A Comparison of Item Sampling Plans in the Application of Multiple Matrix Sampling     

Risa P. Gressard  Brenda H. Loyd 《Journal of Educational Measurement》1991,28(2):119-130

This study used a Monte Carlo approach to investigate the effect of item sampling by item stratification on parameter estimation when applying multiple matrix sampling to achievement data. From the results of this study it was concluded that the item sampling method and sampling plan which is a practical compromise in terms of precision and sample size is one based on item stratification by item discrimination and a sampling plan with a moderate number of subtests. This sampling condition provides reasonable precision of the mean and variance estimates but requires only a moderately sized sample.  相似文献   

Rescuing Masculinity: Captivity,Rescue and Gender in American War Narratives     

Brenda M. Boyle 《Journal of American culture (Malden, Mass. : 2003)》2011,34(2):149-160

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The Feasibility and Usability of the Read it Again Dual Language and Literacy Curriculum     

Lillian K. Durán  Brenda K. Gorman  Theresa Kohlmeier  Chase Callard 《Early Childhood Education Journal》2016,44(5):453-461

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FT.com (Financial Times)     

Brenda Reeb 《Journal of Business & Finance Librarianship》2013,18(1):31-36

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Fundamentals for the Academic Liaison,by Richard Moniz,Jo Henry,and Joe Eshleman     

Brenda Faye Green 《Medical reference services quarterly》2013,32(3):354-355

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Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?     

Brenda Hannon 《Learning and Instruction》2012,22(5):299-310

Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts.  相似文献   

The identification and assessment of dyslexiaClass teachers' perceptions of the usefulness of the dyslexia screening test for seven to eight year-old pupils     

Brenda Lawrence  & Jenny Carter 《British Journal of Special Education》1999,26(2):107-111

Many teachers are concerned about the problems of identifying and assessing dyslexia in their own schools, but lack time during the school day to assess the accuracy of new tests. In the last ten years dyslexia has moved from being a hidden disability to one that is acknowledged in academic, intellectual and professional fields, through advances in genetics and psychological research. Non-recognition can lead to severe problems for a pupil in school and in later life, as well as for teachers, in particular, attempting to devise learning programmes and for schools, in general, facing litigation for not addressing a particular child's specific needs.  相似文献   

Editorial     

Tina Cook  Brenda Roche 《Educational Action Research》2017,25(4):467-472

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Inclusive financial literacy education for inspiring a critical financial consciousness: an experiment in partnership with marginalised youth     

Brenda Spotton Visano  Imo Ek-Udofia 《International Journal of Inclusive Education》2017,21(7):763-774

In the absence of critical inquiry, traditional financial literacy education risks socialising economically marginalised groups into an acceptance of the very power structures that created their marginalisation in the first place. The instructor-facilitator seeking to confront the challenge of promoting critical thinking about a subject widely accepted to be factual and esoteric faces considerable obstacles. Adoption of inclusive pedagogies in the design and delivery of financial literacy workshops offers a means of challenging positivist notions of ‘authentic knowledge’ in finance. This paper brings the socially constructed nature of finance to the forefront and offers reflections on our experience with a series of student-led workshops intended to advance financial literacy and a critical financial consciousness in economically marginalised youth, some of whom have been marginalised by the formal education system as well.  相似文献   

Family risks and protective factors: Pathways to Early Head Start toddlers’ social-emotional functioning     

Jessica E. Vick Whittaker  Brenda Jones HardenHeather M. See  Allison D. MeischT’Pring R. Westbrook 《Early childhood research quarterly》2011,26(1):74

Early Head Start children may be more likely to exhibit difficulties with social-emotional functioning due to the high-risk environments in which they live. However, positive parenting may serve as a protective factor against the influence of risk on children's outcomes. The current study examines the effects of contextual and proximal risks on children's social-emotional outcomes and whether these effects are mediated by maternal sensitivity. One-hundred and fourteen low-income, high-risk mother-toddler dyads participated in this longitudinal study designed to examine the relationships between family risk, mothers’ sensitivity, and children's social-emotional functioning in Early Head Start families. Researchers conducted two 2.5-h home visits, approximately six months apart, during which they assessed mothers’ levels of family risk, maternal sensitivity, and their children's social-emotional functioning. A theoretically derived structural equation model was tested to examine the direct paths from family risk variables to children's social-emotional functioning and the indirect paths by way of the mediator variable, maternal sensitivity. Support was found for a model that identified maternal sensitivity as a mediator of the relationship between parenting stress and children's social-emotional functioning. Results have implications for providing services through Early Head Start programs that are aimed at alleviating parenting stress and enhancing maternal sensitivity.  相似文献