Skill and will: test‐taking motivation and assessment quality     

Hanna Eklöf 《Assessment in Education: Principles, Policy & Practice》2010,17(4):345-356

An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the ‘will’ part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students’ motivation to do their best on the assessment – their test‐taking motivation – is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test‐taker. The paper further argues that the quality of assessment of test‐taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test‐taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test‐taking motivation and test performance are presented.  相似文献   

On the propagation of sound in the general bessel horn of infinite length A discussion     

C.R Hanna 《Journal of The Franklin Institute》1927,203(6):849-853

  相似文献   

Book review     

Gila Hanna 《Educational Studies in Mathematics》2007,64(1):107-111

  相似文献   

Using a Spreadsheet Version of Deming's Funnel Experiment in Quality Management and OM Classes     

Mark D. Hanna 《Decision Sciences Journal of Innovative Education》2010,8(1):137-142

  相似文献   

Movable compact shelving: a survey of U.S. suppliers and library users     

Hanna HL  Knight NH 《Library technology reports》1981,17(1):7-105

  相似文献   

Proof, Explanation and Exploration: An Overview     

Gila Hanna 《Educational Studies in Mathematics》2000,44(1-2):5-23

This paper explores the role of proof in mathematics education and providesjustification for its importance in the curriculum. It also discusses threeapplications of dynamic geometry software – heuristics, exploration andvisualization – as valuable tools in the teaching of proof and as potentialchallenges to the importance of proof. Finally, it introduces the four papers in this issue that present empirical research on the use of dynamicgeometry software.  相似文献   

Understanding Regulated Learning in Situative and Contextual Frameworks     

Hanna Järvenoja  Sanna Järvelä  Jonna Malmberg 《教育心理学家》2015,50(3):204-219

Research on self-regulated learning has focused predominantly on a static individual level to explain various strengths and weaknesses of learners. However, much learning today is highly interactive and technologically enhanced, which an individually oriented perspective to regulated learning does not consider. In this article we discuss regulation by bringing situational and contextual variation of regulated learning into focus. We introduce a situative perspective on regulation of learning and give arguments and examples on how it can offer a way to conceptually and empirically grasp multiple layers of regulated learning in social contexts. We also compare the given perspective with sociocognitive and sociocultural perspectives to regulated learning. We conclude that the situative perspective can significantly enrich understanding about individual and group learning as a regulated activity, because it offers a way to examine regulation beyond the individual while not losing sight of learners as individual subjects.  相似文献   

Challenging gender inequalities in education and in working life – a mission possible?     

Kristiina Brunila  Hanna Ylöstalo 《Journal of Education & Work》2015,28(5):443-460

This article deals with challenging the gender inequalities that exist in education and working life. It contemplates the kinds of discursive power relations that have led to gender equality work in Finland. In today’s conditions where equality issues are being harnessed more strongly to serve the aims of economic efficiency and productivity, it is even more important to understand how people who actively seek change have succeeded in negotiating equality issues. The article also explores the current situation by conducting an analysis that makes clear not only the discursive power relations that shape gender equality work, but also how it has been possible for the work to continue successfully.  相似文献   

Soziale Ungleichheiten beim Übergang von der Grundschule in die Sekundarstufe I: Theorie,Forschungsstand, Interventions- und Fördermöglichkeiten     

Hanna Dumont  Kai Maaz  Marko Neumann  Michael Becker 《Zeitschrift für Erziehungswissenschaft》2014,17(2):141-165

Based on a theoretical model, which distinguishes between primary and secondary effects following Boudon, the present paper summarizes empirical evidence regarding the impact of family background on the transition from elementary into secondary school. In doing so, three types of secondary effects are distinguished: secondary effects of school grades, teacher recommendations, and the transition itself. The empirical literature suggests that both primary and secondary effects exist in the German school system: In addition to having lower achievement, children from disadvantaged backgrounds receive lower grades and fewer recommendations for higher tracks and are less likely to attend a high track even when controlling for their achievement. The paper closes by presenting findings from studies analyzing the relative importance of primary and secondary effects and a discussion on how effects of family background on the transition into secondary school can be reduced.  相似文献   

Using a collaborative working group model to develop an ADHD resource for school staff     

Rebecca J. Ward  Hanna Kovshoff  Jana Kreppner 《British Educational Research Journal》2023,49(5):1044-1064

Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co-construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project and the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research–practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence-based knowledge.  相似文献