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141.
Previous research has shown that rapid-guessing behavior can degrade the validity of test scores from low-stakes proficiency tests. This study examined, using hierarchical generalized linear modeling, examinee and item characteristics for predicting rapid-guessing behavior. Several item characteristics were found significant; items with more text or those occurring later in the test were related to increased rapid guessing, while the inclusion of a graphic in a item was related to decreased rapid guessing. The sole significant examinee predictor was SAT total score. Implications of these results for measurement professionals developing low-stakes tests are discussed. 相似文献
142.
It is now widely recognised that Britain's comprehensive system was never truly comprehensive. Families with sufficient financial capital were always able to ensure the entry of their children to particularly prestigious ‘comprehensive’ schools by purchasing a home within the appropriate catchment areas. According to government rhetoric, recent legislation established a market of schools, removed catchment areas and gave parents greater choice of school. This case‐study examines the workings of the local quasi‐market of schools within a prosperous town (Sutton Coldfield, England) which is part of the larger metropolitan area of the West Midlands. Because of a change in the age of entry to secondary education, Sutton Coldfield was first plunged into the market in 1992. This case‐study shows that the new situation initially caused confusion and anger. Some Sutton Coldfield residents were denied places for their children within the town and were instead offered places for their children in Birmingham working‐class estate schools. The article describes the formation and activities of a local pressure group which opposed these changes, and reports the results of a small‐scale study of a sample of parents’ choice‐making processes in 1993. It is shown that access to financial and cultural capital had become more, rather than less, important in the process of allocating children to secondary schools. 相似文献
143.
Theresa E. Egan Frances A. Wymbs Julie Sarno Owens Steven W. Evans Chelsea Hustus Darcey M. Allan 《Psychology in the schools》2019,56(10):1633-1653
Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed. 相似文献
144.
145.
The Flexible Learning Environment eXperiment (FLEX) distance education project focuses on circus, fairground and bargee children. FLEX challenges the absence of face-to-face immediate feedback in learning. This article discusses the approach to embed didactical functions in the FLEX learning environment to meet constructivist didactical goals. FLEX is designed as a generic learning environment, suitable for different target groups. The article aims at an elucidation of constraints on a generic design due to the transition from design to development and actual implementation of a learning environment. Time pressures and technological constraints typically threaten didactical functions and, thus, innovation. As an example, the FLEX database is discussed. Shared values, ideas and key notions in a multidisciplinary context, and the follow-up of teacher training, are found to affect the actual implementation process. User training has to focus simultaneously upon how technology is used and why and when it is applied. FLEX moreover confirmed the relative robustness of innovative learning environments and the need for resources to back up unforeseen events. Finally, a summary of the article values strong pedagogical underpinnings, the actual use of the learning environment, and the interaction of the learner and the environment. L’Encadrement de l’Innovation Conceptuelle dans les Entreprises d’Education à Distance: Bouchons et Facteurs de succès critiques. Le projet d'éducation à distance ayant recours à l'expérience de la flexibilité de l'environnement (FLEX) est concentrée sur les enfants du cirque, des foires et des péniches. Flex défie l'absence de feedback immédiat dans l'enseignement. Cet article discute de l'approche pour ancrer des fonctions didactiques dans l'environnement du Flex pour atteindre des buts didactiques constructifs. Flex est concu comme un environnement didactique générique convenant à des publics cibles différents. L'article cherche à élucider les contraintes s'excusant lors de l'élaboration d'un plan générique dues à la transition entre la planification et la mise en m uvre