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21.
Reflective learning refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Blogs have been used to support reflective thinking, but the commonly seen blog software usually does not provide overt mechanisms for students' high-level reflections. A new tool was designed to support the reflective thinking process. Beyond writing blog posts, the tool allowed users to attach up to five keywords to each post and link the keywords on a concept map. This study aimed to seek evidence of reflective thinking in participants’ keyword-attaching activities. Data analysis included producing mental maps of the blog texts, calculating nodes of high centrality (most talked-about nodes and most connected nodes) with the help of software including AutoMap and Organizational Risk Analyzer, and comparing student-generated keywords against mental map nodes. Results of keyword analyses revealed that two-thirds of the student-attached keywords matched mental map nodes. Results also indicate that the map analysis method can produce reliable indexes of a given text, which in turn could serve as anchor points for further content analysis. Other findings also uncovered some differences between participant-selected keywords and mental map nodes, indicating different levels of reflective activities. 相似文献
22.
John F. Pane Daniel F. McCaffrey Nidhi Kalra Annie J. Zhou 《Journal of Education for Students Placed at Risk》2013,18(2-3):168-211
The combined impact of Hurricanes Katrina and Rita in 2005 left the education system in the Gulf Coast region of the United States with tremendous challenges to rebuild infrastructure, reestablish services, and accommodate the movements of students that occurred as result of the storms. This article focuses on Louisiana's public school students, of whom 1/4 were displaced as a result of the storms. It explores the experiences of students and the effects of student movements on student achievement and on the state's public education system during the first academic year following the hurricanes. Results suggest that, overall, the education system handled the disruptions of the disaster relatively well. However, more detailed examinations show that some displaced students had problems such as nonenrollment or poor attendance, mental health or behavioral problems, and academic setbacks. Negative achievement effects, which were small overall, were most pronounced among students who remained displaced for the duration of the academic year, and appeared to be mitigated by students' tendency to enroll in schools with higher student performance than their original schools. Additional results show that the negative effects were associated with both the number of schools attended and the amount of school time lost. However, these analyses do not include the displaced students who did not reenroll in a Louisiana public school. These students constitute more than a 1/4 of displaced students and tended to be those who are most at risk for poor academic outcomes. 相似文献
23.
Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a content-stratified subset of ?45 items. Recommendations from earlier work were directly applied in this study in two operational standard-setting meetings. Angoff cut scores from two panels of raters were collected at each study, wherein one panel established the cut score based on the entire test, and another comparable panel first used a proportionally stratified subset of 45 items, and subsequently used the entire test in recommending the cut scores. The cut scores recommended for the subset of items were compared to the cut scores recommended based on the entire test for the same panel, and a comparable independent panel. Results from both studies suggest that cut scores recommended using a subset of items are comparable (i.e., within one standard error) to the cut score estimates from the full test. 相似文献
24.
Christopher Lubienski T. Jameson Brewer Priya Goel La Londe 《The Australian Educational Researcher》2016,43(1):55-73
While think tanks are a global phenomenon, their role in shaping US policy offers an instructive example of think tank influence on policymaking due to the immensity of resources directed towards those ends, with education policy serving as a prime example. Focusing on a distinct set of “incentivist” education policies, this analysis describes the think tank-philanthropy linkage in US education policymaking. We offer examples of how philanthropists provide financial, empirical and political resources to advance think tanks’ policy ideas through advocacy networks; describe the multiple functions performed through advocacy networks of intermediary organisations, noting the diffusion of form and function around tasks such as knowledge production, political and media support; and we highlight the ways in which US venture philanthropists and think tanks connect around “idea orchestration” in order to advance ideas in policy processes. We suggest that, especially in the realm of incentivist policies, think tanks do not appear to produce or incubate but rather promote ideas, and actually often only a single idea. The concluding discussion considers advantages evident in idea orchestration and the implications of private control of public policymaking. 相似文献
25.
