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Michael J. Lichtenstein Linda A. Pruski Carolyn E. Marshall Cheryl L. Blalock Yan Liu Rosemarie Plaetke 《Educational gerontology》2013,39(7):541-561
ABSTRACT This study tested the effectiveness of 2 dissemination methods for the Positively Aging® teaching materials. In San Antonio, Texas, 4 middle schools participated in a 3-year controlled trial of dissemination via distance electronic support alone (control) compared to distance electronic support plus in-school support from study staff (intervention). Web site and classroom utilization of lessons were tracked. The results demonstrated that in-school staff support was necessary to disseminate these materials. Potential dissemination barriers included competition for instructional time with other curricula, teacher variability in teacher computer use, teacher and student turnover, and the effects of mandatory testing on the educational process. 相似文献
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Derek C. Briggs Maria Araceli Ruiz‐Primo Erin Furtak Lorrie Shepard Yue Yin 《Educational Measurement》2012,31(4):13-17
In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement. 相似文献
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Marshall ML 《Bulletin of the Medical Library Association》1938,26(3):115-128
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Marshall Prisbell 《Communication Research Reports》2013,30(1):20-24
Classroom communication satisfaction (CCS), teacher uncertainty and course certainty were examined over time. Results indicated a decrease in teacher uncertainty while CCS and course certainty did not significantly change over time. Discussion focused on an interpretation of the results. 相似文献
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Derek Rasmussen 《Interchange》2011,42(2):137-155
In this article issues related to policy and education in the Canadian Arctic are critically put to question. The focus is
on the struggle for Inuit education, language issues, and supporting minority rights, with pragmatic solutions proposed to
the problems confronting Nunavut. 相似文献
200.
Social cognitive theory suggests a likely relationship between behavior modeled on increasingly popular reality television (RTV) and user behavior modeled on social networking sites (SNSs). This study surveyed young adults (N = 456) to determine the extent to which RTV consumption explained a range of user behavior in the context of social network sites. Results show a consistent relationship between RTV consumption and the length of time spent on these sites, the size of users' networks, the proportion of friends not actually met face to face, and photo sharing frequency while controlling for age and gender. 相似文献