Out in the cold: sliding sports and the Amateur Sports Act of 1978     

Wanda Ellen Wakefield 《国际体育史杂志》2013,30(6):776-795

For decades American athletes in less-popular – or ‘minor’– sports suffered from a lack of institutional and practical support from their sports' governing bodies. The AAU, in particular, failed to provide the funds necessary for athletes in the sliding sports of luge and bobsled to obtain proper training and opportunities to compete. By the early 1970s, the American Olympic effort was in chaos as athletes from the Eastern Bloc, taking advantage of their nations' determination to field the best possible teams, began to excel at both the summer and winter Olympic Games. In response, Congress authorized a presidential commission to study the situation and make recommendations about how best to improve amateur sports in the United States. The result of the commission's work, the Amateur Sports Act of 1978, reorganized governance of amateur sports to the benefit, particularly, of athletes in sports such as luge and bobsled.  相似文献   

Multiple choice and true/false tests: reliability measures and some implications of negative marking     

Richard F. Burton 《Assessment & Evaluation in Higher Education》2004,29(5):585-595

The standard error of measurement usefully provides confidence limits for scores in a given test, but is it possible to quantify the reliability of a test with just a single number that allows comparison of tests of different format? Reliability coefficients do not do this, being dependent on the spread of examinee attainment. Better in this regard is a measure produced by dividing the standard error of measurement by the test's ‘reliability length’, the latter defined as the maximum possible score minus the most probable score obtainable by blind guessing alone. This, however, can be unsatisfactory with negative marking (formula scoring), as shown by data on 13 negatively marked true/false tests. In these the examinees displayed considerable misinformation, which correlated negatively with correct knowledge. Negative marking can improve test reliability by penalizing such misinformation as well as by discouraging guessing. Reliability measures can be based on idealized theoretical models instead of on test data. These do not reflect the qualities of the test items, but can be focused on specific test objectives (e.g. in relation to cut‐off scores) and can be expressed as easily communicated statements even before tests are written.  相似文献   

Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools     

Jacqueline Leonard  Cara M. Moore  Wanda Brooks 《The Urban Review》2014,46(3):325-348

This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28 % (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable. However, 89 % (16 out of 18) of the TCs chose texts that were mathematically robust or mathematically peripheral. Four focal TCs were selected to examine how they used the texts with children to teach mathematics concepts. Math lessons fostered academic success, cultural competence, and critical consciousness. Overall, the results of the study are mixed. We conclude that some TCs’ choice of texts may reflect indifference, passive resistance, low self-efficacy, school culture, and mixed messages from the teacher–researcher. Additional studies that include follow-up interviews and classroom observations are needed to determine the factors that influence TCs’ selections of multicultural texts and their implementation of culturally relevant pedagogy with students.  相似文献   

Newspapers' Struggles with Civic Engagement: The U.S. Press and the Rejection of Public Journalism as Propagandistic     

Burton St. John III 《The Communication Review》2013,16(3):249-270

This article examines how two factors—journalism's professionalized vigilance against co-option and its difficulty differentiating social action communications from propaganda—led to many in the press attacking public journalism as propagandistic. Sociologist Alfred McClung Lee's mid-20th century writings provide fresh explanations for how press critics conflated public journalism with propaganda. Finally, this article maintains that newspapers can improve their pertinence in a new media age by better linking citizen voices into news stories.  相似文献   

Facilitating reflective learning in higher education     

Jill Burton 《Studies in Continuing Education》2013,35(2):193-195

Although writing groups have a long history in higher education, they have only recently been recognized as a support strategy for doctoral students, particularly those at the dissertation stage. From the perspective of student participants, we investigate motivations for participation in and perceived outcomes of voluntary semi-structured writing groups used to facilitate doctoral degree completion. Group participation resulted in the development of a vibrant intellectual community among students, recent doctoral recipients, and faculty. Commitment to degree completion and student and faculty scholarly productivity soared through the use of this simple but innovative pedagogical strategy.  相似文献   

The new books on our shelves     

Wanda Hitch 《Peabody Journal of Education》2013,88(6):378-383

Principles of Clothing Selection. By Helen Goodrich Butterick. New York: The Macmillan Company, 1930, Pp. xiii + 219.

