Factors affecting the speed of free writing     

Jonathan Ferrier  Joanna Horne  Chris Singleton 《Journal of Research in Special Educational Needs》2013,13(1):66-78

Factors affecting the free writing speed of 11‐year‐old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In one of the two schools studied, the students wrote significantly faster than the students in the other school. This ‘teacher effect’ was found to be independent of the other significant factors examined in the study and was attributed largely to instructional differences between schools and teachers. The average writing speed was 36% lower than published norms for this test, implying that 70.2% of the students would be eligible for extra time in examinations and raising doubts regarding the validity of these norms. It was concluded that vulnerability to teacher effects and other factors makes free writing an unreliable method of measuring writing speed, especially when group administered, and calls into question its use to justify the provision of examination access arrangements or accommodations.  相似文献   

Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracy     

Jonathan Barenberg  Stephan Dutke 《Metacognition and Learning》2013,8(2):121-143

Three field studies tested the hypothesis that anticipating a graded test as opposed to a pass-fail test enhances metacognitive monitoring. Participants were teacher candidates who completed a mid-term and a final test in psychology courses. Each participant chose whether the result of the final test should be evaluated with one of five grades or with a pass-fail decision. In both tests, participants answered true–false inference items about the contents of the course and indicated their confidence in the correctness of each answer. When a graded test was expected, confidence and the absolute accuracy of the confidence judgments increased and bias decreased to a greater extent than when a pass-fail decision was expected. However, expecting a grade increased participants’ confidence not only in correct answers but also in incorrect answers (Study 1). Feedback and instructions emphasizing the importance of accurate discrimination between correct and incorrect answers did not weaken this effect (Study 2). The generalizability of the findings was investigated by reanalyzing the test results of participants in eight other psychology courses (Study 3). The results are discussed in terms of the motivational consequences of grading.  相似文献   

Journal publications of Ph.D. graduates from American criminology and criminal justice programs     

Ellen G. Cohn  David P. Farrington  Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49

This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications.  相似文献   

Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners     

John W. Young  Jonathan Steinberg  Fred Cline  Elizabeth Stone  Maria Martiniello  Guangming Ling 《Educational Assessment》2013,18(2):87-106

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.  相似文献   

The Role of Career and Technical Education in Iowa Community Colleges     

Frankie Santos Laanan  Jonathan I. Compton  Janice Nahra Friedel 《Community College Journal of Research & Practice》2013,37(4):293-310

ABSTRACT

This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the state's economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowa's 15 community colleges.  相似文献   

A Cross-Linguistic Investigation of English Language Learners' Reading Comprehension in English and Spanish     

Jonathan Nakamoto  Kim A. Lindsey  Franklin R. Manis 《Scientific Studies of Reading》2013,17(4):351-371

This study investigated the associations of oral language and reading skills with a sample of 282 Spanish-speaking English language learners across 3 years of elementary school. In the 3rd grade, the English and Spanish decoding measures formed two distinct but highly related factors, and the English and Spanish oral language measures formed two factors that showed a small positive correlation between them. The decoding and oral language factors were used to predict the sample's English and Spanish reading comprehension in the 6th grade. The decoding and oral language factors were both significant predictors of reading comprehension in both languages. The within-language effects were larger than the cross-language effects and the cross-language effects were not significant after accounting for the within-language effects.  相似文献   

SPECIAL ISSUE INTRODUCTION: Current Research in Consultee-Centered Consultation     

Steven E. Knotek  Jonathan Sandoval 《Journal of educational and psychological consultation》2013,23(3-4):243-250

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Applying user analytics to uses and effects of social media in China     

Jonathan J. H. Zhu  Yixin Zhou  Lu Guan  Lei Hou  Anqi Shen  Heng Lu 《亚洲交流杂志》2019,29(3):291-306

ABSTRACT

We introduce what user analytics can do in the first half of the paper and then illustrate how to do user analytics in the second half. In the current context, user analytics refers to a set of diverse communication research methods on uses and effects of social media. User analytics has evolved from TV ratings research to online user research. The history illustrates what data sources, measures, and analyses can be used for what types of research questions under user analytics. We discuss the similarities of and differences between user analytics and other methods of computational communication research (e.g. content mining and online experiments), and compare the strengths and weaknesses of user analytics with traditional quantitative methods (e.g. survey). Finally, we present an application study of Chinese bloggers to demonstrate how to employ user analytics methods to study the production, consumption, and effects of user-generated content.  相似文献   

Reviews in the time of COVID     

Simon  Jonathan 《Metascience》2020,29(3):355-356

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Editorial     

Luca Zavagno  Rebecca Darley  Jonathan Jarrett 《Al-Masaq: Islam & the Medieval Mediterranean》2019,31(2):129-139

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