University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment     

Meichun Lydia Wen  Chin-Chung Tsai 《Higher Education》2006,51(1):27-44

The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students’ attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students’ attitudes toward these four subscales.  相似文献   

Active Duty Military Learners and Distance Education: Factors of Persistence and Attrition     

Fred Volk  Christopher G. Floyd  Laurel Shaler  Lydia Ferguson  Alyssa M. Gavulic 《The American journal of distance education》2020,34(2):106-120

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Digital play: a new classification     

Jackie Marsh  Lydia Plowman  Dylan Yamada-Rice  Julia Bishop  Fiona Scott 《Early Years: An International Journal of Research and Development》2016,36(3):242-253

Abstract

This paper draws on an ESRC-funded study of play and creativity in preschool-aged children’s use of apps in the UK. The main objectives of the study were to collect information about access to and use of apps in the home, establish the most popular apps and identify the features of those apps that are successful in promoting play and creativity. A mixed-method approach was used to collect data, including video filming of children using the most popular apps. In identifying play types that emerged in the analysis of data, the team utilised an established taxonomy, which outlines sixteen play types. This taxonomy was reviewed and adapted to analyse data from the project relating to digital play. Through this process, an additional type of play, transgressive play, was identified and added to the taxonomy. The paper outlines the implications of the revised taxonomy for future studies of play.  相似文献   

The Norms of Popular Peers Moderate Friendship Dynamics of Adolescent Aggression          下载免费PDF全文

Lydia Laninga‐Wijnen  Zeena Harakeh  Christian Steglich  Jan K. Dijkstra  René Veenstra  Wilma Vollebergh 《Child development》2017,88(4):1265-1283

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Effects of Context on Students’ Molecular‐Level Ideas     

Melonie A. Teichert  Lydia T. Tien  Seth Anthony 《International Journal of Science Education》2013,35(8):1095-1114

In the studies reported here, we investigate the effects of context on students’ molecular‐level ideas regarding aqueous solutions. During one‐on‐one interviews, 19 general chemistry students recruited from a two‐year community college and a research university in the United States were asked to describe their molecular‐level ideas about various aqueous solutions in the contexts of conductivity and boiling‐point (BP) elevation. Results indicate that context is important for determining the molecular‐level ideas that students express. Specifically, students were significantly more likely to draw pictures of aqueous NaCl as separated ions in the conductivity context compared with the BP elevation context, for which they more often drew “molecular” NaCl. This phenomenon was particularly striking because the students drew molecular‐level NaCl(aq) pictures in the BP elevation context just minutes after completing the identical task in the context of conductivity. Additional data from laboratory assignments and course examinations further indicate that, even if students are able to correctly represent the molecular level in some contexts, their knowledge may remain inert in slightly different contexts. The results emphasise the importance of the context dependence of molecular‐level ideas and have implications for designing instruction in which students develop robust, coherent understandings that they can apply appropriately in new contexts.  相似文献   

Evaluation and referral for child maltreatment in pediatric poisoning victims     

Wood JN  Pecker LH  Russo ME  Henretig F  Christian CW 《Child abuse & neglect》2012,36(4):362-369

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Citation Analysis to Assist Selection in Kinesiology     

Marija Freeland  Lydia Howes  Sara Bahnmaier 《期刊图书馆员》2013,64(3):307-341

This article presents a citation analysis of articles published in 2011 from 11 kinesiology journals. The results of the citation analysis of 11 kinesiology journals are compared to a citation analysis of articles published in 2011 by faculty in the School of Kinesiology, University of Michigan. Comparing the four areas of kinesiology, Movement Science, Athletic Training, Sports Management, and Physical Education, the results show that articles published in Movement Science and Athletic Training cited a higher percentage of journal articles than articles published in Sports Management and Physical Education. While some of the materials cited went as far back as 1874, the mean age ranged from 1996 to 2004. Human Kinetics was the most cited publisher and the American Journal of Sports Medicine was the most cited journal. The University of Michigan Library owns 75% of the materials cited in the publications cited by School of Kinesiology faculty. Faculty in the School of Kinesiology cited many textbooks, a format not actively collected by the library before this analysis.  相似文献   

Effects of Computer Anxiety and Computer Experience on the Computer-Based Achievement Test Performance of College Students     

Ou Lydia Liu 《教育实用测度》2013,26(3):235-255

The TOEFL® iBT has increased the length of each reading passage to better approximate academic reading at North American universities, resulting in a reduction in the number of passages on the reading section of the test. One of the concerns brought about by this change is whether the decrease in topic variety increases the likelihood that an examinee's familiarity with the content of a given passage will influence the examinee's reading performance. This study investigated differential item functioning and differential bundle functioning for six TOEFL® iBT reading passages (N?=?8,692), three involving physical science and three involving cultural topics. The majority of items displayed little or no DIF. When all of the items in a passage were examined, none of the passages showed differential functioning at the passage level. Hypotheses are provided for the DIF occurrences. Implications on fairness issues in test development are also discussed.  相似文献   

Family Engagement and Tiered Approaches for Middle and Secondary Students     

Lydia Gerzel-Short  Greg Conderman 《Clearing house (Menasha, Wis.)》2013,86(4-5):135-142

Tiered instruction and social/emotional supports (such as Response to Intervention or Positive Behavior Intervention Supports) are not only for elementary students. Middle and high school educators are now implementing these strategies to close the skills achievement gap and support students in various classes. One crucial component often neglected in professional literature involves ways to collaborate with families, especially when their student is receiving specialized tiered instruction. Due to the importance of engaging and empowering families, this article describes ways middle and high school personnel can strengthen the family–school collaboration when a student is receiving support in tiered systems.  相似文献   

耽误你一分钟     

Lydia 《文化博览》2007,(8):15

一位刚在科大毕业的学生,因为忧虑工作,跳楼而死,留下一对痛哭伤心的父母,一脸惶惑和不理解。报纸说他在桌上留下一封客户的投诉信;同学说他是阳光青年,爱参加各项体育活动,主动交友、上网,还差一天,便参加毕业典礼。  相似文献