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71.
Sally Thomas Rebecca Smees George F. Madaus Anastasia E. Raczek 《Assessment in Education: Principles, Policy & Practice》1998,5(2):213-246
This study examines the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity. For comparison purposes we also present additional data obtained front the same sample of pupils on an NFER standardised word recognition test. The report focuses on the relative performance of gender, low income, linguistic, and special needs groups on a standardised reading test and the teacher (TA) and standard task (ST) performance assessments administered in 1992 to 7‐year‐olds as part of the national curriculum (NC) in England and Wales. The impact of schools and teacher effectiveness on student attainments scores is also examined and discussed. Briefly, the findings show that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated. However, importantly, only very modest evidence was found that particular methods of assessment appeared either to reduce or increase the differences in attainment and overall no clear patterns emerged. The findings are discussed in the context of various factors that may have an impact on the assessment of student attainment. 相似文献
72.
Sally Anne Ducan 《Curator: The Museum Journal》2004,47(4):456-463
Book reviewed in this article: Whose Muse?: Art Museums And The Public Trust: James Cuno, ed. Vastly More Than Bricks And Mortar: Reinventing The Fogg Art Museum In The 1920s: Kathryn Brush. 相似文献
73.
The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels. 相似文献
74.
Meagan R. Talbott Gregory S. Young Jeff Munson Annette Estes Laurie A. Vismara Sally J. Rogers 《Child development》2020,91(3):743-753
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words. 相似文献
75.
76.
The individual members of 35 UK learned societies were surveyed on their attitudes to open access (OA); 1,368 responses were received. Most respondents said they knew what OA was, and supported the idea of OA journals. However, although 60% said that they read OA journals and 25% that they published in them, in both cases around one‐third of the journals named were not OA. While many were in favour of increased access through OA journals, concerns were expressed about the cost to authors, possible reduction in quality, and negative impact on existing journals, publishers, and societies. By contrast, less than half knew what self‐archiving was; 36% thought it was a good idea and 50% were unsure. Just under half said they used repositories of self‐archived articles, but 13% of references were not in fact to self‐archiving repositories. 29% said they self‐archived their own articles, but 10% of references were not to publicly accessible sites of any kind. The access and convenience of self‐archiving repositories were seen as positive, but there were concerns about quality control, workload for authors and institutions, chaotic proliferation of versions, and potential damage to existing journals, publishers, and societies. 相似文献
77.
78.
The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling. 相似文献
79.
80.
Elizabeth J. Pretorius Sally Currin 《International Journal of Educational Development》2010,30(1):67-76
There is little research on differential reading performance in multilingual contexts in less than ideal learning conditions. This article reports on a reading intervention project in a poor multilingual primary school in South Africa where reading levels in Northern Sotho (home language) and English (language of schooling) were initially very low amongst Grade 7 learners. The nature of the reading intervention is briefly sketched and the outcomes after three years of implementation presented. Results at the intervention school showed some Matthew effects in both languages. Differential reading performance is discussed in relation to the high poverty and multilingual context of the school. Although this is a single case longitudinal study, implications for reading interventions and classroom instruction are considered in the context of disadvantaged multilingual primary schools. 相似文献