Fairness and Consequential Validity of Teacher Work Samples     

Peter Denner  Antony Norman  Shu-Yuan Lin 《Educational Assessment, Evaluation and Accountability》2009,21(3):235-254

Acknowledging the necessity to establish the fairness and consequential validity of teacher candidate performance assessments when they are used to make high-stakes decisions impacting entry into the profession, we investigated whether there were any adverse results from the use of the Renaissance Teacher Work Sample (TWS) assessment at two universities as a consequence of the age, gender, or race/ethnicity of teacher candidates. We also investigated education program and program entrance requirements, such as Praxis I scores, and measures of grade point average, as general predictors of TWS success. The findings indicated no disparate impact or adverse consequences based on the gender, age, or race/ethnicity of the teacher candidates. Selected variables did predict a moderate amount of the variance of the TWS total scores of both preinterns and student-teaching interns. The process used to determine the value implications of the results was also discussed.  相似文献   

Class-wide Positive Behavior Support in Preschool: Improving Teacher Implementation Through Consultation     

Deborah Russell Carter  Renee K. Van Norman 《Early Childhood Education Journal》2010,38(4):279-288

As the number of young children displaying challenging behavior in early childhood grows, so too does the need to implement evidence-based practices that prevent challenging behavior. Positive Behavior Support (PBS) provides a framework of tiered interventions focused on promoting social-emotional development and preventing challenging behavior. This study investigated the effects of consultation on teachers’ implementation of universal PBS practices and children’s academic engagement. A multiple-baseline design was applied across four preschool classrooms serving children from 33 to 63 months of age. A strong relationship was documented between consultation and teachers’ implementation of PBS skills. High levels of academic engagement were maintained following consultation. Implications of the results are provided for applications of universal PBS practices in early childhood settings.  相似文献   

Situated Learning: Conceptualization and Measurement     

Lakshmi Goel  Norman Johnson  Iris Junglas  Blake Ives 《Decision Sciences Journal of Innovative Education》2010,8(1):215-240

A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making.  相似文献   

Governing indigenous recreation at a distance: a critical analysis of an after school active health intervention     

Moss E. Norman  LeAnne Petherick  Eric Garcia  Gordon Giesbrecht  Todd Duhamel 《Sport, Education and Society》2018,23(2):135-148

Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the ‘global obesity epidemic’ and the closely related ‘global pandemic of physical inactivity', and that these so-called ‘crises’ operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention – After the School Bell Rings (ASBR) – that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n?=?10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.  相似文献   

Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale          下载免费PDF全文

Katherine Chesnutt  Melissa Gail Jones  Rebecca Hite  Emily Cayton  Megan Ennes  Elysa N. Corin  Gina Childers 《科学教学研究杂志》2018,55(6):876-900

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.  相似文献   

Team-Referent Attributions Among Sport Performers     

Iain Greenlees  Andrew Lane  Richard Thelwell  Tim Holder  Gina Hobson 《Research quarterly for exercise and sport》2013,84(4):477-487

Abstract

The aim of this study was to develop and validate a team-referent attribution scale. Conducted over three studies, Study 1 modified items from McAuley, Duncan, and Russell's (1992) Causal Dimension Scale II by rewording items to reflect team attributions and adding one item per factor. This led to the development of a 16-item scale (Causal Dimension Scale-T, CDS-T). Study 2 tested competing models of attribution theory among a sample of 433 team sport players. Confirmatory factor analysis indicated strongest support for a four-factor model (robust comparative fit index = .961; root mean squared error of approximation = .054). Study 3 tested the predictive validity of the scale among a sample of 201 team players. Results indicated that winners reported more internal and stable attributions than losers. Further, performances perceived as successful were associated with stable attributions. The results of the study, therefore, suggest that the CDS-T provides a valid measure of team-referent attributions in sport.  相似文献   

A cross-sectional examination of the physical fitness and selected health attributes of recreational all-terrain vehicle riders and off-road motorcyclists     

Jamie F. Burr  Veronica Jamnik  Norman Gledhill 《Journal of sports sciences》2013,31(13):1423-1433

Abstract

The aims of this study were: (1) to characterize selected fitness and health attributes of two types of habitual recreational off-road vehicle riders – off-road motorcyclists and all-terrain vehicle riders; (2) to explore differences among riders in terms of vehicle type, age, and gender; and (3) to compare the fitness and health of riders to population norms and clinical health standards. Canadian off-road riders (n = 141) of both sexes aged 16 years and over were recruited through local and national off-road riding organizations. Anthropometry, fitness, and health measures of off-road motorcycle and all-terrain vehicle riders were compared with population norms, health standards, and physical activity guidelines. Off-road motorcycle riders had above average aerobic fitness (79th percentile), while all-terrain vehicle riders were lower than average (40th percentile). All riders had a healthy blood lipid profile and a low incidence of the metabolic syndrome (12.9%) compared with members of the general population. Off-road motorcycle riders had healthier body composition and fitness than all-terrain vehicle riders; however, the body composition of off-road motorcycle riders was no healthier than that of the general population and all-terrain vehicle riders were worse than the general population. Off-road motorcycle riders had healthier anthropometry and fitness than all-terrain vehicle riders and thus fewer health risk factors for future disease, demonstrating that the physiological profiles of off-road riders are dependent on vehicle type.  相似文献   

A toy model that predicts the qualitative role of bar bend in a push jerk     

Aaron Santos  Norman E. Meltzer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):345-359

In this work, we describe a simple coarse-grained model of a barbell that can be used to determine the qualitative role of bar bend during a jerk. In simulations of this model, we observed a narrow time window during which the lifter can leverage the elasticity of the bar in order to lift the weight to a maximal height. This time window shifted to later times as the weight was increased. In addition, we found that the optimal time to initiate the drive was strongly correlated with the time at which the bar had reached a maximum upward velocity after recoiling. By isolating the effect of the bar, we obtained a generalized strategy for lifting heavy weight in the jerk.  相似文献   

Factors contributing to lifelong science learning: Amateur astronomers and birders          下载免费PDF全文

M. Gail Jones  Elysa Nicole Corin  Thomas Andre  Gina M. Childers  Vanessa Stevens 《科学教学研究杂志》2017,54(3):412-433

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Indexing tuition to cost of education: The impact on students and institutions     

Dennis W. Viehland  Norman S. Kaufman  Barbara M. Krauth 《Research in higher education》1982,17(4):333-343

This study examines an emerging trend in state higher education finance policy: the use of an index to establish tuition and fee levels at public institutions. Based on a national survey of tuition-setting policies, this study documents the increasing use of an indexing formula to determine tuition levels. Factors encouraging this trend are examined, and questions that must be addressed by state and institutional policymakers in adopting such a formula are discussed. Policy implications for states and institutions are also considered.  相似文献