Assessment of Students’ Understanding of Variation     

Jane M. Watson  Ben A. Kelly 《Teaching Statistics》2007,29(3):80-88

Several tasks used in research studies are presented with assessment rubrics and examples of the development of student understanding. The tasks focus on students’ appreciation of variation in several contexts and illustrate the need to discuss variation in the classroom and to ask students specifically about it during assessment.  相似文献   

Education as a vehicle for combating HIV/AIDS     

Carol Coombe  Michael J. Kelly 《Prospects》2001,31(3):435-445

  相似文献   

Girls and science and technology     

Alison Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):501-503

  相似文献   

Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks     

Penny Corkum  Kelly Humphries  Jennifer C. Mullane  France Theriault 《Contemporary educational psychology》2008

This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD.  相似文献   

BOOK REVIEWS     

Wendy Sutherland‐Smith  Chris Richards  Kelly Buckley  Marie‐Pierre Moreau  Michelle A. Kessler  Michele Cohen 《Gender and education》2008,20(3):291-302

  相似文献   

Teacher education and child outcomes: A reply to the commentary     

Diane M. Early  Kelly L. MaxwellRichard M. Clifford 《Early childhood research quarterly》2008

  相似文献   

Listening harder: Queer archive and biography     

Emma Jean Kelly 《Educational Philosophy and Theory》2019,51(10):995-1005

This article emerges from a wider study on bicultural film archiving practice. It focuses on Jonathan Dennis as a subject of (my) archiving, and as a distinctive archivist himself in relation to a specific archive at a particular moment. Dennis practice differed significantly from North American and European conventions contemporaneous with his life work. The charismatic founding director of Ngā Taonga Sound & Vision (formerly The New Zealand Film Archive) Jonathan Dennis (1953–2002) became a conduit for tensions and debates during the 1981–2002 period in relation to indigenous and non indigenous presentation of (film) archival materials. This resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā (non Māori/indigenous New Zealander) with a strong sense of social justice he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice, by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s period until his death.

Note: From 1988 the official name for the New Zealand Film Archive was Ngā Kaitiaki o ngā Taonga Whitiāhua (Guardians of the Treasured Images of Light). Since August 2014 the institution is called Ngā Taonga Sound & Vision, New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero to acknowledge the acquisition of the state-owned Television NZ Archive and Sound Archives from Radio NZ. For brevity’s sake the Archive is referred to throughout as NTSV (Ngā Taonga Sound & Vision).

Key: NTSV PP JD refers to the NTSV Personal Papers of Jonathan Dennis (uncatalogued at time of writing).  相似文献   

III. Narrative and Vote-Count Synthesis of Comparisons with Only Directional Outcomes     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):27-37

  相似文献   

Contemporaneous and Longitudinal Associations of Sibling Conflict with Family Relationship Assessments and Family Discussions about Sibling Problems     

Gene H. Brody  Zolinda Stoneman  J. Kelly McCoy  Rex Forehand 《Child development》1992,63(2):391-400

The first purpose of this study was to examine contemporaneous and longitudinal associations of maternal and paternal measures of family functioning with observational and self-report assessments of sibling conflict. The second purpose was to determine whether the ways in which families attempt to solve siblings' problems are associated with contemporaneous and longitudinal assessment of sibling conflict. The results indicate that paternal equality of treatment and family harmony during family discussions about sibling problems, as well as parents' perceptions of family cohesiveness, are associated with lower sibling conflict levels.  相似文献   

Deaf college students' comprehension of relational language in arithmetic compare problems     

Kelly RR  Lang HG  Mousley K  Davis SM 《Journal of deaf studies and deaf education》2003,8(2):120-132

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors.  相似文献