Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

Similar but different: differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension          下载免费PDF全文

Danielle Colenbrander  Lyndsey Nickels  Saskia Kohnen 《Journal of Research in Reading》2017,40(4):403-419

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White Paper: A Multidimensional Understanding of Effective University and College Counseling Center Organizational Structures     

Sharon L. Mitchell  Danielle R. Oakley  John H. Dunkle 《Journal of College Student Psychotherapy》2019,33(2):89-106

Established in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.  相似文献   

Spiral Model of Phronesis Development: Social-emotional and character development in low-resourced urban schools     

Danielle R. Hatchimonji  Arielle C. V. Linsky  Samuel J. Nayman  Maurice J. Elias 《Journal of moral education》2020,49(1):129-142

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Evaluation of an innovative hands‐on anatomy‐centered ultrasound curriculum to supplement graduate gross anatomy education          下载免费PDF全文

Danielle F. Royer  Ross Kessler  Jeffrey R. Stowell 《Anatomical sciences education》2017,10(4):348-362

Ultrasound (US) can enhance anatomy education, yet is incorporated into few non‐medical anatomy programs. This study is the first to evaluate the impact of US training in gross anatomy for non‐medical students in the United States. All 32 master's students enrolled in gross anatomy with the anatomy‐centered ultrasound (ACUS) curriculum were recruited. Mean Likert ratings on pre‐ and post‐course surveys (100% response rates) were compared to evaluate the effectiveness of the ACUS curriculum in developing US confidence, and gauge its impact on views of US. Post‐course, students reported significantly higher (P < 0.001) mean confidence ratings in five US skills (pre‐course versus post‐course mean): obtaining scans (3.13 ±1.04 versus 4.03 ±0.78), optimizing images (2.78 ±1.07 versus 3.75 ±0.92), recognizing artifacts (2.94 ±0.95 versus 3.97 ±0.69), distinguishing tissue types (2.88 ±0.98 versus 4.09 ±0.69), and identifying structures (2.97 ±0.86 versus 4.03 ±0.59), demonstrating the success of the ACUS curriculum in students with limited prior experience. Views on the value of US to anatomy education and to students' future careers remained positive after the course. End‐of‐semester quiz performance (91% response rate) provided data on educational outcomes. The average score was 79%, with a 90% average on questions about distinguishing tissues/artifacts, demonstrating positive learning outcomes and retention. The anatomy‐centered ultrasound curriculum significantly increased confidence with and knowledge of US among non‐medical anatomy students with limited prior training. Non‐medical students greatly value the contributions that US makes to anatomy education and to their future careers. It is feasible to enhance anatomy education outside of medical training by incorporating US. Anat Sci Educ 10: 348–362. © 2016 American Association of Anatomists.  相似文献   

Articulation and Transfer for Career and Technical Students: Best Practices for Dealing with Real and Perceived Barriers to Baccalaureate Degree Attainment for Applied Science Students     

Mark Fincher  Chris Kelly  Miranda Harrison  Zachary Harrison  Danielle Hopson  Selah Weems 《Community College Journal of Research & Practice》2013,37(8):531-535

ABSTRACT

Community colleges produce large numbers of high quality graduates from career and technical programs. These programs are often of high academic rigor and quality. However, most universities view these Applied Associates of Science (AAS) as being terminal associate's degrees that are not appropriate for transfer. Regional accrediting standards are often cited as the reason for this differentiation. The reality is that institutional policies often simply dismiss AAS courses by their prefix to simplify the process. This study and presentation will explore the reality of what is allowed by accrediting bodies in transferring AAS courses and best practices for facilitating the maximum allowable course transfer.  相似文献   

Children Develop Initial Orthographic Knowledge During Storybook Reading     

Kenn Apel  Danielle Brimo  Elizabeth B. Wilson-Fowler  Christian Vorstius  Ralph Radach 《Scientific Studies of Reading》2013,17(4):286-302

