Primary Data     

Andrew Bramwell 《Teaching Statistics》1995,17(3):88-89

This article gives a rare insight into the way in which statistical thinking may be introduced in the primary school classroom.  相似文献   

Consultation in special education (Part II): Training and practice     

L Idol  J F West 《Journal of learning disabilities》1987,20(8):474-497

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An analysis of instructional design and technology departments     

Richard E. West  Rebecca A. Thomas  Robert Bodily  Casey Wright  Jered Borup 《Educational technology research and development : ETR & D》2017,65(4):869-888

In this paper we explore the academic productivity of universities in the field of Instructional Design and Technology according to three types of publically available data: (1) publication in 20 leading journals, (2) representation in the Handbook of Educational Communications Technology, and (3) reception of professional organization awards. We then identified five of these programs and analyzed the attributes of these departments to better understand the trends in how they are preparing the instructional technologists of tomorrow. While previous studies have compared leading instructional design and technology (IDT) programs by looking at publication in a single journal, we believe our approach provides a well-rounded perspective. In addition, we hope this study helps IDT departments learn from each other by discussing trends in department curricula.  相似文献   

CORRELATION OF SCHOLASTIC APTITUDE TEST SCORE WITH COLLEGE GRADES FOR NEGROES VERSUS WHITES1     

Julian C. Stanley  Andrew C. Porter 《Journal of Educational Measurement》1967,4(4):199-218

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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   

Analysis of students' assessments in middle school curriculum materials: Aiming precisely at benchmarks and standards     

Luli Stern    Andrew Ahlgren 《科学教学研究杂志》2002,39(9):889-910

Assessment influences every level of the education system and is one of the most crucial catalysts for reform in science curriculum and instruction. Teachers, administrators, and others who choose, assemble, or develop assessments face the difficulty of judging whether tasks are truly aligned with national or state standards and whether they are effective in revealing what students actually know. Project 2061 of the American Association for the Advancement of Science has developed and field‐tested a procedure for analyzing curriculum materials, including their assessments, in terms of how well they are likely to contribute to the attainment of benchmarks and standards. With respect to assessment in curriculum materials, this procedure evaluates whether this assessment has the potential to reveal whether students have attained specific ideas in benchmarks and standards and whether information gained from students' responses can be used to inform subsequent instruction. Using this procedure, Project 2061 had produced a database of analytical reports on nine widely used science middle school curriculum materials. The analysis of assessments included in these materials shows that whereas currently available materials devote significant sections in their instruction to ideas included in national standards documents, students are typically not assessed on these ideas. The analysis results described in the report point to strengths and limitations of these widely used assessments and identify a range of good and poor assessment tasks that can shed light on important characteristics of good assessment. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 889–910, 2002  相似文献   

Discourses on bad children and bad schools   总被引：1，自引：0，他引：1  

Thomas G  Loxley A 《Journal of learning disabilities》2005,38(2):175-182

First, discourse is discussed as concerning the subtler lineaments of knowledge production in notions about difference and difficulty. The unhelpful influences that these notions have had on the development of special education research and practice are discussed. The importance of the scholar-practitioner in undoing some of these understandings is further developed. Second, the point is stressed that politics and political questions are intertwined with empirical questions and that a discourse of objectivity propagates and fosters a belief that the supposed paraphernalia of science (measurement, experiment, prediction) can be employed without cost. Third, the point is made that the individual discourse is rooted in the theoretical context of special education--with unhelpful consequences for the way that difficulty continues to be construed as rooted in individuals, whether those individuals be children or schools.  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   

Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support   总被引：1，自引：0，他引：1  

Steve Whitaker  Mable Kinzie  Marcia E. Kraft-Sayre  Andrew Mashburn  Robert C. Pianta 《Early Childhood Education Journal》2007,34(6):379-386

When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant’s involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers’ perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support.  相似文献   

高校网球队运动员训练方法初探     

韩莉  韩开焱 《宜春学院学报》2005,(Z1)

高校网球队运动员训练时间非常有限,要在极短的时间内提高训练水平,就必须注意训练方法的研究。本文从多角度就实际情况作出初探。  相似文献