The Effect of Linguistic Simplification of Science Test Items on Score Comparability     

Charlene Rivera  Charles W. Stansfield 《Educational Assessment》2013,18(3-4):79-105

The use of accommodations has been widely proposed as a means of including English language learners (ELLs) or limited English proficient (LEP) students in state and districtwide assessments. However, very little experimental research has been done on specific accommodations to determine whether these pose a threat to score comparability. This study examined the effects of linguistic simplification of 4th- and 6th-grade science test items on a state assessment. At each grade level, 4 experimental 10-item testlets were included on operational forms of a statewide science assessment. Two testlets contained regular field-test items, but in a linguistically simplified condition. The testlets were randomly assigned to LEP and non-LEP students through the spiraling of test booklets. For non-LEP students, in 4 t-test analyses of the differences in means for each corresponding testlet, 3 of the mean score comparisons were not significantly different, and the 4th showed the regular version to be slightly easier than the simplified version. Analysis of variance (ANOVA), followed by pairwise comparisons of the testlets, showed no significant differences in the scores of non-LEP students across the 2 item types. Among the 40 items administered in both regular and simplified format, item difficulty did not vary consistently in favor of either format. Qualitative analyses of items that displayed significant differences in p values were not informative, because the differences were typically very small. For LEP students, there was 1 significant difference in student means, and it favored the regular version. However, because the study was conducted in a state with a small number of LEP students, the analyses of LEP student responses lacked statistical power. The results of this study show that linguistic simplification is not helpful to monolingual English-speaking students who receive the accommodation. Therefore, the results provide evidence that linguistic simplification is not a threat to the comparability of scores of LEP and monolingual English-speaking students when offered as an accommodation to LEP students. The study findings may also have implications for the use of linguistic simplification accommodations in science assessments in other states and in content areas other than science.  相似文献   

The Lived Experiences of Clinical Mental Health Counseling Internship Students Providing Home-Based Therapy     

Walker  Denise M.  Teles Oliveira  Joy  Hendricks  LaVelle 《International journal for the advancement of counseling》2022,44(2):337-355

Home-based therapy has become an ongoing trend within the mental health field. This transcendental phenomenologically designed study explored the lived experiences of clinical mental health counseling internship students (N=8) who provided home-based therapy as their primary method of gaining required clinical experience for the completion of their master’s degree. The overall personal and professional development of the students providing therapy in this setting was explored. Insights of the internship students regarding their experiences and challenges in providing home-based therapy were revealed. Recommendations based on the experiences of the students providing home-based therapy were offered. Implications to students, counselor educators, and supervisors have also been provided.

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The Representation of Teachers in Taiwanese Children’s Literature, 1960–2012     

Jia-ling Charlene Yau 《Children‘s Literature in Education》2015,46(3):308-324

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Assessing tackle performance using a novel collision sport simulator in comparison to a “live” one-on-one tackling drill     

Nicholas Burger  Michael Ian Lambert  Harry Hall  Sharief Hendricks 《Journal of sports sciences》2019,37(1):74-81

It is necessary to study the rugby tackle as it is associated with successful performance outcomes and is responsible for the majority of contact injuries. A novel collision sport simulator was developed to study tackle performance. The main aim of this validation study was to assess tackle technique performance between two different conditions: simulator versus a standardised one-on-one tackle drill previously used to assess technique. Tackling proficiency was assessed using a list of technical criteria. Mean scores, standard deviations and Cohen’s d effect sizes were calculated. Mean overall score for dynamic i.e. running simulator tackles was 7.78 (95%CI 7.58–7.99) (out of 9) or 87% (standard deviation or SD±8.94), and mean overall score for dynamic “live” tackles was 7.85 (95%CI 7.57–8.13) (out of 9) or 87% (SD±9.60) (effect size = 0.08; trivial; p > 0.05). Mean overall score for static i.e. standing simulator tackles was 7.45 (95%CI 7.20–7.69) (out of 9) or 83% (SD±10.71), and mean overall score for static “live” tackles was 8.05 (95%CI 7.83–8.27) (out of 9) or 89% (SD±7.53) (effect size = 0.72; moderate; p < 0.001). The simulator replicates dynamic tackle technique comparable to real-life tackle drills. It may be used for research analysing various aspects of the tackle in rugby and other contact sports.  相似文献   

