated positively with higher discrimination indices and inversely with the percent of students answering these questions correctly (difficulty index), suggesting that higher‐level Bloom's taxonomy questions differentiate well between higher‐ and lower‐performing students. When examining BTHT scores for MCQs that were written by students in a Multiple‐Choice Item Development Assignment (MCIDA) there was no significant correlation between these scores and the students' ability to answer teacher‐generated MCQs. This suggests that the ability to answer histology MCQs relies on a different skill set than the aptitude to construct higher‐level Bloom's taxonomy questions. However, students significantly improved their average BTHT scores from the midterm to the final MCIDA task, which indicates that practice, experience and feedback increased their MCQ writing proficiency. Anat Sci Educ 10: 456–464. © 2017 American Association of Anatomists. 相似文献
78.
Ethan Bazos Stefanie M. Attardi Jennifer Baytor Timothy D. Wilson 《Anatomical sciences education》2021,14(4):460-470
Reduction in faculty positions in higher education and increased graduate matriculation rates represent a higher education conundrum. Planned happenstance theory (PHT) is a career development model focusing on positive outcomes resulting from unpredictable precareer events. This mixed methods study explores how PHT applies to the career paths of a clinical anatomy (CA) postgraduate cohort. It provides insight into educational practices designed to equip students for labor markets inside and outside academia. Alumni of CA (n = 12; 2014-2018) were interviewed about career-related events transpiring from graduate studies to present, allowing exploration on how PHT contextualizes their shared experiences. Planned happenstance career inventory (PHCI) enumerated planned happenstance skill (PHS) scores. Total PHS was referenced 527 times across 12 interviews. Of the PHS references, curiosity established highest incidence (154 references, 29%), optimism (132 references, 25%), flexibility (101 references, 19%), risk-taking (85 references, 16%), and persistence (55 references, 10%) and 43 distinct happenstance events were documented. In addition, social networking (52 references) arose as an emergent code and was divided into internal networking (28 references, 54%) and external networking (24 references, 46%). Application of the five-point PHCI scale revealed: curiosity (4.4 ± 0.3; mean ± SD), flexibility (3.6 ± 0.7), persistence (4.4 ± 0.3), optimism (4.3 ± 0.4), and risk-taking (4.1 ± 0.5). Curiosity had the strongest association with happenstance event incidence. Social networking was a key substituent of PHT not yet described in the literature. Educational practices incorporating PHT concepts, with emphasis on curiosity, may provide graduates novel metacognitive skills needed to develop novel career paths. 相似文献
79.
Stefanie Rach Aiso Heinze 《International Journal of Science and Mathematics Education》2017,15(7):1343-1363
Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as possible reasons for this phenomenon. If these assumptions hold, the transition from school to university could not be considered as a continuous mathematical learning path because it would require a realignment of students’ learning strategies. In particular, students could no longer rely on the effective use of school-related individual resources like knowledge, interest, or self-concept. Accordingly, students would face strong challenges in mathematical learning processes at the beginning of their mathematics study at university. In this contribution, we examine these assumptions by investigating the role of individual mathematical learning prerequisites of 182 first-semester university students majoring in mathematics. In line with the assumptions, our results indicate only a marginal influence of school-related mathematical resources on the study success of the first semester. In contrast, specific precursory knowledge related to scientific mathematics and students’ abilities to develop adequate learning strategies turn out as main factors for a successful transition phase. Implications for the educational practice will be discussed. 相似文献
80.
Stefanie Rinderle Manfred Reichert und Peter Dadam 《Informatik - Forschung und Entwicklung》2002,17(4):177-197
Zusammenfassung. Sollen Workflow-Management-Systeme (WfMS) in umfassender Weise für die rechnerbasierte Verwaltung und Steuerung von Gesch?ftsprozessen
einsetzbar sein, müssen die von ihnen verwalteten Workflow-Schemata und -Instanzen bei Bedarf rasch anpassbar sein. Dabei
müssen die auf Basis eines (alten) Workflow-Schemas erzeugten Instanzen auch nach dessen ?nderung ungest?rt weiterlaufen k?nnen,
etwa durch Bereitstellung geeigneter Versionskonzepte. Sehr viel schwieriger wird es, wenn die angewandten Schema?nderungen
– wo gewünscht und m?glich – auch auf die bereits (vielleicht in gro?er Zahl) laufenden Workflow-Instanzen übertragen werden
sollen. Dies bei Bedarf zu k?nnen – und zwar ohne Inkonsistenzen oder Fehler zu verursachen – ist aber ungemein wichtig, wenn
ein WfMS breit und flexibel einsetzbar sein soll. In diesem Beitrag wird ein Ansatz zur effizienten Prüfung der Vertr?glichkeit
von Workflow-Instanzen mit einem ge?nderten Workflow-Schema vorgestellt. Durch Einbeziehung aller Beschreibungskonstrukte
(z.B. auch Schleifen und Datenflüsse) und damit zusammenh?ngender Fragestellungen wird darüber hinaus zum ersten Mal die Grundlage
für ein umfassendes ?nderungsmanagement geschaffen. Au?erdem wird aufgezeigt, wie der Benutzer bei der Migration vertr?glicher
Instanzen auf das neue Schema konkret unterstützt werden kann.
ID="*" Diese Arbeit wurde im Rahmen des Projekts „?nderungsmanagement in adaptiven Workflow-Management-Systemen” der Deutschen
Forschungsgemeinschaft (DFG) erstellt. 相似文献