Addressing the Needs of the Homeless: A San José Library Partnership Approach     

Lydia N. Collins  Francis Howard  Angie Miraflor 《The Reference Librarian》2013,54(1):109-116

Describes an urban joint-use library's approaches to library programs for homeless children, teens, and adults as well as agencies the library could partner with. Proposes that libraries put more effort into reaching out to the homeless community instead of assuming the normal expectation that people will come to the library.  相似文献   

An Investigation of Explanation Multiple-Choice Items in Science Assessment     

Ou Lydia Liu  Hee-Sun Lee  Marcia C. Linn 《Educational Assessment》2013,18(3):164-184

Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC items differ from traditional multiple-choice and constructed-response items in measuring scientific reasoning. A group of 794 middle school students was randomly assigned to answer either constructed-response or EMC items following regular multiple-choice items. By applying a Rasch partial-credit analysis, we found that there is a consistent alignment between the EMC and multiple-choice items. Also, the EMC items are easier than the constructed-response items but are harder than most of the multiple-choice items. We discuss the potential value of the EMC items as a learning and diagnostic tool.  相似文献   

Assessing Knowledge Integration in Science: Construct,Measures, and Evidence     

Ou Lydia Liu  Hee-Sun Lee  Carolyn Hofstetter  Marcia C. Linn 《Educational Assessment》2013,18(1):33-55

In response to the demand for sound science assessments, this article presents the development of a latent construct called knowledge integration as an effective measure of science inquiry. Knowledge integration assessments ask students to link, distinguish, evaluate, and organize their ideas about complex scientific topics. The article focuses on assessment topics commonly taught in 6th- through 12th-grade classes. Items from both published standardized tests and previous knowledge integration research were examined in 6 subject-area tests. Results from Rasch partial credit analyses revealed that the tests exhibited satisfactory psychometric properties with respect to internal consistency, item fit, weighted likelihood estimates, discrimination, and differential item functioning. Compared with items coded using dichotomous scoring rubrics, those coded with the knowledge integration rubrics yielded significantly higher discrimination indexes. The knowledge integration assessment tasks, analyzed using knowledge integration scoring rubrics, demonstrate strong promise as effective measures of complex science reasoning in varied science domains.  相似文献   

Assessing knowledge growth in a psychology curriculum: which students improve most?     

Lydia Schaap  Henk G. Schmidt  Peter P.J.L. Verkoeijen 《Assessment & Evaluation in Higher Education》2012,37(7):875-887

The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior knowledge, class attendance and individual study time, and Progress Test scores was analysed. The data showed that level of initial learning was positively associated with prior knowledge and class attendance. Further, level of initial learning was positively related to knowledge growth at the end of the first year of the curriculum. Students with higher levels of initial learning had a more extended knowledge base at the end of the first year of their curriculum than students with lower levels of initial learning. Prior knowledge, class attendance and individual study time did not have a significant relation with knowledge growth.  相似文献   

Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003     

Ou Lydia Liu  Mark Wilson 《教育实用测度》2013,26(2):164-184

Many efforts have been made to determine and explain differential gender performance on large-scale mathematics assessments. A well-agreed-on conclusion is that gender differences are contextualized and vary across math domains. This study investigated the pattern of gender differences by item domain (e.g., Space and Shape, Quantity) and item type (e.g., multiple-choice ^{i i}In this paper, two kinds of multiple-choice items are discussed: traditional multiple-choice items and complex multiple-choice items. A sample complex multiple choice item is shown in Table 6. The terms “multiple-choice” and “traditional multiple-choice” are used interchangeably to refer to the traditional multiple choice items throughout the paper, while the term “complex multiple-choice” is used to refer to the complex multiple-choice items. Raman K. Grover is now an Independent Psychometrician. items, open constructed-response items). The U.S. portion of the Programme for International Student Assessment (PISA) 2000 and 2003 mathematics assessment was analyzed. A multidimensional Rasch model was used to provide student ability estimates for each comparison. Results revealed a slight but consistent male advantage. Students showed the largest gender difference (d = 0.19) in favor of males on complex multiple-choice items, an unconventional item type. Males and females also showed sizable differences on Space and Shape items, a domain well documented for showing robust male superiority. Contrary to many previous findings reporting male superiority on multiple-choice items, no measurable difference has been identified on multiple-choice items for both the PISA 2000 and the 2003 math assessments. Reasons for the differential gender performance across math domains and item types were speculated, and directions of future research were discussed.  相似文献   

