The Effects of State Decisions About NCLB Adequate Yearly Progress Targets   总被引：2，自引：0，他引：2  

Andrew C. Porter  Robert L. Linn  C. Scott Trimble 《Educational Measurement》2005,24(4):32-39

The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice.  相似文献   

What Is the Long‐Run Impact of Learning Mathematics During Preschool?          下载免费PDF全文

Tyler W. Watts  Greg J. Duncan  Douglas H. Clements  Julie Sarama 《Child development》2018,89(2):539-555

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention‐produced change at age 4 is associated with a 0.24‐SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014 ) using national data sets. Implications for developmental theory and practice are discussed.  相似文献   

Segmenting Educational Content: Long-Form vs. Short-Form Online Learning Modules     

Diego Méndez-Carbajo  Scott A. Wolla 《The American journal of distance education》2019,33(2):108-119

This article studies the differences in student learning outcomes associated with changes in the format of online learning resources. We compare completion rates and degrees of student achievement across several economic education learning modules produced by the Federal Reserve Bank of St. Louis. Initially designed as a long-form online learning module focused on unemployment, the virtual lecture “The Story of Unemployment” was later chunked into four separate short-form learning modules. We find across-the-board evidence of increased completion rates among registered students and statistically significant increases in average differences between pre-test and post-test scores. We also study how the increases in scores are distributed across students by comparing pre-test grade quartiles. Finally, we document that chunking online instructional materials increases retained learning and consistently boosts information absorption at the item level.  相似文献   

Analysis of Large-Scale Secondary Data in Higher Education Research: Potential Perils Associated with Complex Sampling Designs   总被引：1，自引：0，他引：1  

Thomas  Scott L.  Heck  Ronald H. 《Research in higher education》2001,42(5):517-540

Most large-scale secondary data sets used in higher education research (e.g., NPSAS or BPS) are constructed using complex survey sample designs where the population of interest is stratified on a number of dimensions and oversampled within certain of these strata. Moreover, these complex sample designs often cluster lower level units (e.g., students) within higher level units (e.g., colleges) to achieve efficiencies in the sampling process. Ignoring oversampling (unequal probability of selection) in complex survey designs presents problems when trying to make inferences—data from these designs are, in their raw form, admittedly nonrepresentative of the population to which they are designed to generalize. Ignoring the clustering of observations in these sampling designs presents a second set of problems when making inferences about variability in the population and testing hypotheses and usually leads to an increased likelihood of committing Type I errors (declaring something as an effect when in fact it is not). This article presents an extended example using complex sample survey data to demonstrate how researchers can address problems associated with oversampling and clustering of observations in these designs.  相似文献   

Rats in a levered T-maze task show evidence of time–place discriminations in two different measures     

Scott H. Deibel  Andrew B. Lehr  Chelsea Maloney  Matthew L. Ingram  Leanna M. Lewis  Anne-Marie P. Chaulk  Pam D. Chaulk  Darlene M. Skinner  Christina M. Thorpe 《Learning & behavior》2017,45(2):184-190

It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations.  相似文献   

Wait-time in college classes taken by education majors     

Orpha K. Duell  Douglas J. Lynch  Randy Ellsworth  Christopher A. Moore 《Research in higher education》1992,33(4):483-495

Professors teaching education classes differed little from professors teaching noneducation classes in terms of the questions they asked and how long they paused after questions and students' responses. Fewer professor questions went unanswered in the education courses. Professors ask on average about 25 questions each class hour, the majority of which are higher-level. They pause about 2.25 seconds after questions and .45 seconds after student responses. These pauses suggest many students are effectively shut out of responding and are not provided the opportunity to elaborate their answers, even those to complex, divergent questions.  相似文献   

Intertrial unconditioned stimuli differentially impact trace conditioning     

Douglas A. Williams  Travis P. Todd  Chrissy M. Chubala  Elliot A. Ludvig 《Learning & behavior》2017,45(1):49-61

Three experiments assessed how appetitive conditioning in rats changes over the duration of a trace conditioned stimulus (CS) when unsignaled unconditioned stimuli (USs) are introduced into the intertrial interval. In Experiment 1, a target US occurred at a fixed time either shortly before (embedded), shortly after (trace), or at the same time (delay) as the offset of a 120-s CS. During the CS, responding was most suppressed by intertrial USs in the trace group, less so in the delay group, and least in the embedded group. Unreinforced probe trials revealed a bell-shaped curve centered on the normal US arrival time during the trace interval, suggesting that temporally specific learning occurred both with and without intertrial USs. Experiments 2a and 2b confirmed that the bulk of the trace CS became inhibitory when intertrial USs were scheduled, as measured by summation and retardation tests, even though CS offset evoked a temporally precise conditioned response. Thus, an inhibitory CS may give rise to new stimuli specifically linked to its termination, which are excitatory. A modification to the microstimulus temporal difference model is offered to account for the data.  相似文献   

Coloured overlays,visual discomfort,visual search and classroom reading     

Ruth Tyrrell  Keith Holland  Douglas Dennis  Arnold Wilkins 《Journal of Research in Reading》1995,18(1):10-23

Forty-six children aged 12–16 were shown a page of meaningless text covered in random order by different plastic overlays, including seven that were various colours and one that was clear. By successive pairwise comparison each child selected the overlay that provided the greatest perceptual clarity of the text. The children with below-average reading ability were more likely to chose a coloured overlay, and they reported more perceptual difficulty on tasks devised by Irlen (1983). In separate sessions with and without the overlay of their choice, the children read for 15 minutes and performed a visual search task. The overlay had little effect on reading initially, but after about 10 minutes the children who chose a coloured overlay read more slowly without the overlay than with it. These children reported more symptoms of visual discomfort and showed signs of tiring when they read without the overlay. The visual search performance of the children who chose a coloured overlay was initially impaired but improved to normal levels when the overlay was used. Fourteen children aged 8–16 acted as chronological or reading age-matched controls, and undertook the reading and visual search tasks using a clear overlay which had no effect on performance.  相似文献   

Deferred Costs and Economic Returns to College Major,Quality, and Performance     

Thomas  Scott L. 《Research in higher education》2000,41(3):281-313

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Reflections on ethical dilemmas in working with so-called ‘vulnerable’ and ‘hard-to-reach’ groups: experiences from the Foodways and Futures project     

Karolina Gombert  Flora Douglas  Karen McArdle  Sandra Carlisle 《Educational Action Research》2016,24(4):583-597

This article reflects on ethical limitations and dilemmas encountered during fieldwork of the Foodways and Futures project (2013–2016). Foodways and Futures is a qualitative action research project aimed at exploring the food choices of former homeless young people (aged 16–25) in Aberdeenshire. In Scotland, where over 13,000 young people become homeless every year, Foodways and Futures aims to address social injustices as well as the implications of malnutrition in young people. Four interrelated main themes surrounding ethics became apparent during fieldwork: issues of communication, trust, issues with consent forms and power relations. Reflecting on these themes makes it clear that ethical guidelines are not necessarily beneficial for researchers as well as participants, especially if they are part of so-called vulnerable groups.  相似文献