ESCAPE ROOMS AND OTHER IMMERSIVE EXPERIENCES IN THE LIBRARY     

Sarah Simms 《Public Services Quarterly》2019,15(2):131-132

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Georgie: The Gremlin of Barnett Junior High     

Sarah Miller 《Clearing house (Menasha, Wis.)》2013,86(7):420-421

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A Bayesian Approach to Multilevel Structural Equation Modeling With Continuous and Dichotomous Outcomes     

Sarah Depaoli  James P. Clifton 《Structural equation modeling》2013,20(3):327-351

Multilevel Structural equation models are most often estimated from a frequentist framework via maximum likelihood. However, as shown in this article, frequentist results are not always accurate. Alternatively, one can apply a Bayesian approach using Markov chain Monte Carlo estimation methods. This simulation study compared estimation quality using Bayesian and frequentist approaches in the context of a multilevel latent covariate model. Continuous and dichotomous variables were examined because it is not yet known how different types of outcomes—most notably categorical—affect parameter recovery in this modeling context. Within the Bayesian estimation framework, the impact of diffuse, weakly informative, and informative prior distributions were compared. Findings indicated that Bayesian estimation may be used to overcome convergence problems and improve parameter estimate bias. Results highlight the differences in estimation quality between dichotomous and continuous variable models and the importance of prior distribution choice for cluster-level random effects.  相似文献   

The Readability and Complexity of District-Provided School-Choice Information     

Marc L. Stein  Sarah Nagro 《Journal of Education for Students Placed at Risk》2013,18(3):199-217

Public school choice has become a common feature in American school districts. Any potential benefits that could be derived from these policies depend heavily on the ability of parents and students to make informed and educated decisions about their school options. We examined the readability and complexity of school-choice guides across a sample of large urban districts. These guides are intended to assist parents in learning about their child's options and to help them make informed decisions about schools. We found that none of the guides examined were written within the range considered appropriate for all adults to comprehend. In large urban districts where there are a large proportion of parents that have low levels of literacy, it is likely that many parents will have difficulty comprehending the information presented in the choice guides. We provide some simple steps that could be taken to improve readability of these guides.  相似文献   

Measurement and Structural Model Class Separation in Mixture CFA: ML/EM Versus MCMC     

Sarah Depaoli 《Structural equation modeling》2013,20(2):178-203

Parameter recovery was assessed within mixture confirmatory factor analysis across multiple estimator conditions under different simulated levels of mixture class separation. Mixture class separation was defined in the measurement model (through factor loadings) and the structural model (through factor variances). Maximum likelihood (ML) via the EM algorithm was compared to a Markov chain Monte Carlo (MCMC) estimator condition using weak priors and a condition using tight priors. Results indicated that the MCMC weak condition produced the highest bias, particularly with a weak Dirichlet prior for the mixture class proportions. Specifically, the weak Dirichlet prior affected parameter estimates under all mixture class separation conditions, even with moderate and large sample sizes. With little knowledge about parameters, ML/EM should be used over MCMC weak. However, MCMC tight produced the lowest bias under all mixture class separation conditions and should be used if tight and accurate priors can be placed on parameters.  相似文献   

Enhancing Alphabet Knowledge Instruction: Research Implications and Practical Strategies for Early Childhood Educators     

Cindy D. Jones  Sarah K. Clark  D. Ray Reutzel 《Early Childhood Education Journal》2013,41(2):81-89

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge.  相似文献   

Assessing the Effectiveness of the Cognitive Interview for Children with Severe Intellectual Disabilities     

Rebecca Milne  Stefanie J. Sharman  Martine B. Powell  Sarah Mead 《International Journal of Disability, Development & Education》2013,60(1):18-29

We examined whether the cognitive interview (CI) procedure increased event recall in children with severe intellectual disabilities (ID) compared with children with no ID. Forty-six children with and without ID watched a videotaped event; they were aged between eight and 11 years. The next day they were individually interviewed using the CI or a structured interview (SI). Interviews consisted of free recall and specific questions, some of which contained leading or misleading information. The leading and misleading questions determined children’s susceptibility to information presented after the event. Overall, children without ID reported more correct information than children with ID. For all children, the CI led to more correct recall than the SI without increases in incorrect details or confabulations. Although the CI did not decrease children’s susceptibility to the misleading questions compared with the SI, children without ID disagreed with more of the misleading suggestions than children with ID. These results suggest that the CI may indeed be a valuable tool to elicit information from very vulnerable witnesses.  相似文献   

Standardized Teacher Testing Fails Excellence and Validity Tests     

John P. Portelli  R. Patrick Solomon  Sarah Barrett  Donatille Mujawamariya 《Teaching Education》2013,24(4):281-295

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the government's stated objectives of greater competency and accountability. More specifically, the paper focuses on findings relating to teacher competency, with particular reference to criterion, ecolological and consequential validity, and alternative assessment strategies. The teacher candidates' responses raise serious issues about the content and format of the test since they believe that it neither achieves accountability nor does it secure excellence in teaching. These concerns echo the major concerns found in the literature.  相似文献   

User Agency,Technical Communication,and the 19th-Century Woman Bicyclist     

Sarah Hallenbeck 《Technical Communication Quarterly》2013,22(4):290-306

This article considers how users employ extraorganizational technical communication to reshape technologies, both materially and symbolically, even after these technologies enter into common use. Specifically, I analyze how women bicyclists of the 1890s authored instructional materials to complicate gendered and classed assumptions about users implicit in manufacturer-produced texts. I argue that technical communicators, in their teaching and research, should consider the role that extraorganizational technical communication plays in generating vital and lasting cultural changes.  相似文献   

Teacher-centered professionalism: a feminist perspective on supported access to digital knowledge     

Sarah J. Twomey 《Teachers and Teaching》2013,19(4):497-514

This qualitative study creates a case for teacher learning through increased access to digital knowledge and information made available through the Internet. I ask how reading environments, supported through online access to scholarly texts, might create intellectual engagement and transformative possibilities for teachers within their professional learning communities. This study is based on the experiences of six female teachers’ participation in a research project in a large urban center in Western Canada. Through individual and group interview data, I present three examples of how the teachers engaged in a discourse of social justice. This paper demonstrates the value of providing teachers with digital access to public knowledge through the Internet as a new and distinctive approach to teacher learning that can deepen understanding of the profession within a collective association of learning.  相似文献