Learning essential terms and concepts in Statistics and Accounting     

Pam Peters  Adam Smith  Jenny Middledorp  Anne Karpin  Samantha Sin  Alan Kilgore 《高等教育研究与发展》2014,33(4):742-756

This paper describes a terminological approach to the teaching and learning of fundamental concepts in foundation tertiary units in Statistics and Accounting, using an online dictionary-style resource (TermFinder) with customised termbanks for each discipline. Designed for independent learning, the termbanks support inquiring students from non-English-speaking backgrounds – including international students – in their understanding of the key concepts of their discipline. Two quasi-experimental studies of the use of these termbanks are reported here, showing the difference that they made in the performances of first-year students studying Statistics and Accounting, when compared with those from the previous year before the termbanks were available. In both units, the exam results for the experimental cohorts were significantly better than those of the cohorts in the preceding year. Higher success rates and raised levels of engagement with terminological questions were registered for all students, Australian domestic and international. Individual study patterns emerged in the trial of the accounting termbank, with international students making early use of the termbank with its translation equivalents in Mandarin Chinese, and Australian students more inclined to use it close to the final exam. The testing of the customised termbanks, developed collaboratively by lexicographers and academic staff, vindicates their use in large, diverse classes and their value to students as resources for independent learning. That apart, the research affirms the value of focusing on terminology and the nexus with disciplinary concepts in introductory courses.  相似文献   

How not to reason with PISA data: an ironic investigation     

Yariv Feniger  Adam Lefstein 《教育政策杂志》2014,29(6):845-855

International comparative testing, such as the OECD Programme for International Student Assessment (PISA), has considerable impact on policy-makers, the media and the general public. A central assumption underlying PISA is that global variation in students’ academic performance is attributable to national educational structures and policies. The aim of this article is to demonstrate the problematic nature of this assumption. Rather than critiquing it from the outside, we turn the tools, data and presumptions of the current discourse of international comparisons upon themselves, showing that this assumption is refuted by analysis of immigrant student test scores. Data from the PISA 2009 tests show that Chinese immigrant students in New Zealand and Australia achieve math scores that are more similar to those of students in Shanghai than to their non-immigrant Australian and New Zealand peers. Thus, cultural background appears to be more consequential for the educational attainment of Chinese immigrant students than exposure to the educational systems of Australia or New Zealand. We discuss limitations of our analysis, using them as basis to discuss the shortcomings of PISA more generally.  相似文献   

Accounting for individual variability in inversion shortcut use     

Adam K. Dubé  Katherine M. Robinson 《Learning and individual differences》2010,20(6):687-693

This study investigated whether children's inversion shortcut use (i.e., reasoning that no calculations are required for the problem 4 × 8 ÷ 8, as the answer is the first number) is related to their analogical reasoning ability, short-term memory capacity, and working memory capacity. Children from Grades 6 and 8 solved multiplication and division inversion problems and classical analogy word problems and completed memory tasks. Analogical reasoning ability and working memory functioning both accounted for individual variance in inversion shortcut use. These findings suggest that the ability to understand relationships and executive functioning may enable children to internally represent and manipulate mathematical problems, facilitating the application of conceptual mathematical knowledge to generate the inversion shortcut.  相似文献   

Changing children's intergroup attitudes toward refugees: testing different models of extended contact     

Cameron L  Rutland A  Brown R  Douch R 《Child development》2006,77(5):1208-1219

The present research evaluated an intervention, derived from the "extended contact hypothesis," which aimed to change children's intergroup attitudes toward refugees. The study (n=253) tested 3 models of extended contact among 5- to 11-year-old children: dual identity, common ingroup identity, and decategorization. Children read friendship stories based upon these models featuring in- and outgroup members. Outgroup attitudes were significantly more positive in the extended contact conditions, compared with the control, and this was mediated by "inclusion of other in self." The dual identity intervention was the most effective extended contact model at improving outgroup attitudes. The effect of condition on outgroup intended behavior was moderated by subgroup identity. Implications for theoretically based prejudice-reduction interventions among children are discussed.  相似文献   

Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988     

Kerry Shephard  Bill Warburton  Pat Maier  Adam Warren 《Assessment & Evaluation in Higher Education》2006,31(5):583-595

A university‐wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer‐based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer‐assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002 British Standards Institution (BSI). 2002. BS7988: 200—code of practice for the use of information technology in the delivery of assessments, London: British Standards Institution.  [Google Scholar]). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues.  相似文献   

External load training does not alter balance performance in well-trained women     

Jeffrey D. Simpson  Brandon L. Miller  Eric K. O’Neal  Harish Chander  Adam C. Knight 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):336-349

This study investigated the influence of external load training (ELT) on static and dynamic balance. Nineteen females stratified into two groups (ELT = 9, control = 10) completed three testing sessions over 6 weeks. The ELT group wore weighted vests (WV) of ~8% body mass for 32 h/week during daily living and three training sessions/week for 3 weeks. Following completion of ELT, a 3 week detraining (DET) phase was completed. Bilateral and unilateral static balance were assessed with eyes open and closed. Dynamic balance was assessed using the star excursion balance test (SEBT). Static and dynamic balance variables were analysed using a 2 (group) x 3 (time) between participants repeated measures ANOVA (p < 0.05). Results revealed significant reductions in average centre of pressure (COP) velocity in the control group on the non-dominant limb with eyes closed, and significantly greater reach distances in the ELT group on the SEBT for the posteromedial and medial directions on the dominant limb (p < 0.05). These findings suggest the ELT group did not significantly improve their balance in comparison to the control group. However, future research should further examine this unique, supplemental training method and the impact on balance performance.  相似文献   

3D printing as an educational technology: theoretical perspectives,learning outcomes,and recommendations for practice     

Pearson  Heather Ann  Dub&#;  Adam Kenneth 《Education and Information Technologies》2022,27(3):3037-3064

Education and Information Technologies - 3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing...  相似文献   

Correction to: Plotting Academic Innovation: A Content Analysis of Twenty Institutional Websites     

Barger  Adam P.  Leffel  Kelly Govain  Lott  Mia 《Innovative Higher Education》2022,47(5):895-895

Innovative Higher Education -  相似文献   

Early modern medical interaction     

Jones  Adam 《Metascience》2022,31(1):69-71

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A New Bayesian Person-Fit Analysis Method Using Pivotal Discrepancy Measures     

Adam Combs 《Journal of Educational Measurement》2023,60(1):52-75

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