Validating Measurement of Knowledge Integration in Science Using Multiple-Choice and Explanation Items     

Hee-Sun Lee  Ou Lydia Liu  Marcia C. Linn 《教育实用测度》2013,26(2):115-136

This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item properties such as alignment, discrimination, and target range on the knowledge integration scale using a Rasch Partial Credit Model analysis. For instructional validity, we test the sensitivity of multiple-choice and explanation items to knowledge integration instruction using a cohort comparison design. Results show that (1) one third of correct multiple-choice responses are aligned with higher levels of knowledge integration while three quarters of incorrect multiple-choice responses are aligned with lower levels of knowledge integration, (2) explanation items discriminate between high and low knowledge integration ability students much more effectively than multiple-choice items, (3) explanation items measure a wider range of knowledge integration levels than multiple-choice items, and (4) explanation items are more sensitive to knowledge integration instruction than multiple-choice items.  相似文献   

Children’s Physiological and Emotional Reactions to Witnessing Bullying Predict Bystander Intervention     

Lydia R. Barhight  Julie A. Hubbard  Christopher T. Hyde 《Child development》2013,84(1):375-390

Study goals were to explore whether children clustered into groups based on reactions to witnessing bullying and to examine whether these reactions predicted bullying intervention. Seventy‐nine children (M = 10.80 years) watched bullying videos in the laboratory while their heart rate (HR) was measured, and they self‐reported on negative emotion after each video. Bullying intervention was assessed by school peers. Two groups emerged based on reactions to the bullying videos: The Emotional group (43% of children) displayed HR acceleration and reported high negative emotion, whereas the Unemotional group (57% of children) showed HR deceleration and reported low negative emotion. Group membership predicted bullying intervention, with peers reporting that Emotional children were more likely to stop a bully than Unemotional children.  相似文献   

Learning to read politically: narratives of hope and narratives of despair in Push by Sapphire     

Lydia Kokkola 《Cambridge Journal of Education》2013,43(3):391-405

The ability to shift reading position has long been recognised as a means for politically minded readers – particularly those motivated by Marxist, feminist and/or race-related agendas – to read against the grain and uncover the implicit ideologies in the text. Little research has been conducted on how inexperienced and thus less sophisticated readers learn to make strategic decisions about how they will respond to the reading position offered by the text. Reading against the grain is a highly sophisticated reading practice which cannot be mastered successfully before the reader is able to simultaneously recognise the communicative practices of the author and reject the proffered viewpoint. This paper begins by examining how the novel Push by Sapphire (1996) encourages readers to try out more than one reading position, and in doing so enables her readers to gain the prerequisite skills for future political readings.  相似文献   

<Emphasis Type="Bold">Letters</Emphasis>     

Lydia Schulman 《Academic Questions》2017,30(4):389-390

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Working with emotion in educational intergroup dialogue   总被引：1，自引：0，他引：1  

M. Lydia Khuri   《Int J Intercult Relat》2004,28(6):180

As a form of multicultural education, intergroup dialogue is one method to improve intergroup relations. Furthermore, this form of experiential education inevitably elicits emotional responses to diversity and social justice issues. The theory and research, however, supporting its pedagogy lack a comprehensive framework for working with emotion. Recent empirical and theoretical work on emotion in intergroup interaction gives us some guidance in conceptualizing the centrality and complexity of emotional content and processes in intergroup contact. Additionally, ample evidence exists for the primacy of affect in the regulation of social relationships from the parent–child dyad to intergroup interactions. Most empirical work on affect in intergroup relations primarily focuses on assessing reactions to imagined or actual, one-time laboratory encounters and examines the reactions of only dominant group members. In contrast to experimental work, intergroup dialogue involves complex dynamics within the context of structured, sustained, face-to-face conversation among real people of dominant and subordinate social identity groups. Recommendations to improve intergroup contact include intervention at the level of emotion. Although it does not focus systematically on the affective layer, intergroup dialogues’ philosophy and structure prime the ground to do so. This paper proposes a set of principles to work with emotion in intergroup dialogue that would provide ways (1) to foster overall positive intergroup contact, (2) to work effectively with negative affect and resistance as integral and not subversive to positive intergroup interactions, (3) to attend to the force that ambivalence exerts on intergroup interaction, and (4) to work with facilitators’ affective processes. Implications for research are also discussed.  相似文献