Accuracy in direct behavior rating is minimally impacted by completion latency          下载免费PDF全文

Evan H. Dart  Keith C. Radley  Aaron J. Fischer  Tai A. Collins  Mark D. Terjesen  Sarah J. Wright  Morgan McCargo  Ashley J. Hicks 《Psychology in the schools》2017,54(9):1123-1133

Direct behavior ratings (DBRs) have been proposed as an efficient method to assess student behavior in the classroom due to their relative ease of administration compared to alternative methods like systematic direct observation. DBRs are considered low‐inference assessments of behavior because they are designed to be completed immediately following a specified observation period of student behavior; however, in practice it is common for teachers and other respondents to delay completion of a DBR until they are reminded to do so. It is unclear what effect, if any, this latency between observation and DBR completion has on rater accuracy. Thus, the purpose of this study was to examine the effect of completion latency on accuracy in an analogue setting. Two‐hundred forty‐one undergraduate students (83.8% female) with a mean age of 21 participated across eight groups and were asked to complete an electronic DBR immediately after watching a video of student behavior or after a predetermined delay of 5 minutes, 15 minutes, 30 minutes, 1 hour, 2 hours, 4 hours, or 6 hours. A one‐way analysis of variance revealed that there was no statistically significant relationship between completion latency and DBR accuracy, F(7, 233) = .959, p = .46, η² = .028.  相似文献   

Undergraduates' Evaluations of Developmental Claims and Their Identification of Information Sources     

Sherry K. Bain  Robert L. Williams  Rachael Isaacs  Ashley Williams  Susan Stockdale 《Innovative Higher Education》2006,30(5):345-360

Students in a large human development course rated the accuracy of 50 developmental claims. Half of the claims were specifically embedded in the course content, but the remaining claims were not addressed in the course. Students also identified the major information source for each developmental claim rated. From the beginning to the end of the course, students (especially high performers) improved in evaluating the accuracy of course-related developmental claims and increasingly attributed their ratings of these claims to professional information sources. Our study underscores the importance of sensitizing students to the role of research evidence in judging the credibility of claims in general education courses.Sherry K. Bain is an Associate Professor in Educational Psychology and Counseling at the University of Tennessee and a member of the school psychology graduate faculty, Her research has included investigations of common beliefs in areas such as giftedness and educational psychology and their relationship to data-based evidence. Robert L. Williams is a Professor in Educational Psychology and Counseling at the University of Tennessee. His current research focuses on the role of critical thinking in a large human development course. Rachael Isaacs and Ashley Williams are doctoral students in the School Psychology Program at the University of Tennessee. Susan Stockdale is an Assistant Professor of Educational Psychology and Middle Grades Education at Kennesaw State University. Her recent research has related to critical thinking and cooperative learning in higher education  相似文献   

Implementing the Brian Deer Classification Scheme for Aanischaaukamikw Cree Cultural Institute     

Annie Bosum  Ashley Dunne 《资料收集管理》2017,42(3-4):280-293

ABSTRACT

The library at Aanischaaukamikw Cree Cultural Institute has a collection of more than 4,000 books, periodicals, and audiovisual materials focused on the culture, history, and language of the Cree Nation. Both Dewey Decimal Classification and Library of Congress Classification use non-Indigenous perspectives that result in unwieldy call numbers for our items, while nevertheless losing the specificity of subjects in our collection. We therefore chose to implement the Brian Deer Classification (BDC) scheme. BDC is a nontraditional system developed specifically for Indigenous libraries in which the collections inform the classification plan. Catalogers with specialized knowledge of the community represented in the collection is essential to success.  相似文献   

From Pathfinder to LibGuide: Teaching Sources through an Instruction Companion     

Loriene Roy  Ashley J. Morrison 《The Reference Librarian》2017,58(1):84-90

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Examining the Relationship Between 2-year College Entry and Baccalaureate Aspirants’ Academic and Labor Market Outcomes: Impacts,Heterogeneity, and Mechanisms     

