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Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students. However, most tests have focused on two areas: math and verbal reasoning. We leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures (e.g., spatial, mechanical, and abstract reasoning) and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures. We find that adding spatial reasoning measures in particular—as well as other non-cognitive measures such as conscientiousness, leadership, and creativity—are worthwhile to consider for universal screening procedures for students to narrow achievement gaps at every level of education, including for gifted students. By showing that these nontraditional measures both improve proportional representation of underrepresented groups and have reasonable predictive validity, we also broaden the definition of what it means to be “gifted” and expand opportunities for students from historically marginalized groups. 相似文献
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王学玉 《襄樊职业技术学院学报》2005,4(5):95-96
心理护理是整体护理重要组成部分,为了完成整体护理要求,要实行心理护理.要做好心理护理,护士必须具备高尚的护理道德素质、才智素质、心理素质,良好的人际关系素质等,对病人温柔可亲,富有同情心.学习护理心理学知识,掌握各种病人的心理特点,有效的使用语言性技巧和非语言性技巧,通过与病人交往与沟通,建立和维持良好的护患关系,达到好的护理效果. 相似文献
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Franz Riffert 《Interchange》2005,36(1-2):231-252
First an overview is given about the actual national and international situation concerning standardized testing. Then two major reasons are presented why accountability systems based on standardized testing have become so widespread: (a) the missing validity and reliability of teachers’ assessment of students’ achievement, and (b) the important role standardized testing plays for out-put management in educational systems.On the basis of these considerations Alfred North Whitehead’s critical remarks on external standardized testing are presented. Whitehead’s main point is that external standardized testing limits the freedom of teachers to adapt to the complex, situation specific circumstances in order to obtain a maximum of the creative learning process for students who are conceived as specialists. Instead external testings lead to “teaching to the test.” As a consequence, the attitude of creative, adventurous exploration is undermined and substituted by simple pattern recognition, narrow visions, and even boredom. Finally, the question is raised whether there is any possibility of developing a measurement tool which on the one side meets scientific test criteria, and on the other side is still flexible enough to do justice to needs of individual schools – which according to Whitehead are the essential educational unit – and not vice versa, as it is the case at present with external standardized testing. That such a flexible approach to evaluation is possible is demonstrated by the presentation of the basic ideas of the MSS (Module Approach to Self-Evaluation of School Development Projects) which has been developed and examined in ten schools by the author and his collaborators. 相似文献
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Robert L. Jackson 《Academic Questions》2007,20(4):332-346
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student
testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote
excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that
substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert
Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters.
Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments.
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
Robert L. JacksonEmail: |
Robert L. Jackson is associate professor of English and education at The King’s College, New York, NY 10118; rjackson@tkc.edu. 相似文献
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Katherine Hinic 《The Journal of perinatal education》2021,30(3):159
This article reports original research that describes new mothers'' experiences of birth and maternity care. Qualitative data were collected through a survey on birth satisfaction, which included space for women to provide comments about their birth and experience of care. Thirty-nine women provided comments that were analyzed using the thematic analysis method. Two themes emerged from the women''s experiences: “Unexpected birth processes: expectations and reality” and “Coping with birth: the role of health-care staff.” Participants described unexpected birthing processes, their experiences of care, and maternity care staff''s contributions to coping with birth. Implications for practice for childbirth professionals include promotion of physiologic birth, respectful person-centered care during all phases of perinatal care, and the value of childbirth preparation. 相似文献