The naked truth: disability,sexual objectification,and the ESPN Body Issue     

Charlene Weaving  Jessica Samson 《体育哲学杂志》2018,45(1):83-100

We critically analyze four images of female Paralympians posing nude in ESPN The Magazine’s Body Issue from the years 2009, 2010, 2012, and 2014. Past literature shows that media portrayals of female Paralympians emphasize esthetically pleasing bodies, able-bodied images and asexualization. Weaving’s continuum of sexual objectification was applied to assess the varying degrees of sexual objectification showcased within each image. From a feminist perspective, discourses of heteronormativity and ableism were applied to outline the concerns with female Paralympic representation in The Body Issue. We argue that by normalizing disability and sexual objectification, woman athletes are trivialized.  相似文献   

Self-directed learning characteristics: making learning personal,empowering and successful     

Charlene du Toit-Brits  Chris-Mari van Zyl 《Africa Education Review》2017,14(3-4):122-141

Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students.  相似文献   

Education policy borrowing and cultural scripts for teaching in China     

Charlene Tan 《比较教育学》2015,51(2):196-211

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Education policy borrowing in China: has the West wind overpowered the East wind?     

Charlene Tan  Catherine S.K. Chua 《Compare》2015,45(5):686-704

Recent education reform in China reflects the global trend of education policy borrowing from Anglophone countries such as the USA. The reform in China essentially advocates shifting from knowledge reproduction and didacticism to knowledge construction by students through a learner-centredness approach. Aware of the trend of borrowing policy from ‘Western’ countries, some educators in China use the proverb ‘the West wind has overpowered the East wind’ to describe this phenomenon. This paper examines the cultural factors that influence education policy borrowing in China by drawing upon Johnson’s metaphors of the ‘politics of selling’ and the ‘politics of gelling’. This paper argues that there exist fundamental cultural differences between Western and Chinese perspectives on the nature and transmission of knowledge that make education policy transfer in China challenging. This paper further proposes that China borrow education policy judiciously by integrating foreign and indigenous sources of knowledge, teaching and learning.  相似文献   

Competitive comparison in music: influences upon self-efficacy beliefs by gender     

Karin S. Hendricks  Tawnya D. Smith  Allen R. Legutki 《Gender and education》2016,28(7):918-934

This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N?=?87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those of males before the seating audition and first rehearsal, but were no longer different by the midpoint of the festival. Survey free-response data were coded according to Bandura's (1997 Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: W. H. Freeman. [Google Scholar]) four sources of self-efficacy. A 52% drop in the frequency of student comments regarding competitive comparison appeared at the same point in which female self-efficacy beliefs were no longer different from those of males. Results support past research to suggest that males and females may respond differently to rank-based competition versus social support.  相似文献   

Analysis of the K‐12 component of the Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project 1998 to 2002     

Debra L. Banks  Charlene Saltz 《Environmental Education Research》2005,11(5):649-663

The Central Arizona–Phoenix Long‐Term Ecological Research (CAP LTER) project includes training elementary and secondary teachers. This training component, Ecology Explorers (EE), prepares teachers in grades 4 through 12 to teach about ecological principles and processes. The EE pedagogy employs scientific inquiry and data collection protocols. This study attempted to capture the impact of the EE training on how teachers were integrating their training knowledge and what support systems influenced the pedagogy. The research‐evaluation design used cohort panels to address questions regarding immediate and long‐term impacts. Inquiry methods were based on survey questionnaires with ordinal and reflective questions. Some of the key findings were: (1) it takes less than a year to integrate the use of scientific protocols into teaching practices, (2) current scientific methodologies appear to support student use of the Internet for research purposes, and (3) both internal and external school support are necessary to ensure protocol integration and Internet use.  相似文献