We examined whether young children acquire orthographic knowledge during structured adult-led storybook reading even though minimal viewing time is devoted to print. Sixty-two kindergarten children were read 12 storybook “chapters” while their eye movements were tracked. Results indicated that the children quickly acquired initial mental graphemic representations of target nonwords. This learning occurred even though they focused on the target nonwords approximately one fourth of the total time while viewing the pages. Their ability to acquire the initial orthographic representations of the target nonwords and their viewing time was affected by the linguistic statistical regularities of the words. The results provide evidence of orthographic learning during structured storybook reading and for the use of implicit linguistic statistical regularities for learning new orthographic word forms in the early stages of reading development.  相似文献   

The force–time profile of elite front crawl swimmers     

Danielle P. Formosa  Bruce Mason  Brendan Burkett 《Journal of sports sciences》2013,31(8):811-819

Abstract

In this study, we used recently developed technology to determine the force–time profile of elite swimmers, which enabled coaches to make informed decisions on technique modifications. Eight elite male swimmers with a FINA (Federation Internationale de Natation) rank of 900+ completed five passive (streamline tow) and five net force (arms and leg swimming) trials. Three 50-Hz cameras were used to video each trial and were synchronized to the kinetic data output from a force-platform, upon which a motorized towing device was mounted. Passive and net force trials were completed at the participant's maximal front crawl swimming velocity. For the constant tow velocity, the net force profile was presented as a force–time graph, and the limitation of a constant velocity assumption was acknowledged. This allowed minimum and maximum net forces and arm symmetry to be identified. At a mean velocity of 1.92 ± 0.06 m · s^?1, the mean passive drag for the swimmers was 80.3 ± 4.0 N, and the mean net force was 262.4 ± 33.4 N. The mean location in the stroke cycle for minimum and maximum net force production was at 45% (insweep phase) and 75% (upsweep phase) of the stroke, respectively. This force–time profile also identified any stroke asymmetry.  相似文献   

Quantifying stroke coordination during the breathing action in front-crawl swimming using an instantaneous net drag force profile     

Danielle P. Formosa  Mark G.L. Sayers  Brendan Burkett 《Journal of sports sciences》2013,31(18):1729-1737

Abstract

This study used both an instantaneous net drag force profile and a symmetry timing to evaluate the effect of the breathing action on stroke coordination. Twenty elite swimmers completed a total of six randomised front-crawl towing trials: (i) three breathing trials and (ii) three non-breathing trials. The net drag force was measured using an assisted towing device mounted upon a Kistler force platform, and this equipment towed the swimmer at a constant speed. The net drag force profile was used to create a stroke symmetry index for each swimming trial. Analysis using the symmetry indices identified that the majority of participants demonstrated an asymmetrical instantaneous net drag force stroke profile in both the breathing and non-breathing conditions, despite no significant differences in the time from finger-tip entry to finger-tip exit. Within the breathing condition, the faster swimmers compared to the slower swimmers demonstrated a lesser percentage of overlap between stroke phases on their breathing stroke side. During the non-breathing condition, the faster participants compared to the slower swimmers recorded a reduction in the percentage of overlap between stroke phases and less duration in the underwater stroke on their breathing stroke side. This study identified that the majority of participants demonstrated an asymmetrical net drag force profile within both conditions; however, asymmetry was less prevalent when examining with only the timing symmetry index.  相似文献   

Predicting second language writing proficiency: the roles of cohesion and linguistic sophistication     

Scott A. Crossley  Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):115-135

This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables (lexical diversity, word frequency, word meaningfulness, aspect repetition and word familiarity) can be used to significantly predict L2 writing proficiency. The results demonstrate that L2 writers categorised as highly proficient do not produce essays that are more cohesive, but instead produce texts that are more linguistically sophisticated. These findings have important implications for L2 writing development and L2 writing pedagogy.  相似文献