Geographical concepts and the visually handicapped     

F L Franks  R M Baird 《Exceptional children》1971,38(4):321-324

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Beliefs and practice in teacher assessment     

Jo‐Anne Baird 《Assessment in Education: Principles, Policy & Practice》2010,17(1):1-5

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Internationalising the work of teacher education researchers     

Michael Singh  Jo-Anne Reid  Ninetta Santoro  Diane Mayer 《Asia-Pacific Journal of Teacher Education》2010,38(4):249-253

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Pathways to mathematics: longitudinal predictors of performance   总被引：1，自引：0，他引：1  

LeFevre JA  Fast L  Skwarchuk SL  Smith-Chant BL  Bisanz J  Kamawar D  Penner-Wilger M 《Child development》2010,81(6):1753-1767

A model of the relations among cognitive precursors, early numeracy skill, and mathematical outcomes was tested for 182 children from 4.5 to 7.5 years of age. The model integrates research from neuroimaging, clinical populations, and normal development in children and adults. It includes 3 precursor pathways: quantitative, linguistic, and spatial attention. These pathways (a) contributed independently to early numeracy skills during preschool and kindergarten and (b) related differentially to performance on a variety of mathematical outcomes 2 years later. The success of the model in accounting for performance highlights the need to understand the fundamental underlying skills that contribute to diverse forms of mathematical competence.  相似文献   

Construct‐irrelevant variance sometimes has consequential validity     

Jo‐Anne Baird 《Assessment in Education: Principles, Policy & Practice》2010,17(4):339-343

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A case study analysis of differences in learning processes and outcomes in biology     

John R. Baird  Richard T. White 《Research in Science Education》1981,11(1):111-120

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National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic     

Louise Hayward  Jo-Anne Baird  Simon Allan  Thomas Godfrey-Faussett  Carolyn Hutchinson  Ellen MacIntosh  Ashmita Randhawa  Ernest Spencer  Margaret Lesley Wiseman-Orr 《European Journal of Education》2023,58(1):83-97

Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

The impact of new technologies on university film libraries     

James Baird 《TechTrends》1988,33(3):19-21

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Children’s Knowledge of Symbolic Number in Grades 1 and 2: Integration of Associations     

Chang Xu  Jo-Anne LeFevre 《Child development》2021,92(3):1099-1117

How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict addition but was predicted by number comparison, suggesting that magnitude associations underlie ordering performance. In contrast, for Grade 2 children (n = 80, M = 90 months), number ordering predicted addition concurrently and at the end of Grade 2; number ordering was predicted by number comparison, sequencing, and inhibitory processing. Development of symbolic number competence involves the hierarchical integration of sequence, magnitude, order, and arithmetic associations.  相似文献   

Field Practice in La Mixteca: Transnational Teacher Education in the Service of Mexican Indigenous Students in U.S. Schools     

Nadeen Teresa Ruiz  Peter J. Baird  Pedro Torres Hernández 《Journal of Latinos & Education》2016,15(2):97-112

Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students’ cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates’ future students.  相似文献