Fads and Fallacies in Present‐Day Education. By H. E. Buchholz. New York: The Macmillan Company, 1931. Pp. xiv + 200.

Extra‐Curricular Activities of High School Girls. By Olivia Pound. New York: A. S. Barnes & Company, 1931. Pp. viii + 97.

The School Club Program. By Harold D. Meyer. New York: A. S. Barnes & Company, 1931. Pp. x + 178.

A Study of Biology Notebook Work in New York State. By Don O. Baird. New York: Bureau of Publications, Teachers College. 1930. Pp. viii + 118.

The Class Organization and Activities. By Margaret Ann MacDonald. New York: A. S. Barnes & Company, 1931. Pp. xv + 134.

Physical Capacity Tests. By Frederick Rand Rogers. New York: A. S. Barnes & Company, 1931. Pp. viii + 50.

Making a Living. By Leverett S. Lyon. New York: Macmillan Company, 1927. Pp. xiv + 622.

The Modern Worker. By Mildred J. Wiese and Ruth Reticker. New York: The Macmillan Company, 1930. Pp. xviii + 610.

Federal Aid. By Austin F. Macdonald. New York: Thomas Y. Crowell Company, 1928. Pp. xii + 285.

Moral Education among the North American Indians. By Claude A. Nichols. New York: Bureau of Publications, Teachers College, 1930. Pp. v + 104.

Julius Rosenwald Fund Review for the Year. By Edwin R. Embree. Chicago: Julius Rosenwald Fund, 1930. Pp. 31.

Predicting the Scholastic Success of College Students. By Charles W. Odell. Urbana: University of Illinois, 1930. Pp. 43.

Mathematics in Modern Life. By The National Council of Teachers of Mathematics. New York: Bureau of Publications, Teachers College, 1931. Pp. ix + 195.

The Cosmopolitan Evening School. By John F. Friese. New York: The Century Company, 1929. Pp. xvii + 388.

Happy Times. By Sister Mary Estelle. New York: Macmillan Company, 1930.

Industrial Microscopy. By L. C. Lindsley. Richmond: William Byrd Press, Inc., 1929. Pp. xv + 286.

Textbook of Biology. By William Martin Smallwood. Philadelphia: Lea and Febiger, 1930. Pp. xvi + 469.

Elements of Accounting. By R. Emmett Taylor and Richard N. Owens. New York: The Macmillan Company, 1930. Pp. x + 518.

The Indians in Winter Camp. By Therese O. Deming. Chicago: Laidlaw Brothers, 1931. Pp. 126.

Human Learning. By Edward L. Thorndike. New York: The Century Company, 1931. Pp. 206.

Diagnostic and Remedial Teaching in Arithmetic. By Leo J. Brueckner. Philadelphia: The John C. Winston Company, Ï930. Pp. ix + 341.

Individual Arithmetic, Books One to Twelve. By Carleton Washburne and Others. Yonkers: World Book Company, 1930.

Teaching the Child to Read. By Samuel White Patterson. Garden City: Double‐day, Doran and Company, 1930. Pages xii + 524.

Vocational Civics. By Howard C. Hill. Boston: Ginn & Company, 1928. Pp. xv + 365.

Powder Puff. By Alvin M. Peterson. Milwaukee: The Bruce Publishing Company, 1930. Pages 104.  相似文献   

WINTER FAIRYLAND     

Grace Oakes Burton 《The Educational forum》2013,77(1)

  相似文献   

Primary science: knowledge and understanding     

Neil Burton 《Education 3-13》2013,41(2):220-221

  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Response     

Wanda Martin  Scott P. Sanders 《Technical Communication Quarterly》1996,5(2):219-220

  相似文献