Conclusion This paper has explored the impact of TPMS, a performance management and support tool for trainers, on the work of Training
Project Managers on the Customer Advocacy Training team within Cisco Systems. TPMS was shown to support the work of PMs through
all stages of the ADDIE model. While its focus on the management of the training development process makes it different from
other ID tools, TPMS is nonetheless a tool that supports the work of instructional designers. Depending on the route the CA
team chooses to follow, TPMS could evolve to a Knowledge Management System (KMS) ID that not only manages the development
process but also provides more advanced capabilities for collaboration. 相似文献
26.
Priya Gururajan Prema Gurumurthy Pradeep Nayar Sai Babu A. Sarasabharati Dolice Victor K. M. Cherian 《Indian journal of clinical biochemistry : IJCB》2009,24(3):229-233
CD40-CD40L interaction plays a significant role in the pathogenesis of atherosclerosis and coronary artery disease. The clinical
predictive value of Soluble CD40 Ligand (sCD40L) was evaluated in patients with Acute Coronary Syndrome (ACS) and Non-Cardiac
Chest Pain (NCCP). The levels of serum soluble CD 40 ligand were measured by ELISA in 485 patients admitted to emergency care
unit, of which 89 patients were diagnosed as NCCP. The levels of sCD40L were significantly increased in patients with ACS
when compared to controls and NCCP. Receiver Operator Characteristic (ROC) Curve analysis showed sCD40L to be a good discriminator
between patients with ischemic heart disease and patients without ischemic heart disease. The area under the curve was found
to be 0.940 with 95% CI (0.915 to 0.960) (P<0.0001). The cut off value from the ROC curve was 2.99 ng/ml, above which sCD40L
was considered to be positive. Combined assessment of sCD40L, Troponin I and CK-MB enhanced the risk prediction and early
classification of patients. sCD40L seems to be a promising biomarker for identification and risk stratification for patients
with acute coronary syndrome. 相似文献
27.
Flevares Lucia M. Perry Michelle Beilstein Shereen Oca Bajwa Neet Priya 《Early Childhood Education Journal》2022,50(3):359-370
Early Childhood Education Journal - Place value is a challenging concept in children’s developing understanding of number. In this study we examine how first-grade children’s developing... 相似文献
28.
Sharma Priya Land Susan 《Educational technology research and development : ETR & D》2019,67(2):247-275
Educational technology research and development - Our research explores how people learn as part of everyday contexts and settings and specifically, we explore the discourse of an online affinity... 相似文献
29.
The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e., probability judgments) from previously conducted standard setting studies were used first in a re-sampling study, followed by D-studies. For the re-sampling study, proportionally stratified subsets of items were extracted under various sampling and test-length conditions. The mean cut score, variance components, expected standard error (SE) around the mean cut score, and root-mean-squared deviation (RMSD) across 1,000 replications were estimated at each study condition. The SE and the RMSD decreased as the number of items increased, but this reduction tapered off after approximately 45 items. Subsequently, D-studies were performed on the same datasets. The expected SE was computed at various test lengths. Results from both studies are consistent with previous research indicating that between 40–50 items are sufficient to make generalizable cut score recommendations. 相似文献
30.
With the growing predominance of full-text databases, publisher’s searchable websites, Discovery systems, and Google, abstract and index (A&I) databases are becoming less prominent in the academic library’s collection. The A&I databases enable the serious researcher to more carefully refine their search, but given the users’ growing expectations of ease and “good enough,” this may be a need that is of less importance today. For this reason and given the decreasing budgets for collections, librarians are looking at these resources with a more skeptical eye. In addition to traditional evaluation measures, such as costs, usage, and faculty input, we looked at the overlap of indexing coverage. Those who have conducted such overlap studies have approached them at either the journal or article level. Article-level overlap studies demonstrate coverage of selected articles in the databases under study. Conversely, journal-level studies examine the extent of indexing of journals among the selected databases. Both methods are time-consuming and require extensive resources. A simplification of the journal-level method is to compare lists of journals indexed. 相似文献