d'un environnement éducatif. La pression du temps et les contraintes technologiques et par la même innovation. A titre d'exemple on discute de la base de données Flex. Les valeurs partagées, les idées et les notions clé dans contexte multidisciplinaire paraissent affecter le processus de mise en m uvre. La formation de l'usager doit être contrée simultanément sur la facon dont la technologie est utilisée et pourquoi et quand il y est fait appel. De plus Flex a confirmé la robustesse relative d'environnements éducatifs innovants et le besoin pour les ressources éducatives de faire face à environnements imprévus. Finalement, un résumé de l'article met en valeur de forts étais pédagogiques, l'usage réel de l'environnement éducatif et l'interaction entre l'apprenant et l'environnement. Einbettung konzeptueller Innovation für den Fernunterricht: Engpässe und kritische Faktoren für den Erfolg. Das Flexible Learning Environment eXperiment (FLEX) des Fernunterricht-Projekts zielt auf Zirkus-, Ausstellerkinder und Kinder, die z.B. auf Frachtschiffen leben, ab. FLEX befasst sich mit dem Wegfall der bei Direktunterricht möglichen unmittelbaren Rückmeldungen beim Lernen. Dieser Artikel beschreibt den Versuch, didaktische Funktionen in die Lernumgebung einzubetten, um so konstruktivistische didaktische Ziele zu erreichen. FLEX wurde als generische Lernumgebung konzipiert, die bei unterschiedlichen Zielgruppen angewendet werden kann. Der Artikel möchte die Grenzen eines generischen Konzepts, die sich aus der Entwicklung vom Entwurf bis zu Fertigstellung und der eigentlichen Anwendung des “learning environments\" ergeben, aufzeigen. Zeitdruck und technische Begrenzungen erschweren i.A. didaktische Möglichkeiten und somit Innovation. Als Beispiel dient die FLEX Datenbank. Gleiche Werte, Ideen und Schlüsselfunktionen innerhalb eines multidisziplinären Kontexts und die begleitende Lehrerfortbildung beeinflussen den Anwendungsprozess. Benutzertraining muss gleichzeitig sowohl auf die technischen Möglichkeiten als auch auf den Anwendungsmodus abzielen. FLEX hat die relative Robustheit einer innovativen Lernumgebung und die notwendige Unterstützung durch andere Mittel bei unvorhergesehenen Schwierigkeiten unterstrichen. Der Artikel folgert, dass ein starkes pädagogisches Fundament für die interaktive Nutzung der Lernumgebung und ihres Umfelds unerlässlich sind. 相似文献
146.
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines. 相似文献
147.
In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity. 相似文献
148.
Tolerance to an environmental cold challenge in rats is eliminated when cold exposure occurs in a context different from the adaptation context, indicating that learning mechanisms play a role in thermoregulation (Riccio, MacArdy, & Kissinger, 1991). This finding, analogous to outcomes obtained with drug tolerance, was investigated in the present study. Experiment 1 demonstrated that a change in both proximal and distal contextual cues disrupts an established cold adaptation, an outcome consistent with the view that associative processes contribute to the tolerance. In Experiment 2, although cold tolerance persisted over a 7-day retention interval, the disruption of tolerance by a shift in context was attenuated with the delay of testing. This finding suggests that the precise stimulus attributes of the context were forgotten over the interval. Experiment 3 demonstrated that cold-tolerance disruption is due to the actual change in context and not to novelty of the test context. Experiment 4 showed that changing the context associated with each cold exposure impaired the development of tolerance. The results of these experiments provide additional evidence that cold tolerance is regulated at least partially by associative learning processes. 相似文献
149.
150.
Benjamin D. Duman Seung Youn Chyung Steven W. Villachica Donald Winiecki 《Performance Improvement》2011,50(1):17-24
A comprehensive needs assessment was conducted at ATA hospital to determine the root causes of a high number of errant radiology orders from requesting physicians. The Human Performance Technology Model, Gilbert's Behavior Engineering Model, and Rummler and Brache's Nine Performance Variables Model guided the needs assessment process. Three solutions were proposed. The development of the long‐term solution, a software utility, has been initiated. The Behavior Engineering Model was used to identify possible solutions to post‐training performance gaps identified during the evaluation. 相似文献