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51.
Kadriye Ercikan Rubab Arim Danielle Law Jose Domene France Gagnon Serge Lacroix 《Educational Measurement》2010,29(2):24-35
This paper demonstrates and discusses the use of think aloud protocols (TAPs) as an approach for examining and confirming sources of differential item functioning (DIF). The TAPs are used to investigate to what extent surface characteristics of the items that are identified by expert reviews as sources of DIF are supported by empirical evidence from examinee thinking processes in the English and French versions of a Canadian national assessment. In this research, the TAPs confirmed sources of DIF identified by expert reviews for 10 out of 20 DIF items. The moderate agreement between TAPs and expert reviews indicates that evidence from expert reviews cannot be considered sufficient in deciding whether DIF items are biased and such judgments need to include evidence from examinee thinking processes. 相似文献
52.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献
53.
SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT 下载免费PDF全文
Charity Brown Griffin Shauna M. Cooper Isha W. Metzger Alexandrea R. Golden C. Nicole White 《Psychology in the schools》2017,54(7):673-688
This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed. 相似文献
54.
Susan Cooper 《Assessment & Evaluation in Higher Education》2017,42(1):61-76
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life. 相似文献
55.
56.
Why Hacking is Wrong about Human Kinds 总被引:2,自引:0,他引:2
57.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
58.
This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically elsewhere. Yet all were linked through the virtual space. Ethnographic analysis of four data types explored how the instructor and students were able to interact through videoconferencing technologies. Most of the interaction occurred between the local and distance learners by way of cultural guides, local students assigned to host a distance learner through Google Video chat. The distance learners were able to receive real-time attention from the instructor and were able to share differing perspectives that contributed to increased satisfaction in the course. These interactions allowed for a dynamic collaborative effort among a diverse set of actors in the field of education. 相似文献
59.
The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional
process. Without assertive action by the school library media specialist, however, school administrators and teachers are
likely to be more aware of the media specialist’s administrative role than the roles of teacher, instructional partner, and
information specialist. Reductions to library media staff and finding common planning time are examples of serious challenges,
but these are not insurmountable. In the context of well-planned instructional projects, collaboration with teachers is a
primary way that school library media professionals can demonstrate that their work is a vital part of the academic life of
their schools, and a positive factor in improving student achievement. 相似文献
60.