Xu  Di  Solanki  Sabrina  Harlow  Ashley 《Research in higher education》2020,61(3):297-329

Research in Higher Education - Using the Education Longitudinal Study of 2002 (ELS:2002), this paper analyzes students’ baccalaureate attainment and early labor market performance, comparing...  相似文献   

Correction to: Incremental Beliefs,STEM Efficacy and STEM Interest among First-Year Undergraduate Students     

Lytle  Ashley  Shin  Jiyun Elizabeth 《Journal of Science Education and Technology》2020,29(2):282-282

Journal of Science Education and Technology - The original version of this article unfortunately contained a mistake in the article title. The word “Students” was inadvertently deleted.  相似文献   

Exploring the Connections Between Action Research and Teacher Leadership: A Reflection on Teacher-Leader Research for Confronting New Challenges     

Rachel Wolkenhauer  Ashley Pennypacker Hill  Nancy Fichtman Dana  Marisa Stukey 《The New Educator》2017,13(2):117-136

ABSTRACT

This reflective article examines the relationship between teachers’ engagement in action research and their ability to lead within their schools. As part of The New Educator’s special issue, “Developing an Inquiry Stance toward Instructional Improvement: Teacher-Leader Action Research,” this article demonstrates the development of an inquiry stance. It shares the story of two practicing teacher leaders within the new and challenging circumstance of adjusting to, and studying, the professional development they provided to help teachers deal with a challenging transition to a radically different school space. This article examines the ways practitioner inquiry supported these teachers to be leaders in the new architectural space designed to promote innovative instruction for twenty-first-century teaching and learning. We posit that coupling teacher leadership and teacher research enables teachers (a) to lead with literature, (b) to lead from data, (c) to lead through sharing, and (d) to lead by example.  相似文献   

A progression in first-grade children’s thinking about variable and variable notation in functional relationships     

Maria Blanton  Bárbara M. Brizuela  Angela Murphy Gardiner  Katie Sawrey  Ashley Newman-Owens 《Educational Studies in Mathematics》2017,95(2):181-202

Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children’s thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children’s understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not “ready” for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas.  相似文献   

From microscope to mirror: doctoral students’ evolving positionalities through engagement with culturally sensitive research     

Rachel Roegman  Michelle G. Knight  Ashley M. Taylor  Vaughn W.M. Watson 《International journal of qualitative studies in education》2016,29(1):44-65

This study examines the experiences of doctoral students in a qualitative research course that centers culture throughout the research process. Data sources include one-on-one interviews, written documentation of course assignments, research team meetings, and doctoral students’ conference proposals and publications examining civic learning and action and notions of citizenship of second- and 1.5-generation African immigrants in New York City. Using Tillman’s framework for culturally sensitive research (CSR), we draw attention to the ways doctoral students as emerging scholars come to understand and enact their positionalities in research, especially in relation to data analysis, interpretation, and representation. This study expands notions of CSR to include a focus on research with African immigrants and strengthens possibilities for doctoral preparation in education that focuses on culture, race, and immigrant populations.  相似文献   

Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia     

Laura M. Steacy  Ashley A. Edwards  Jay G. Rueckl  Yaacov Petscher  Donald L. Compton 《Child development》2021,92(3):e252-e269

Developmental studies examining relations between word reading (WR) and decoding in typical and dyslexic populations routinely cut the reading distribution to form distinct groups. However, dichotomizing continuous variables to study development is problematic for multiple reasons. Instead, we modeled and visualized the parallel growth of WR and nonword reading (NWR) factor scores longitudinally in a Grade 1–4 developmental sample (N = 588). The results indicate that while WR and NWR growth factors are highly related (r = .71), the relation between WR and NWR trajectories change as a function of initial WR. Results are interpreted within computational models of dyslexia in which children with dyslexia overfit orthography → phonology relations at the level of the word, limiting the development of sublexical representations needed to read nonwords.  相似文献