Reflections on Sidney Hook     

Robert Hessen  Ernest Benjamin Hook  John H. Bunzel  Ralph G. Ross  Milorad M. Drachkovitch  Yin Lujun 《Academic Questions》1989,3(1):9-23

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The evolving reference desk: A case study     

Christopher Ross Bowron  Joseph E. Weber 《The Journal of Academic Librarianship》2019,45(5):102057

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Consistency of report card grades and external assessments in a Canadian province     

John A. Ross  Lynn Kostuch 《Educational Assessment, Evaluation and Accountability》2011,23(2):159-180

The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report card grades and external assessment scores for 2006–09 for Ontario Canada. The information that parents and students received about student performance from report cards and external assessments were similar (r _s  = .47) to the r = .40–.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students’ future achievement that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external assessment, compared to 30–50% of students who failed to meet the report card standard at least once.  相似文献   

Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs     

Chris Linder  Jessica C. Harris  Evette L. Allen  Bryan Hubain 《Equity & Excellence in Education》2015,48(2):178-194

In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation.  相似文献   

Exploring ethical issues associated with using online surveys in educational research     

Lynne D. Roberts  Peter J. Allen 《Educational Research and Evaluation》2015,21(2):95-108

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings.  相似文献   

Sustainability as a cross-curricular priority in the Australian Curriculum: a Tasmanian investigation     

Janet E. Dyment  Allen Hill  Sherridan Emery 《Environmental Education Research》2015,21(8):1105-1126

In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education.  相似文献   

Leaders learning from leaders as an emergent action learning strategy     

Carol A. Mullen  Mariela A. Rodríguez  Tawannah G. Allen 《Action Learning: Research and Practice》2015,12(3):344-355

This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations.  相似文献   

When friendships surpass parental relationships as predictors of long-term outcomes: Adolescent relationship qualities and adult psychosocial functioning     

Joseph P. Allen  Meghan Costello  Jessica Kansky  Emily L. Loeb 《Child development》2022,93(3):760-777

Perceptions of adolescent–parent and adolescent–peer relationship qualities, and adolescents’ attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86 male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent–teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent–teen relationship quality and as reflecting the growing importance of close friendships during this period.  相似文献   

Musculoskeletal stiffness during hopping and running does not change following downhill backwards walking     

Corey W. Joseph  Elizabeth J. Bradshaw  Justin Kemp  Ross A. Clark 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(3):241-258

Eccentric contractions that provide spring energy can also cause muscle damage. The aim of this study was to explore leg and vertical stiffness following muscle damage induced by an eccentric exercise protocol. Twenty active males completed 60 minutes of backward-walking on a treadmill at 0.67 m/s and a gradient of ? 8.5° to induce muscle damage. Tests were performed immediately before; immediately post; and 24, 48, and 168 hours post eccentric exercise. Tests included running at 3.35 m/s and hopping at 2.2 Hz using single- and double-legged actions. Leg and vertical stiffness were measured from kinetic and kinematic data, and electromyography (EMG) of five muscles of the preferred limb were recorded during hopping. Increases in pain scores (over 37%) occurred post-exercise and 24 and 48 hours later (p < 0.001). A 7% decrease in maximal voluntary contraction occurred immediately post-exercise (p = 0.019). Changes in knee kinematics during single-legged hopping were observed 168 hours post (p < 0.05). No significant changes were observed in EMG, creatine kinase activity, leg, or vertical stiffness. Results indicate that knee mechanics may be altered to maintain consistent levels of leg and vertical stiffness when eccentric exercise-induced muscle damage is present in the lower legs.  相似文献   

Rebuilding the Temple     

Charlotte Allen 《Academic Questions》2012,25(3):325-327

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