There is a skeleton in every closet     

Mary Lee Enfield Ph.D.  Victoria E. Greene 《Annals of dyslexia》1981,31(1):189-198

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Txt msg n school literacy: does texting and knowledge of text abbreviations adversely affect children's literacy attainment?     

Beverly Plester  Clare Wood  Victoria Bell 《Literacy》2008,42(3):137-144

This paper reports on two studies which investigated the relationship between children's texting behaviour, their knowledge of text abbreviations and their school attainment in written language skills. In Study One, 11–12‐year‐old children provided information on their texting behaviour. They were also asked to translate a standard English sentence into a text message and vice versa. The children's standardised verbal and non‐verbal reasoning scores were also obtained. Children who used their mobiles to send three or more text messages a day had significantly lower scores than children who sent none. However, the children who, when asked to write a text message, showed greater use of text abbreviations (‘textisms’) tended to have better performance on a measure of verbal reasoning ability, which is highly associated with Key Stage 2 (KS2) and 3 English scores. In Study Two, children's performance on writing measures was examined more specifically. Ten to eleven‐year‐old children were asked to complete another English to text message translation exercise. Spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group‐based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of textisms, although the direction of this association is nor clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range.  相似文献   

A framework for evidencing assessment validity in large-scale,high-stakes international examinations     

Stuart Shaw  Victoria Crisp  Nat Johnson 《Assessment in Education: Principles, Policy & Practice》2012,19(2):159-176

It is important for educational assessment bodies to demonstrate how they are seeking to meet the demands of validity. The approach to validity taken here assumes a ‘consequentialist’ view where the appropriacy of the inferences made on the basis of assessment results is seen as central. This paper describes the development of a systematic approach to the collection of evidence that can support claims about validity for general qualifications. An operational framework was developed drawing on Kane (2006 Kane, M.T. 2006. “Validation”. In Educational measurement, 4th ed., Edited by: Brennan, R.L. 17–64. Westport, CT: Praeger.  [Google Scholar]). The framework involves a list of inferences to be justified as indicated by a number of linked validation questions. For each question various data would be gathered to provide ‘evidence for validity’ and to identify any ‘threats to validity’. The structure is designed to be accessible for operational users. This paper describes the development of the proposed framework and the types of methods to be used to gather relevant evidence.  相似文献   

Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment     

April C. Maskiewicz  Victoria A. Winters 《科学教学研究杂志》2012,49(4):429-464

We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012  相似文献   

Assessing the effects of school‐wide Second Step implementation in a predominately English language learner,low SES,Latino sample     

Jacqueline A. Brown  Shane R. Jimerson  Erin Dowdy  Victoria Gonzalez  Kaitlyn Stewart 《Psychology in the schools》2012,49(9):864-875

Because school violence is widespread, social and emotional competence must be targeted. Second Step is a social and emotional violence‐prevention curriculum that teaches prosocial skills and reduces aggressive behavior. The purpose of this study was to examine the effects of Second Step implementation on students (N = 403) in preschool through fourth grade who were predominately Latino, English language learners, and from families with low socioeconomic status. The data of 165 out of the 403 students were included in the present study. Analyses consisted of paired‐samples t‐tests to identify changes in social and emotional knowledge and behavioral and emotional risk. Results showed that there was a significant increase in both social and emotional knowledge and behavioral and emotional risk following the implementation of Second Step. These results are discussed with regard to previous and future research, limitations, and implications for school practice.  相似文献   

Seeing culture and power in mathematical learning: toward a model of equitable instruction     

Victoria Hand 《Educational Studies in Mathematics》2012,80(1-2):233-247

This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers’ aims for students to “take up their space” in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers’ dispositions are considered in relation to Mason’s discipline of noticing and Bourdieu’s notion of the symbolic violence of dominant discourses.  相似文献   

Effect of Self-instruction Strategy on the Achievement in Algebra of Students With Learning Difficulty in Mathematics     

Adani Anthony  Eskay Michael  Onu Victoria 《美中教育评论》2012,(12):1006-1021

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Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course   总被引：2，自引：0，他引：2  

Sam J. Cooley  Mark J. G. Holland  Jennifer Cumming  Emily G. Novakovic  Victoria E. Burns 《Higher Education》2014,67(1):105-121

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts.  相似文献   

The treasure house of a nation? Literary heritage,curriculum and devolution in Scotland and England in the twenty-first century     

Victoria Elliott 《Curriculum Journal》2014,25(2):282-300

In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland.  相似文献   

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix     

Charys M. Martin  Victoria A. Roach  Ngan Nguyen  Charles L. Rice  Timothy D. Wilson 《Anatomical sciences education》2013,6(6):393-403

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.  相似文献