More than smile sheets: Rasch analysis of training reactions in a medical center     

Daniel McLinden  William John Boone 《Performance Improvement Quarterly》2009,22(3):7-21

Reaction questionnaires administered at the conclusion of a training program are a common method of evaluation. Because such questionnaires are often constructed and analyzed in an ad hoc manner, their usefulness is often difficult to gauge. However, if properly constructed and analyzed, such instruments can help to make clear the strengths and weaknesses of programs. This article presents a framework for questionnaire development and analysis to ensure that such questionnaires are psychometrically sound and useful for decision making. The data used for this research were from over 5,000 questionnaires completed by individuals at the conclusion of educational programs. The Rasch model was used to evaluate the data. Results suggest that the posttraining questionnaire is a valid and reliable indicator of program quality. In addition, the Rasch analysis provided empirically based methods for diagnosing needed improvements to assessment instruments.  相似文献   

Assessing transition services for handicapped youth: a cooperative interagency approach     

R A Stodden  R Boone 《Exceptional children》1987,53(6):537-545

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Hypertext computer study guides and the social studies achievement of students with learning disabilities, remedial students, and regular education students   总被引：1，自引：0，他引：1  

K Higgins  R Boone 《Journal of learning disabilities》1990,23(9):529-540

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study 1 in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.  相似文献   

Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations          下载免费PDF全文

Simon Boone  Sarah Thys  Piet Van Avermaet  Mieke Van Houtte 《British Educational Research Journal》2018,44(2):274-293

Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment.  相似文献   

Ninth graders' attitudes towards selected uses of technology     

Boone  William J.  Edson  James 《Journal of Science Education and Technology》1994,3(4):239-247

Technology has become affordable and available for science teachers of all grade levels. This study presents the results of collecting attitudinal data from over 240 ninth grade physical science students prior to the integration of technology into their science curriculum. The data were evaluated utilizing a probabilistic model, which corrects for the nonlinearity of rating scale responses. Results indicate that surveyed students, on average, were supportive of the integration of a wide range of technology into their classroom. Although students were generally positive, they were statistically more supportive of activities that involved the sending of electronic messages to other students when a comparison was made to their attitudes toward the collecting of data with computer probes. The results suggest that physical science teachers may want to initiate the integration of technology into classes by first requiring students to use electronic mail to share data collected without the aid of a computer. This activity could, in turn, be followed by labs that require the collecting of data with computer probes and subsequent sharing of that data with other students through electronic mail.  相似文献   

Supporting Students’ Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds     

Sabina Eggert  Anne Nitsch  William J. Boone  Matthias Nückles  Susanne Bögeholz 《Research in Science Education》2017,47(1):137-159

Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3–50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that “knowledge” does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3–50, 2005; Skamp et al., 97(2), 191–217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals’ attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students’ learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students’ test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.  相似文献   

Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment,Third Edition (GGA) in Nine Countries     

Belinda J. Hardin  Doris Bergen  Dionne Sills Busio  William Boone 《Early Childhood Education Journal》2017,45(3):297-312

The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015).  相似文献   

The impact of sub-skills and item content on students’ skills with regard to the control-of-variables strategy     

Martin Schwichow  Simon Christoph  William J. Boone  Hendrik Härtig 《International Journal of Science Education》2016,38(2):216-237

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students’ CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed.  相似文献   

Designing,evaluating, and reacting to a secondary science methods class     

William J. Boone  Hans O. Andersen 《Journal of Science Teacher Education》1994,5(1):15-22

Most science educators spend much of their time planning and teaching science methods classes yet there is very little dialogue among science educators concerning what ought to be taught. This study involved a small sample. Readers should think of it as a model for conducting similar self-studies. The instructor of this course has been teaching it since 1966, and each year, he has revised 10–20% of it. These data show that some, but not all, of the revisions have resulted in improvement. This analysis illustrates how helpful the perceptions of methods students can be for initiating and continuing a dialogue among educators regarding the structure of methods courses. Although the question of “What ought to be taught?” has been clarified to a degree, it has and always will remain.  相似文献   

Lumbopelvic motor control and low back pain in elite soccer players: a cross-sectional study     

Stéphanie Grosdent  Christophe Demoulin  Carlos Rodriguez de La Cruz  Romain Giop  Marco Tomasella  Jean-Michel Crielaard 《Journal of sports sciences》2016,34(11):1021-1029

This study aimed to investigate the relationship between the history of low back pain and quality of lumbopelvic motor control in soccer players. Forty-three male elite soccer players (mean age, 18.2 ± 1.4 years) filled in questionnaires related to low back pain and attended a session to assess lumbopelvic motor control by means of five tests (the bent knee fall out test, the knee lift abdominal test, the sitting knee extension test, the waiter’s bow and the transversus abdominis test). A physiotherapist, blinded to the medical history of the participants, scored (0 = failed, 1 = correct) the performance of the players for each of the tests resulting in a lumbopelvic motor control score ranging from 0 to 5. Forty-seven per cent of the soccer players reported a disabling low back pain episode lasting at least two consecutive days in the previous year. These players scored worse lumbopelvic motor control than players without a history of low back pain (lumbopelvic motor control score of 1.8 vs. 3.3, P < 0.01). The between-groups difference was particularly marked for the bent knee fall out test, the knee lift abdominal test and the transversus abdominis test (P < 0.01). In conclusion, most soccer players with a history of low back pain had an altered lumbopelvic motor control. Further research should examine whether lumbopelvic motor control is etiologically involved in low back pain episodes in soccer players.  相似文献