Review of Spector,J.M., &amp; Yuen,A.H.K. (2016). <Emphasis Type="Italic">Educational technology program and project evaluation</Emphasis>. New York: Routledge     

Kristin Elwood  Yi-Chun Hong  Wilhelmina Savenye 《TechTrends》2018,62(1):126-127

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International assessment: A Rasch model and teachers' evaluation of TIMSS science achievement items     

Shawn M. Glynn 《科学教学研究杂志》2012,49(10):1321-1344

The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS science test items because item quality influences the validity of the scores used to inform educational policy in those countries. The items had been administered internationally to 16,009 students in their eighth year of formal schooling. The evaluation had three components. First, the Rasch model, which emphasizes high quality items, was used to evaluate the items psychometrically. Second, readability and vocabulary analyses were used to evaluate the wording of the items to ensure they were comprehensible to the students. And third, item development guidelines were used by a focus group of science teachers to evaluate the items in light of the TIMSS assessment framework, which specified the format, content, and cognitive domains of the items. The evaluation components indicated that the majority of the items were of high quality, thereby contributing to the validity of TIMSS scores. These items had good psychometric characteristics, readability, vocabulary, and compliance with the assessment framework. Overall, the items tended to be difficult: constructed response items assessing reasoning or application were the most difficult, and multiple choice items assessing knowledge or application were less difficult. The teachers revised some of the sampled items to improve their clarity of content, conciseness of wording, and fit with format specifications. For TIMSS, the findings imply that some of the non‐sampled items may need revision, too. For researchers and teachers, the findings imply that the TIMSS science items and the Rasch model are valuable resources for assessing the achievement of students. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1321–1344, 2012  相似文献   

INTRODUCTION TO SECTION TWO: SOCIALIZATION AND ENVIRONMENTAL FACTORS IN THE PHYSIOLOGY OF EMOTION     

Paul D. Hastings  Kristin A. Buss  Tracy A. Dennis 《Monographs of the Society for Research in Child Development》2012,77(2):39-41

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Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips?   总被引：1，自引：1，他引：0  

Omolola A. Adedokun  Kristin Hetzel  Loran Carleton Parker  Jamie Loizzo  Wilella D. Burgess  J. Paul Robinson 《Journal of Science Education and Technology》2012,21(5):607-618

Physical field trips to scientists?? work places have been shown to enhance student perceptions of science, scientists and science careers. Although virtual field trips (VFTs) have emerged as viable alternatives (or supplements) to traditional physical fieldtrips, little is known about the potential of virtual field trips to provide the same or similar science career exploration advantages as physical field trips. The overarching goal of this paper is to describe a VFT, zipTrips?, designed to provide middle school students, especially those in resource limited rural areas, with access to university scientists. Using zipTrips as a case example, the paper identifies and describes some of the core characteristics and elements of high quality authentic VFTs that foster student-scientist interactions. In addition, the paper uses program evaluation data to examine the impact of zipTrips on student perceptions of scientists.  相似文献   

Women Faculty of Color: Stories Behind the Statistics     

Bridget Turner Kelly  Kristin I. McCann 《The Urban Review》2014,46(4):681-702

In this qualitative study we address two primary research questions: What are the experiences of women faculty of color (WFOC) who departed the tenure track at predominantly White, research universities? Using the modified lens of the newcomer adjustment framework, what socialization factors may have contributed to the WFOCs’ departure? Through a longitudinal, in-depth examination of three WFOC who left their university prior to earning tenure, themes of gendered and racialized tokenization and isolation, a need for a more intrusive style of mentoring, and poor institutional fit were identified. Implications for future research on faculty members’ social identity and promising practices for faculty development are shared.  相似文献   

Data use by Flemish school principals: impact of attitude,self-efficacy and external expectations     

Jan Vanhoof  Kristin Vanlommel  Sandra Thijs  Hilde Vanderlocht 《Educational studies》2014,40(1):48-62

