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101.
Matthew Ryan Lavery Jonathan D. Bostic Lance Kruse Erin E. Krupa Michele B. Carney 《Educational Measurement》2020,39(4):116-130
Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument-based validation methods published in peer-reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument-based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field. 相似文献
102.
Round-robin presentations: Increasing opportunities for public speaking in large lectures and beyond
Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects
Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students’ abilities to give concise and focused presentations; to reduce public speaking anxiety. 相似文献
103.
ABSTRACT This study examines whether professional journalists reason differently about moral problems when primed with their professional identity. This between-subjects experiment (N?=?171) used the Defining Issues Test, a much-used and validated instrument that measures moral reasoning. The results show identity priming does not affect how journalists apply ethics. The study also found that journalists score far lower in moral reasoning than they did 13 years ago. These results are interpreted through the lens of social identity theory. 相似文献
104.
Weeding academic library collections is widely acknowledged as a necessary and beneficial, but difficult, task. Little research has been done on how librarians approach weeding for a particular academic subject area and how they apply general weeding plans and criteria to a specific subject. This project examines the weeding practices of librarians with responsibility for managing book collections in political science and related disciplines through the use of a survey about their weeding experiences and perspectives. While survey respondents expressed similar motivations for weeding, the obstacles they encounter, and their approaches to developing weeding projects to those outlined in the literature, respondents were more confident about weeding and do it more frequently than one would expect from prior scholarship. Open text responses gave insight into how librarians apply broad and subjective weeding criteria, such as currency and relevance, to their politics-related collections. 相似文献
105.
Individuals frequently engage in self-presentation via social media and can subsequently receive various simple communicative cues (paralinguistic digital affordances; PDAs) from which they may determine the success of their self-presentation, including Likes and Upvotes. Previous research has found these communicatively abstract one-click cues are interpreted idiosyncratically when received, but the quantity received matters to users in determining whether a post is “successful.” The present work probes explanatory mechanisms behind the use of PDA responses as a metric of self-presentational success, deriving hypotheses from social comparison theory, social penetration theory, and expectancy violations theory. Results from a survey (N = 255) reveal that social comparison and communicative reciprocity provide explanatory power regarding the threshold of Likes and Reactions to a Facebook post needed to consider a post successful. 相似文献
106.
Tim Urdan Monica Solek Erin Schoenfelder 《European Journal of Psychology of Education - EJPE》2007,22(1):7-21
Research examining family influences on student motivation and achievement in school has generally focused on parental influences
and has often been limited to one or two variables (e.g., parental expectations or aspirations, parental involvement in schoolwork).
In the present study we interviewed high school seniors to examine whether and how family members affected their academic
motivation and achievement. Interviews were coded holistically for the strength, affective tone, source, and types of familial
influence. Emergent themes from the interview analyses revealed that students perceived a broad range of types and sources
of familial influence on motivation. Interviews were divided into five prototypical patterns: Family Obligation, Family Pleasing,
Family Support, Aversive Influence, and No Influence. The types of familial influence differed by cultural characteristics
(generational status, native country) and by achievement level. Associations between the five patterns of family influence
and existing theories of family influence are discussed. 相似文献
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108.
Erin J. Nash 《Science & Education》2017,26(7-9):1063-1069
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