Modeling Student Cognition in Digital and Nondigital Assessment Environments     

Kristen E. DiCerbo  Yuning Xu  Roy Levy  Emily Lai  Laura Holland 《Educational Assessment》2017,22(4):275-297

Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students’ processes as they progress through learning activities. These data have the potential to yield information about student cognition if methods can be developed to identify and aggregate evidence from diverse data sources. This work demonstrates how data from multiple carefully designed activities aligned to a learning progression can be used to support inferences about students’ levels of understanding of the geometric measurement of area. The article demonstrates evidence identification and aggregation of activity stream data from two different digital activities, responses to traditional assessment items, and ratings based on observation of in-person non-digital activity aligned to a common learning progression using a Bayesian Network approach.  相似文献   

Body image dissatisfaction and distortion,steroid use,and sex differences in college age bodybuilders     

Mark Anthony Peters  LeAddelle Phelps 《Psychology in the schools》2001,38(3):283-289

College age bodybuilders were compared by sex (female, male) and steroid intake (nonuse, use) on two variables: body image dissatisfaction and body image distortion. Results of 2 × 2 ANOVAs (sex by steroid use) revealed only a significant effect for gender on body distortion. No steroid‐use differences were apparent for either body image dissatisfaction or body image distortion. Further analyses indicated that female bodybuilders were equally split between desiring more muscle bulk versus a thinner frame, whereas the majority of male bodybuilders wanted to build more muscle mass. These results are compared to previous research with non‐bodybuilders wherein body image dissatisfaction was unidirectional for females (i.e., all desired slimness) yet bidirectional for males (i.e., some aspired to increased muscle mass whereas others sought a reduction in body fat). © 2001 John Wiley & Sons, Inc.  相似文献   

At the heart of child care: Predictors of teacher sensitivity in center-based child care     

Emily B. Gerber  Marcy Whitebook  Rhona S. Weinstein 《Early childhood research quarterly》2007

This study examined the extent to which characteristics of early childhood teachers and settings predicted observed teacher sensitivity. Participants included 41 head teachers at child care centers located in Northern California. Accreditation status, center size, and program quality were uniquely associated with teacher sensitivity. Accreditation was also associated with a number of other teacher (training, ethnic minority status, and depression) and setting characteristics (program quality, subsidies, and child ethnic minority enrollment). Other unique predictors included more teacher training, smaller center size, and perceived organizational health. Having a greater number of depressive symptoms or working in a larger center were identified as risks to teacher sensitivity, and were moderated by higher levels of teacher training and observed program quality The current study provides preliminary support for the importance of examining the ways that teacher and setting characteristics are related to teacher interactions with young children.  相似文献   

Age Differences in Imagery Abilities   总被引：7，自引：0，他引：7  

Stephen M. Kosslyn  Jonathan A. Margolis  Anna M. Barrett  Emily J. Goldknopf  Philip F. Daly 《Child development》1990,61(4):995-1010

Age differences were examined in 4 aspects of visual mental imagery, namely, image generation, maintenance, scanning, and rotation. The results suggested that one or more distinct processes are used to carry out each aspect of imagery, and that this is true for 5-year-olds, 8-year-olds, 14-year-olds, and adults. There was no evidence that younger children have fewer processing components, which become differentiated into more specialized subsystems over age. In addition, the results suggested that younger children are relatively poor at scanning, rotating, and generating objects in images, but are relatively good at maintaining images.  相似文献   

Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills     

Cecilia K. Y. Chan  Emily T. Y. Fong 《European Journal of Engineering Education》2018,43(6):927-949

Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts.  相似文献   

Normative beliefs,discursive claims,and implementation of reform‐based science standards     

William R. Veal  Mary E. Riley Lloyd  Malia R. Howell  John Peters 《科学教学研究杂志》2016,53(9):1419-1443

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Coping strategies of high school students in an International Baccalaureate program     

Shannon M. Suldo  Elizabeth Shaunessy  Jessica Michalowski  Emily J. Shaffer 《Psychology in the schools》2008,45(10):960-977

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Wittgenstein and post-analytic philosophy of education: Rorty or Lyotard?     

Michael Peters 《Educational Philosophy and Theory》1997,29(2):1-32

I was thinking about my philosophical work and saying to myself: 'I destroy, I destroy, I destroy…'
Context: The 'linguistic turn' of Western philosophy (Heidegger's later works, the penetration of Anglo-American philosophies into European thought, the development of language technologies); and correlatively, the decline of universalist discourses (the metaphysical doctrines of modern times: narratives of progress, of socialism, of abundance, of knowledge). The weariness with regard to 'theory', and the miserable slackening that goes along with it (new this, new that, post-this, post-that, etc.). The time has come to philosophize.
…there is no danger of philosophy's 'coming to an end'. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato to Nietzsche is encapsulated and 'distanced' in the way Heidegger suggests, and even if twentieth-century philosophy comes to seem a stage of awkward transitional backing and filling (as sixteenth-century philosophy now seems to us), there will be something called 'philosophy' on the other side of the transition.  相似文献   

Perception of global climate change as a mediator of the effects of major and religious affiliation on college students’ environmentally responsible behavior     

Emily Fusco  Shanhong Luo 《Environmental Education Research》2012,18(6):815-830

Previous research has shown a reliable association between environmental education and environmentally responsible behavior (ERB). Research has also shown that aspects of religion were associated with ERB. However, the mechanisms of associations are unclear. This study builds on previous research addressing the relationship between student major, religious affiliation, and ERB in two important ways. First, we tested the role of global climate change (GCC) perceptions as a mediating variable in the relationship between major and ERB, and between religious affiliation and ERB. Second, we developed a new measure of ERB focusing on impacts to natural resources. Student major was found to be a significant predictor of participation in ERB, as was religious affiliation. Student major and religious affiliation were also found to be significant predictors of GCC perceptions. The effect of major and religious affiliation on ERB was both mediated by GCC perceptions.  相似文献   

Role expansion in school psychology: The need for primary and secondary prevention services     

Gail M. Cheramie  Emily G. Suiter 《Psychology in the schools》1993,30(1):53-59

A sample of 80 special education directors completed a survey regarding the functions of school psychologists, the degree of effectiveness of psychologists in delivering certain services, and activities in which they should become more (or less) involved. The results reveal that there is no single activity that accounts for the majority of the school psychologist's time. School psychologists were rated as more effective in assessment, consulting, and crisis intervention. Activities rated as needing more involvement were counseling and consultation. Although these results are supportive of role expansion and consistent with the literature, of particular concern was the failure to identify involvement with at-risk and regular education students as a major need. These concerns suggest that there is a need for increases in primary and secondary prevention services.  相似文献