Web-Based Student Assessment for Program Evaluation     

Coleman  Elaine B.  Penuel  William R. 《Journal of Science Education and Technology》2000,9(4):327-342

As part of an overall evaluation of the Global Learning and Observations to Benefit the Environment, (GLOBE) program, we designed a Web-based assessment environment to measure students' environmental awareness and data analysis skill. It was expected that students who were identified as high implementers in the GLOBE program would outperform low implementers in their ability to construct environmental inferences and the degree to which they could analyze environmental data. Seven high and middle school classrooms were identified as either high or low GLOBE implementers depending on the amount of atmospheric data they had collected during the year. Within each classroom students were assigned into smaller learning groups of three students per group. A total of 32 groups participated in this study. Analysis of students' responses to the tasks revealed that the students differed in their performance. Overall, the results showed that students in the high implementing classrooms were more likely to construct higher-level environmental inferences than students in the low implementing classes. Contrary to expectations, middle school students were more likely than high school students to solve the data analysis problem correctly. However, upon further analyses, high school students constructed more data graphs and were more skilled in providing correct evidence to support their decision making than were middle school students in GLOBE. This study confirms the viability of using technology-based assessments for measuring students' environmental awareness and data analysis.  相似文献   

"Crime, madness, and politics in modern France: the medical concept of national decline." By Robert A. Nye. Essay review     

W Coleman 《Isis; an international review devoted to the history of science and its cultural influences》1985,76(284):587-590

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Sunday‐School Progress in Japan     

Horace E. Coleman∗ 《Religious education (Chicago, Ill.)》2013,108(6):361-362

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Using Momentary Time Sampling to Estimate Minutes of Physical Activity in Physical Education     

Edward M. Heath  Karen J. Coleman  Tera L. Lensegrav  Jennifer A. Fallon 《Research quarterly for exercise and sport》2013,84(1):142-146

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Individualized Instruction and the Congregational School     

Gabriella Auspitz 《Journal of Jewish Education》2013,79(4):38-44

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Memorial     

J.V. Merricic  Robert Briggs  William Sellers  Coleman Sellers  Wm.B. Le Van  James Moore  Samuel Hart  Thomas Shaw 《Journal of The Franklin Institute》1867,84(2):135-137

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Who are Most,Average, or High‐Functioning Adults?     

Noel Gregg  Chris Coleman  Jennifer Lindstrom  Christopher Lee 《Learning disabilities research & practice》2007,22(4):264-274

The growing number of high‐functioning adults seeking accommodations from testing agencies and postsecondary institutions presents an urgent need to ensure reliable and valid diagnostic decision making. The potential for this population to make significant contributions to society will be greater if we provide the learning and testing accommodations to allow them access to knowledge, as well as the means to demonstrate their extraordinary abilities. The criteria and decision making used to identify high‐functioning adults with learning disabilities (LD) must be robust yet flexible enough to account for individual differences, measurement fallibility, and examiner expertise. The purpose of this article is to explore legal, measurement, and clinical issues surrounding the provision of accommodations to high‐functioning individuals with LD.  相似文献   

Book Reviews: The Crimes of Womanhood: Defining Femininity in a Court of Law by A. Cheree Carlson     

Linda S. Coleman 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):257-258

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The use of social science research in the development of public policy     

James S. Coleman 《The Urban Review》1978,10(3):197-202

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The Limits of Professional Architectural Education     

Nathaniel Coleman 《The International Journal of Art & Design Education》2010,29(2):200-212

Professional architectural education is overwhelmingly predicated on skills development. Consequently, the humanities are given short shrift. Students overburdened with an abundance of practical tasks cannot be expected to do much beyond completing studio project work with any degree of depth. Such splitting has a negative outcome: at the end of their education, many graduates still have difficulty constructing a convincing argument about their own work. And when professional qualification is achieved, many architects are arguably missing the humanities half of their education. Such a narrowly focused training surely contributes to the general low quality of the built environment that we inhabit. The apparent causes and effects of the current situation are analysed here, especially the degree to which the rise of an academic culture in architecture has paradoxically exacerbated a split between the humanities and design. By widening the divide between speculative, theoretical and historical research and the professional education delivery systems that architectural researchers teach into, the ascendancy of (humanities‐based) research in architecture schools has intensified the separation of theory and history from design. Ultimately, only if the production model that so often organises architecture education is rethought, will it be possible to recuperate a strong humanities stream in design education.  相似文献