Using a Table of Specifications to improve teacher-constructed traditional tests: an experimental design     

Nicole DiDonato-Barnes  Helenrose Fives  Emily S. Krause 《Assessment in Education: Principles, Policy & Practice》2014,21(1):90-108

We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not response process evidence scores. Furthermore, we found that treatment participants were able to accurately complete the TOS tool and choose items that reflected the subject matter specified in the TOS tool. However, they experienced difficulty selecting items at the cognitive level specified in the TOS tool.  相似文献   

Investigating practices of highly successful mathematics teachers of traditionally underserved students     

Emily P. Bonner 《Educational Studies in Mathematics》2014,86(3):377-399

  相似文献   

How Symbolic Experience Shapes Children's Symbolic Flexibility     

Emily E. Thom  Catherine M. Sandhofer 《Child development》2014,85(2):738-754

The current experiments asked whether children with dual‐symbolic experience (e.g., unimodal bilingual and bimodal) develop a preference for words like monolingual children (Namy & Waxman, 1998). In Experiment 1, ninety‐five 18‐ and 24‐month‐olds, with monolingual, unimodal bilingual, or bimodal symbolic experience, were tested in their willingness to treat digitized sounds as referents. In Experiment 2, forty‐seven 24‐month‐olds, with the same types of symbolic experience, were tested in their willingness to treat novel words as referents. Monolingual children performed in ways indicative of a growing preference for words, whereas children with dual‐symbolic experience performed in ways indicative of consistency in symbolic flexibility over time. Results suggest that the developmental trajectory of children's symbolic flexibility might depend on their symbolic experience.  相似文献   

Recovery Supports for Young People: What Do Existing Supports Reveal About the Recovery Environment?     

Emily A. Fisher 《Peabody Journal of Education》2014,89(2):258-270

This article seeks to address how our understanding of the recovery process and resulting supports can be made more comprehensive: How can links from treatment to home to school to communities be made so that there are fewer and fewer recovery gaps for adolescents? Using the ecology of recovery model developed by White (2009) as the impetus for such a review, the article discusses the challenges inherent within adolescent substance abuse recovery, factors impacting successful recovery, and programs addressing this issue that have been empirically studied. Studied programs can be categorized as (a) formalized aftercare recovery and (b) recovery communities, and both examples are described using existing literature. From the review of existing recovery support research and resources, the discussion highlights gaps and future research areas in order to address the complexity of recovery among young people.  相似文献   

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review   总被引：1，自引：0，他引：1  

Emily R. Fyfe  Nicole M. McNeil  Ji Y. Son  Robert L. Goldstone 《Educational Psychology Review》2014,26(1):9-25

A longstanding debate concerns the use of concrete versus abstract instructional materials, particularly in domains such as mathematics and science. Although decades of research have focused on the advantages and disadvantages of concrete and abstract materials considered independently, we argue for an approach that moves beyond this dichotomy and combines their advantages. Specifically, we recommend beginning with concrete materials and then explicitly and gradually fading to the more abstract. Theoretical benefits of this “concreteness fading” technique for mathematics and science instruction include (1) helping learners interpret ambiguous or opaque abstract symbols in terms of well-understood concrete objects, (2) providing embodied perceptual and physical experiences that can ground abstract thinking, (3) enabling learners to build up a store of memorable images that can be used when abstract symbols lose meaning, and (4) guiding learners to strip away extraneous concrete properties and distill the generic, generalizable properties. In these ways, concreteness fading provides advantages that go beyond the sum of the benefits of concrete and abstract materials.  相似文献   

Predictors of US teachers’ intervention in anti-lesbian,gay, bisexual,and transgender bullying and harassment     

Emily A. Greytak  Joseph G. Kosciw 《Teaching Education》2014,25(4):410-426

This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N?=?726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people, awareness of general bullying and harassment, awareness of anti-LGBT bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBT youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBT people; raising awareness of anti-LGBT bullying and harassment; and building teachers’ skills to intervene in anti-LGBT behaviors.  相似文献   

The Effect of Plain-English Vocabulary on Student Achievement and Classroom Culture in College Science Instruction     