There is an increasing expectation that school principals use data to develop and justify school policy. There is also a strong belief among a wide variety of stakeholders that the quality of decisions within the school increases in proportion to the extent to which these decisions are based on good data. In most schools, however, it appears that data use is still quite limited. Research shows that the school principal plays a key role in data use in schools. In the present study, we examine the impact of external expectations, attitude and self-efficacy on the use of data by principals. The results of a survey among 451 school principals in Flanders show that affective aspects of attitude exhibit the strongest correlation with data use by principals. The impact of cognitive attitude and self-efficacy is statistically significant, but quite limited. The same applies to the perception of external school development-orientated and accountability-orientated expectations to use data.  相似文献   

Are Student Protests in Arab States Caused by Economic and Political Grievances? Empirical Evidence from the 2006–07 Arab Barometer     

M. Najeeb Shafiq  Jessica Mason  Taylor Seybolt  Kristin DeLuca 《Peabody Journal of Education》2014,89(1):141-158

We investigate the nature of protests by students (age 18 and older) in Algeria, Jordan, Morocco, and Yemen by using subsamples of students from nationally representative and acclaimed public opinion data (the 2006–07 Arab Barometer). We find between 22.1% (Jordan) and 54.7% (Yemen) participated in either the signing of petitions, or marching in street protests, or both between the years 2003–07. To explain student protest participation, we draw from the political economy literature to test four grievance-based hypotheses that link protest to student perceptions on the performance of the economy, personal family socioeconomic status, political exclusion, and preference for democracy. Ordered probit regression analyses indicate that students protest for different reasons in the four countries. We find statistical evidence that student protests are associated with grievances about the economy (Algeria and Morocco) and lack of democracy (Algeria only). Joint hypothesis tests reveal that the four grievances jointly matter in Algeria, Morocco, and Yemen but not Jordan.  相似文献   

Cognitive preconditions of early reading and spelling: a latent-variable approach with longitudinal data     

Anna-Lena Preßler  Tanja Könen  Marcus Hasselhorn  Kristin Krajewski 《Reading and writing》2014,27(2):383-406

The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset of formal education, whereas reading as well as spelling achievement was measured at the end of grade 1. The findings indicate that working memory does contribute to the prediction of early reading and spelling, and that this contribution outperforms that of general intelligence and phonological recoding from long-term memory during the early steps of reading and spelling acquisition. Moreover, the results show that phonological awareness mediates the effects of working memory capacities on early literacy outcomes. The role of working memory and phonological awareness as key cognitive preconditions of early reading and spelling are discussed.  相似文献   

Using communities of practice to enhance interdisciplinary teaching: lessons from four Australian institutions     

Emma Pharo  Aidan Davison  Helen McGregor  Kristin Warr  Paul Brown 《高等教育研究与发展》2014,33(2):341-354

We report on the establishment of communities of practice at four Australian institutions and evaluate their effectiveness and durability as a means of building staff and institutional capacity for interdisciplinary teaching. A community of practice approach is a potentially valuable methodology for overcoming dynamics of fragmentation, isolation and competition within universities. The communities we established were anchored by a shared focus on the topic of climate change and they worked collaboratively to build relationships of trust and reciprocity between teachers in a wide range of disciplines. The aim of each community was to improve the teaching of climate change through enabling members to integrate diverse disciplinary perspectives, to teach collaboratively, to promote innovation through exchange and to demonstrate leadership within their institutions. The key factors that made our communities effective and durable are: (1) designation of two leadership roles, activator and facilitator, (2) provision for institutional autonomy in domesticating the model to fit local circumstances and (3) a pragmatic emphasis on opportunities for teaching innovation and leadership within existing administrative structures, teaching programs and workloads. We conclude that suitably designed and resourced communities of practice are a viable means of improving interdisciplinary teaching of complex problems by facilitating both staff development and institutional learning.  相似文献   

Reconnecting the Disconnects: Library Outreach to Faculty as Addressed in the Literature     

Kristin Anthony 《College & Undergraduate Libraries》2013,20(1):79-92

While academic librarians have always sought to create the best services for college faculty and students, the increasingly self-defined “teacher-librarian” needs more than ever to promote positive relationships and collaboration with classroom faculty. Based on a review of library literature, this article explores the nature of several disconnects between librarians and college or university faculty and examines the ways in which library outreach to faculty in its various forms seeks to bridge those gaps. The author maintains that library outreach addresses the issues between librarians and may result in higher levels of advocacy, collaboration, and collegiality.  相似文献