The Standardization Approach to Assessing Comprehensive Differential Item Functioning   总被引：1，自引：0，他引：1  

Neil J. Dorans  Alicia P. Schmitt  Carole A. Bleistein 《Journal of Educational Measurement》1992,29(4):309-319

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Satisfaction and success in online learning as a function of the needs for affiliation,autonomy, and mastery     

Jillene Grover Seiver  Alicia Troja 《Distance Education》2014,35(1):90-105

Two studies were conducted to examine the relationship between motivational variables and satisfaction and success in online learning. College students enrolled in face-to-face psychology classes and who had taken at least one online course were surveyed. In Study 1, two hypotheses were tested: (1) that high need-for-affiliation students would be less, and (2) that high need-for-autonomy students would be more likely to want to take another online course. Hypothesis 1 was supported (f(4, 53)?=?2.56, p?相似文献   

An observational study of social exclusion under varied conditions: gender and developmental differences     

Underwood MK  Scott BL  Galperin MB  Bjornstad GJ  Sexton AM 《Child development》2004,75(5):1538-1555

To investigate social exclusion, 146 dyads of close friends (N = 292, ages 10, 12, and 14) were observed as they played a board game with a same-gender confederate actor, trained to be a difficult play partner. Verbalizations and gestures were coded for verbal and nonverbal social exclusion, verbal aggression, and verbal assertion. The results indicated few developmental differences. For verbal responses in the presence of the actor, boys were more socially exclusive and verbally aggressive than were girls. Girls engaged in more nonverbal social exclusion in the presence of the actor than did boys. Girls' socially exclusive behaviors were unrelated to other negative behaviors and more strongly related between friends in the actor's absence.  相似文献   

Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms     

Todd S. Hawley  Alicia R. Crowe  Evan Mooney 《Clearing house (Menasha, Wis.)》2016,89(3):85-90

In this article, we promote the use of controversial images to enhance the discussion of social justice issues in schools. Controversial images provide rich opportunities for students to question what is occurring currently in society as well as what has occurred in the past. We provide an example set of activities to be used in teacher education that can help future teachers explore engaging methods for teaching with controversial images, discuss tensions involved with the use of controversial images, and to develop connections between using controversial images and teaching for social justice.  相似文献   

Amidst exclusion,promise, and violence: rural normal school students in Mexico and the disappearance of 43     

Alicia Civera Cerecedo 《Paedagogica Historica: International Journal of the History of Education》2019,55(1):166-182

ABSTRACT

On 26 and 27 September 2014, 43 students from the “Profesor Isidro Burgos” Rural Normal School in Ayotzinapa, Guerrero, Mexico, disappeared, and six people died. In this article, I analyse the event as the result of long-term historical processes, from the perspective of the social mobilisation that caused the students’ disappearance on the one hand, and from the history of rural normal schools on the other. The starting point is to relocate political history within the history of education in order to understand the agency of political actors in the definition of educational processes, and the questioning of the reciprocal relations of school and state. The study is based on widely diverse sources: official documents from schools, statistics, news items from newspapers and social networks, and observations of the mobilisations of 2014. The disappearance of the 43 rural normal students is the result of a long process of abandonment in the countryside, of discrimination against young people of rural origin and Indians, all in the framework of a process of state dismantling which places teachers and normal students in positions of severe vulnerability.  相似文献   

Community College Revenue Disparities: What Accounts for an Urban College Deficit?     

Alicia?C.?DowdEmail author 《The Urban Review》2004,36(4):251-270

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Celebrating the Past,Creating the Future: 50 Years of Community College Research     

Deborah L. Floyd  Alicia Haley  Pamela L. Eddy  Laura Antczak 《Community College Journal of Research & Practice》2013,37(3-4):216-237

The Council for the Study of Community Colleges (CSCC) celebrated its 50th anniversary in 2008. This article summarizes the establishment of the Council and sets it in the context of the development of the community college movement. Highlights of research conducted by CSCC members to address contemporary issues facing community colleges are described. A summary of insights offered by members during a 2008 plenary session, research presented at the 50th annual conference, and key community college leaders are described in the context of the historical evolution of community college research and future directions.  相似文献   

Teacher interactions and effects on group triple problem solving space     

Alicia C. Gonzales  Stephanie Purington  Julie Robinson  Martina Nieswandt 《International Journal of Science Education》2013,35(13):1744-1763

ABSTRACT

Research shows that collaborative work promotes student learning and improves social skills, but teachers are still exploring how to best support problem-solving in a small group context, particularly in the science classroom. This study builds on prior research to characterise teacher interactions with small groups in secondary science and analyses how those interactions affect a collectively constructed space – the triple problem solving space (TPSS) – in which group members collectively understand a task (content/cognitive dimension), manage social interactions (social/relational dimension), and co-construct the emotional life of the group (affective dimension). Results of two biology teachers’ interactions with students in small groups working on inquiry and engineering design activities show that most interactions were administrative and had little influence on the group’s TPSS. Teacher interactions that engaged students in monitoring their problem-solving process, however, did have the capacity to increase cognitive work of the group, which subsequently impacted the students’ group affect and social dimension. These findings suggest that interactions focused on cognitive processes have the potential to support all aspects of a group’s TPSS. Though this research is only a first step in understanding the impact of teacher interactions on small group work, implications for teaching practices are discussed.  相似文献   

Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety     

Linda Crocker  Alicia Schmitt 《Journal of Experimental Education》2013,81(4):201-205

The effectiveness of a strategy for improving performance on multiple-choice items for examinees was assessed. An aptitude-treatment interaction model was used to test the possibility of different treatment effects for examinees with different levels of test anxiety. Undergraduate measurement students responded to the Mandler-Sarason Test Anxiety Scale and to an objective test covering course content. For low-anxious examinees, generation of an answer before selecting a multiple-choice response led to higher test performance; for highly test anxious examinees, there was a slightly negative effect on performance.  相似文献   

Peer and Faculty Mentoring for Students Pursuing a PHD in Gerontology     

Alicia K. Webb  Tenzin Wangmo  Heidi H. Ewen  Pamela B. Teaster  Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106

The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones.  相似文献