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51.
Young-Suk Grace Kim Christopher Schatschneider Jeanne Wanzek Brandy Gatlin Stephanie Al Otaiba 《Reading and writing》2017,30(6):1287-1310
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54 and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students’ scores varied largely by tasks (30.44 and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children’s writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in some state accountability systems. 相似文献
52.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
53.
Vivienne Dunlop 《Learned Publishing》1999,12(4):245-250
UK Copyright law (CAPD 1988) defines the requirements for qualification for copyright protection in the UK and for many of the permitted acts. A defence against infringement of copyright is provided for under the terms of fair dealing for the purposes of criticism and review, but use of this defence must be assessed on the nature and extent of the use of copyright material in each case. Industry practice and guidelines exist for use of some text material, but not for the fair dealing use of other copyright material such as images and artwork, the inclusion of which was a major change in the CAPD 1988 act from earlier UK copyright acts. 相似文献
54.
Many researchers have emphasized the connection between teachers' thinking and their autobiography, noting that much of teachers' knowledge of teaching has been derived from their life experiences. Since teachers have spent many years watching teachers teach, those experiences become part of the process of learning to teach. This article examines the role of former or remembered teachers in the shaping of the beliefs and practices of eleven successful African-American teachers who teach in urban schools in a major metropolitan area. Both the remembered teachers and the teachers in this study used their pedagogy to enable their students to achieve in spite of circumstances that often militated against success. 相似文献
55.
56.
The development of a set of religiously integrated schools in Northern Ireland since 1981 is often portrayed in wholly positive terms. However, the continued growth of the movement has generated serious tensions at a number of levels which have wider implications for any analysis of the implications of parental choice. 相似文献
57.
In this study, we examined whether reward contrast influences choice between delayed and probabilistic outcomes. Specifically,
we predicted that the subjective value of an intermediate reward would seem relatively larger or smaller, respectively, if
it followed choices involving a smaller or larger reward and would produce corresponding changes in rates of delay and probability
discounting. In Experiment 1, subjects made choices about hypothetical 5,000 or5,000 or 50 outcomes and then made choices about
500 outcomes. Delay-discounting rates for the500 outcomes. Delay-discounting rates for the 500 outcome were larger for Group 5,000 than for Group5,000 than for Group 50, whereas the opposite
result was obtained for probability-discounting rates. In Experiment 2, we used a design that allowed for contrast effects
to be assessed within subjects. Two groups made choices about delayed or probabilistic rewards. After completing question
blocks in which the amount was 5,000 or5,000 or 50, subjects responded to questions with an intermediate amount (475/475/525). For
Group Delay, the present value of the intermediate reward was greater after the 50 block than after the50 block than after the 5,000 block, whereas
the opposite was obtained for Group Probability. The results from both experiments confirmed the predictions of reward contrast
and suggested that the subjective value of a monetary reward varies inversely with the prior reward amount. 相似文献
58.
This study investigated whether competitive and noncompetitive educational mathematics computer games influence four‐ to seven‐year‐old boys’ and girls’ recall of game‐playing experience. A qualitative analysis was performed to investigate what preschool children may have learned through their selective recall of game‐playing experience. A difference emerged in six‐ to seven‐year‐old boys’ and girls’ recall after playing a competitive computer mathematics game, such that boys tended to first recall the consequence of ‘winning and losing’ whereas girls of the same age focused on ‘friendship among animated characters’ in the game. Thus, the qualitative results suggest the possibility that selective attention or selective recall might be partially influenced by gender schemas. Based on the recall sequences, educational noncompetitive computer mathematics games may lead to a better learning outcome for older boys. 相似文献
59.
60.
The objectives of this study were twofold: to examine the interaction of academic stress and student resourcefulness on subject grades and to identify the factors of parental support that contribute to student resourcefulness. The participants of this cross‐sectional study were 695 fifth and sixth graders from four major districts in Shanghai. Student resourcefulness was observed to moderate academic stress and subject grades. Moreover, perceived paternal emotional support and maternal informational support contributed significantly to student resourcefulness. The implications of this study for parent education are discussed. 相似文献