Improving Academic Program Assessment: A Mixed Methods Study     

Megan Rodgers  Makayla P. Grays  Keston H. Fulcher  Daniel P. Jurich 《Innovative Higher Education》2013,38(5):383-395

Starting with the premise that better assessment leads to more informed decisions about student learning, we investigated the factors that lead to assessment improvement. We used “meta-assessment” (i.e., evaluating the assessment process) to identify academic programs in which the assessment process had improved over a two-year period. The use of both quantitative and qualitative methods allowed us to understand the factors leading to assessment improvement better. Through these efforts, we discovered that a program’s assessment environment and use of resources were the predominant factors leading to improvement. One resource in particular, assessment consultation, was the most cited reason for improved assessment.  相似文献   

Assessing teacher practice and development: the case of comprehensive literacy instruction     

Heather J. Hough  David Kerbow  Anthony Bryk  Gay Su Pinnell  Emily Rodgers  Emily Dexter 《School Effectiveness & School Improvement》2013,24(4):452-485

In this paper, we report on 2 studies developing, testing, and using an observation tool for measuring primary literacy instruction, the Developing Language and Literacy Teaching (DLLT) rubrics. In Study 1 (an instrumentation study), we show that the DLLT has a high level of internal consistency, that there are high levels of inter-rater reliability when the tool is used by in-school coaches, that the items order consistent with a hypothesized developmental trajectory, and that the DLLT can distinguish between novice and more experienced teachers at one time point. In Study 2 (a 3‐year longitudinal study), we show that the DLLT is sensitive to growth in teaching practice, that this growth is related to exposure to one-on-one coaching, and that teacher practice as measured by the DLLT is related to teachers' value added to student achievement year by year.  相似文献   

Stereotypical Portrayals of Emotionality in News Photos     

Shelly Rodgers  Linda Jean Kenix  Esther Thorson 《Mass Communication and Society》2013,16(1):119-138

This research content analyzed the news photographs of a major U.S. daily newspaper to examine the emotional portrayals of individuals in different gender, age, and ethnic subgroups. A multidimensional measure of emotion (pleasure, arousal, dominance) was used. A total of 1,595 individuals were coded. The results demonstrate that emotionality was stereotyped to some degree, particularly in relation to women, ethnic minorities, and senior citizens. Specifically, African Americans were depicted as excited whereas Asian Americans were seen as calm. Women were portrayed as happy and teens were shown as sad. The results support the social construction of emotion and suggest that the news media play a role in framing and constructing emotional meaning with regard to different subgroups in American society.  相似文献   

Library Technical Services: Key Ingredients in the Recipe for a Successful Institutional Repository     

James R. Rodgers  Tammy Sugarman 《期刊图书馆员》2013,64(1):80-86

For years, academic institutions have established and maintained institutional repositories (IRs) to collect, preserve, and showcase their institution's research and scholarly output. Tammy Sugarman, Associate Dean for Collections at Georgia State University Library, presented “Library Technical Services: Key Ingredients in the Recipe for a Successful Institutional Repository” at the Mississippi State University Libraries eResource & Emerging Technologies Summit held at Mississippi State University, Mitchell Memorial Library on August 3, 2012. Sugarman provided historical background on IRs and explored the professional and organizational changes taking place in academic libraries to support IR programs, focusing on contributions of technical services units.  相似文献   

Early career teachers’ emotion and emerging teacher identities     

Sharon L. Nichols  Paul A. Schutz  Kelly Rodgers  Kimberly Bilica 《Teachers and Teaching》2017,23(4):406-421

The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching identities. Our data yielded a model of ‘identity-work’ that reflected the teachers’ engagement in a reflective process of understanding themselves as it related to those emotional episodes. Our model includes four key processes: (1) Teacher incoming identity beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions and (4)Identity adjustment. All of our teachers exhibited a form of this process with some teachers elaborating on the ways in which pleasant emotional experiences confirmed their identities and others elaborating on the ways in which unpleasant emotional experiences caused them to confront and/or adjust their emergent identities. Implications for future research and teacher education are discussed.  相似文献   

The effect of the controllability of auditory discriminative stimuli in the performance of go/no-go discriminations by pigeons     

James P. Rodgers  Arthur Tomie  David R. Thomas 《Learning & behavior》1980,8(3):409-416

Compared with their performance with localized (on-key) visual stimuli, pigeons are notoriously poor at performing go/no-go discriminations when keypecking for food in the presence of auditory discriminative stimuli. The difference might reflect the fact that an aversive visual onkey stimulus signaling nonreward can be escaped by looking away and not pecking, which contributes to the measure of good discriminative performance, while an auditory stimulus cannot be escaped. In Experiment 1, discriminative performance was significantly improved by providing pigeons with a response incompatible with keypecking by which they could escape a tone S+ and a tone S?. However, the pattern, frequency, and duration of escape responses were found to be insufficient to explain the improvement. In Experiment 2, it was found that the capacity to escape only S+ or only S? enhanced discriminative performance as much as the capacity to escape both. It is theorized that the Pavlovian relationship between the absence of the discriminative stimuli and the nonoccurrence of food might transfer to the instrumental relationships learned in a go/no-go discrimination. The possibility that intermittent stimuli command more attention than continuous stimuli is also considered.  相似文献   

TEMPUS and Engineering Education in Hungary     

ANDRÁS SZÜCS 《European Journal of Engineering Education》1993,18(1):105-107

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高水平教练员获取科研成果的途径     

Ian Reade  Wandy Rodgers  Nathan Hall  王磊 《中国体育教练员》2009,17(1)

为保持优秀运动员的运动优势,高水平教练员必须不断提高自身的知识水平和结构.但体育科研在运动成绩中所占的比重及科研成果向教练员传递的有效机制,我们还了解甚少.  相似文献   

Does equating total volume of work between two different exercise conditions matter when examining exercise-induced feeling states?     

Blanchard CM  Rodgers WM  Wilson PM  Bell GJ 《Research quarterly for exercise and sport》2004,75(2):209-215

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Students and the Governance of Higher Education: A UK perspective     

Rodgers  Timothy  Freeman  Rebecca  Williams  James  Kane  David 《Tertiary Education and Management》2011,17(3):247-260

Tertiary Education and Management - In the United Kingdom, the higher education landscape has undergone a transformation since the late 1980s as seen in the “massification” of higher...  相似文献