Drawing on Dynamic Local Knowledge Through Student-Generated Photography     

Marilee Coles-Ritchie  Bayley Monson  Catherine Moses 《Equity & Excellence in Education》2015,48(2):266-282

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences.  相似文献   

Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya     

Moses W. Ngware  James Ciera  Peter K. Musyoka  Moses Oketch 《Educational Studies in Mathematics》2015,89(1):111-131

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Butterflies,Bugs and Supervising Teachers     

Dr. John E. Morris  Kathy Glover  Audrey Moses  Dr. Anna Seaman  Barbara Banks  Sherrill Norris 《Clearing house (Menasha, Wis.)》2013,86(4):181-182

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Relationships of Measurement Error and Prediction Error in Observed‐Score Regression     

Tim Moses 《Journal of Educational Measurement》2012,49(4):380-398

The focus of this paper is assessing the impact of measurement errors on the prediction error of an observed‐score regression. Measures are presented and described for decomposing the linear regression's prediction error variance into parts attributable to the true score variance and the error variances of the dependent variable and the predictor variable(s). These measures are demonstrated for regression situations reflecting a range of true score correlations and reliabilities and using one and two predictors. Simulation results also are presented which show that the measures of prediction error variance and its parts are generally well estimated for the considered ranges of true score correlations and reliabilities and for homoscedastic and heteroscedastic data. The final discussion considers how the decomposition might be useful for addressing additional questions about regression functions’ prediction error variances.  相似文献   

Reprint of: The 2011 Benjamin Franklin medal in earth and environmental science presented to Jillian F. Banfield     

Carl O. Moses 《Journal of The Franklin Institute》2014

The Franklin Institute, Philadelphia, Pennsylvania awards the 2011 Benjamin Franklin Medal in Earth and Environmental Science to Professor Jillian F. Banfield for her pioneering work in the fields of geochemistry and environmental microbiology, in particular her discoveries of the underlying principles of mineral formation and alteration by microbes and her efforts to advance the understanding of the form, composition, and distribution of minerals in the presence of living organisms.  相似文献   

Influence of mothers' education on children's maths achievement in Kenya     

Benta A. Abuya  Moses Oketch  Maurice Mutisya  Moses Ngware  James Ciera 《Education 3-13》2013,41(6):633-646

Research shows that fathers' level of education predicts achievement of both boys and girls, with significantly greater effect for boys. Similarly, mothers' level of education predicts the achievement of girls but not boys. This study tests the mother–child education achievement hypothesis, by examining the effect of mothers' education on the maths test score of children, using data from 71 schools across 6 districts in Kenya. The findings of a multilevel random intercept model, based on a sample of 1907 learners reveal surprisingly negative effect of mothers' education on pupil's achievement, with an interaction effect of mother's and father's education being positive.  相似文献   

Teacher Empowerment: A Key to Restructuring     

Kathayn S. Whitaker  Monte C. Moses 《Clearing house (Menasha, Wis.)》2013,86(2):127-130

Despite a wealth of research pointing to the benefits of empowerment, teachers still remain encapsulated in their classrooms (Rice 1987). They have been unable to take their place as first-class citizens within the education profession. It is encouraging to note the various programs and plans that are being tried across the country. It is also encouraging to read so much in the literature about teacher empowerment, school-centered decision making, and the restructuring of schools. Empowerment, it is to be hoped, will not be looked on as merely “another fad.”

It is crucial that programs supporting teacher empowerment expand and that the “reform states” reduce the restrictions placed on teacher autonomy. If legislators continue to insist on making the crucial educational decisions, then they ought to accept the fact that schools are unlikely to improve.  相似文献   

When Parallel Paths Cross: Competition and the Elimination of Sex Segregation in the Education Fraternities, 1969-1974     

Laurie Moses Hines 《History of education quarterly》2003,43(2):196-223

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STUDENT EVALUATION OF TEACHING IN AN AUSTRALIAN UNIVERSITY ‐‐ STAFF PERCEPTIONS AND REACTIONS     

Ingrid Moses 《Assessment & Evaluation in Higher Education》1986,11(2):117-129

At the University of Queensland staff have had the opportunity since 1982 to make use of a standardised questionnaire to students to get feedback on their teaching. The questionnaire was developed and is organised in such a way that it may be used in promotion applications, as evidence of teaching ability in the annual appraisal of probationary staff by the head of department, and for personal feedback. After one year of operation interviews were held with all those who had used the questionnaire. Their attitude to evaluation of teaching was overwhelmingly positive and differed sharply from the way they perceived their department's and the University's attitude to be. Staff, on the whole, acted on the feedback received from their students by changing the course organisation and content, aspects of classroom teaching or their attitude. Many felt more confident about their teaching as a result of the evaluation, and for many the questionnaires were the only source of feedback and encouragement.  相似文献   

ROLE AND PROBLEMS OF HEADS OF DEPARTMENTS IN PERFORMANCE APPRAISAL     

Ingrid Moses 《Assessment & Evaluation in Higher Education》1989,14(2):95-105

The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department.

This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities and the ability to create a positive departmental climate so that performance reviews are experienced as constructive and rewarding.  相似文献