Emily Schoerning 《International Journal of Science and Mathematics Education》2014,12(2):307-327

This study examined the effect of the translation of traditional scientific vocabulary into plain English on student achievement in college science instruction. The study took place in the context of an introductory microbiology course. Data were collected from course sections instructed with traditional microbiology vocabulary as well as sections instructed with plain-English equivalent terms. Both treatment groups followed the same inquiry-based curriculum. Data collected included written and practical exam scores as well as pre and post-course surveys on subject knowledge and impressions of biology, science, and the course. Students subjected to plain-English instruction performed significantly better on written exams that assessed higher-order abilities to apply and analyze knowledge from the course. They gained similar amounts of lower-order knowledge during the course when compared to peers instructed with standard vocabulary. Results supported the hypothesis that improved achievement in the plain-English treatment was caused by students’ ability to utilize extant neural networks to ground new learning.  相似文献   

Muscle activation characteristics in cross-country skiers with a history of anterior compartment pain     

Peter Federolf  Emily Bakker 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):452-463

A large proportion of elite cross-country skiers suffer from chronic anterior compartment syndrome (CACS). This study used surface electromyograms (EMGs) to investigate whether differences existed in the activation characteristics of the tibialis anterior muscle between elite cross-country skiers with a history of anterior compartment pain (symptomatic group) and a pain-free control group. Based on self-reported pain symptoms, twelve young, national-level cross-country ski athletes were assigned to a symptomatic group (N = 5), a control group (N = 4), or analyzed individually if their diagnosis was not certain (N = 3). During skating, EMGs were recorded on five lower leg muscles. The relative increase in EMG power per step when increasing the effort level of skating was larger in the symptomatic group than in the control group for tibialis anterior (143 ± 12% vs. 125 ± 23%; Cohen's d = 1.17), peroneus longus (123 ± 24% vs. 107 ± 6%; d = 0.91), and gastrocnemius lateralis (167 ± 51% vs. 117 ± 12%; d = 1.64). The symptomatic group showed more power in the lower frequency bands of the tibialis anterior's EMG spectra (p < 0.001), whereas no group differences were found in other muscles (all p>0.2). Within the step cycle, these differences appeared in the swing phase and in the gliding phase during single leg support. The observed differences in the EMG spectra may serve as an early identification of athletes who are at risk of developing CACS.  相似文献   

Ad libitum fluid intakes and thermoregulatory responses of female distance runners in three environments     

Samuel N. Cheuvront  Emily M. Haymes 《Journal of sports sciences》2013,31(11):845-854

Ad libitum fluid intakes and thermoregulatory responses were compared in eight female marathon runners during a 30 km treadmill run at individual best marathon race pace (range = 2.45-4.07 m·s -1 ) under three wet bulb globe temperature conditions (25°C, 17°C and 12°C, corresponding to hot, moderate and cool conditions, respectively). Rectal temperature, mean skin temperature and heart rate were recorded at 10 min intervals and expired air was collected every 5 km during exercise. Simulated water stations were also provided at 5 km intervals with voluntary fluid intake being recorded. Blood was drawn before and after exercise for the determination of plasma volume changes and osmolarity. Ad libitum fluid intakes in the hot trial (0.70 - 0.31 l·h -1 ; mean - s) were greater (P? 0.05) than in the cool (0.47 - 0.13 l·h -1 ) but not the moderate (0.54 - 0.26 l·h -1 ) trial. Each volume replaced 63%, 68% and 73% of total sweat losses in each condition, respectively, and kept dehydration below ~3% of body mass. After the initial 30 min of exercise, rectal temperature was maintained well below 39°C for >2 h of continuous running. The results demonstrate that the thermoregulatory responses of female distance runners to exercise in variable, but compensable, weather conditions is well maintained when ad libitum fluid intakes replace approximately 60-70% of sweat losses.  相似文献   

The Effects of Contextual Interference on Females With Varied Experience in Open Sport Skills     

Patricia Del Rey  Emily H. Wughalter  Michael Whitehurst 《Research quarterly for exercise and sport》2013,84(2):108-115

  相似文献