Students’ conceptions of assessment: Links to outcomes     

Gavin T.L. Brown  Gerrit H.F. Hirschfeld 《Assessment in Education: Principles, Policy & Practice》2008,15(1):3-17

Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students’ conceptions of assessment used a self‐report inventory and scores from a standardised curriculum‐based assessment of reading comprehension. Four inter‐correlated conceptions based on 11 items were found with good psychometric properties. A path‐model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self‐regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes.  相似文献   

Welcoming nora: a family event     

Walsh AJ  Walsh PR  Walsh JM  Walsh GT 《The Journal of perinatal education》2011,20(3):126-129

In this column, Allison and Paul Walsh share the story of the birth of Nora, their third baby and their second child to be born at home. Allison and Paul share their individual memories of labor and birth. But their story is only part of the story of Nora's birth. Nora's birth was a family event, with Allison and Paul's other children very much part of the experience. Jane and Gavin share their own memories of their baby sister's birth.  相似文献   

Collective Trolling as a Form of Organizational Resistance: Analysis of the #Justiceforbradswife Twitter Campaign     

Gavin L. Kirkwood  Holly J. Payne  Joseph P. Mazer 《Communication Studies》2019,70(3):332-351

This case study analyzed Twitter posts from the #JusticeForBradsWife campaign against the Cracker Barrel (CB) restaurant chain. Participants in the counterinstitutional movement employed diverse message strategies of humor and resistance in using social media as a site for discourse. Thematic analysis of the most influential users revealed humor strategies including: connecting to popular culture, political comic relief and using hyperbole. Participants’ resistance strategies included: making calls for action, critiquing CB products and business partners, attacking CB patrons, critiquing CB’s social media management, and offers of support from outside organizations. These strategies reflected collective trolling, where trolling behaviors created a hidden and public hybrid form of collective resistance from nontraditional stakeholders who had contradictory goals. Implications and directions for future research are discussed.  相似文献   

The effects of load on system and lower-body joint kinetics during jump squats     

Gavin L. Moir  Jared M. Gollie  Shala E. Davis  John J. Guers  Chad A. Witmer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):492-506

To investigate the effects of different loads on system and lower-body kinetics during jump squats, 12 resistance-trained men performed jumps under different loading conditions: 0%, 12%, 27%, 42%, 56%, 71%, and 85% of 1-repetition maximum (1-RM). System power output was calculated as the product of the vertical component of the ground reaction force and the vertical velocity of the bar during its ascent. Joint power output was calculated during bar ascent for the hip, knee, and ankle joints, and was also summed across the joints. System power output and joint power at knee and ankle joints were maximized at 0% 1-RM (p < 0.001) and followed the linear trends (p < 0.001) caused by power output decreasing as the load increased. Power output at the hip was maximized at 42% 1-RM (p = 0.016) and followed a quadratic trend (p = 0.030). Summed joint power could be predicted from system power (p < 0.05), while system power could predict power at the knee and ankle joints under some of the loading conditions. Power at the hip could not be predicted from system power. System power during loaded jumps reflects the power at the knee and ankle, while power at the hip does not correspond to system power.  相似文献   

R Tricks for Kids     

W. John Braun  Bethany JG White  Gavin Craig 《Teaching Statistics》2014,36(1):7-12

Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom.  相似文献   

Constraints on Conceptual Change: How Elementary Teachers’ Attitudes and Understanding of Conceptual Change Relate to Changes in Students’ Conceptions     

Gavin W. Fulmer 《Journal of Science Teacher Education》2013,24(7):1219-1236

Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.  相似文献   

Achieving agri-environmental policy outcomes using models of institutional change     

Stuart Morriss  Mark Paine  Terry Parminter  Gavin Sheath  Roger Wilkinson 《The Journal of Agricultural Education and Extension》2013,19(3):127-137

Abstract

Institutions involved in public policy and technological innovation are concerned with processes that influence the behaviour of people. This paper reports on research in the New Zealand dairy industry that is seeking to develop improved process models for managing change in a range of policy, industry and business contexts. The Practice Interplay Model was used to evaluate mediating methods for negotiating environmental and production outcomes within the context of a farm dairy effluent management case study. Significant misalignments between research, farming, extension and policy practitioners' expectations and perceptions of factors required for effective farm dairy effluent management were found. The combination of interactive workshops linked to quantitative verification and testing and follow-up interviews enabled a depth of investigation that was rich in information yet cost-effective in terms of research resources. The process used identified opportunities to change the actions of system participants and alignment between them. It enabled strategies to be agreed that would continually improve and strengthen the process of change. Further development and application of the Practice Interplay Model to policy problems, including the ongoing development of tools and techniques used within the methodology, has the potential to break though into a new policy-development paradigm in New Zealand.  相似文献   

Twenty-metre shuttle run test performance of English children aged 11 – 15 years in 2007: Comparisons with international standards     

Gavin Sandercock  Christine Voss  Valerie Gladwell 《Journal of sports sciences》2013,31(9):953-957

Abstract

Recent international normative data for the 20-m shuttle-run test demonstrated a below-average performance index for UK children. The aims of the present study were to create an international comparison of 20-m shuttle-run test performance in a sample of English children and to identify age- and sex-specific differences in test performance. Mass, stature, body mass index, and 20-m shuttle-run test performance were measured in 2041 children aged 11 – 15 years (963 boys, 1078 girls). Performance was expressed as maximum running velocity and a performance index was created by generating z-scores. The shuttle-run test performance index was higher than the existing published value (?0.046, 95% confidence interval [CI] ?0.070 to ?0.022) for all children (0.061, 95% CI = 0.006 to 0.115), for boys (0.075, 95% CI = ?0.022 to 0.171), and for girls (0.048, 95% CI = ?0.010 to 0.106). Boys' relative performance increased significantly (F = 4.43, P = 0.002) throughout the measured age range, whereas girls' relative performance tended to decrease (F = 1.98, P = 0.096). The results were favourable when compared with existing values. Differences in performance index may be due to the different geographical areas from which present and past samples were drawn. Reasons for differences in the performance indices between boys and girls warrant further investigation.  相似文献   

The benefits of overseas study for international postgraduate students in Malaysia     

Jasvir Kaur Nachatar Singh  Gavin Jack 《Higher Education》2018,75(4):607-624

This paper investigates the benefits of overseas tertiary education for international postgraduate students enrolled at a research-intensive university in Malaysia, an emerging yet under-researched Asian education hub. The study is based on 55 semi-structured qualitative interviews with international students and academic and professional support staff. Our analysis identified three sets of benefits linked to specific economic, educational, social and cultural pull factors: academic success, building knowledge and skills, and contributing to home country on return. Our analysis illustrates the interplay between macro and meso-level actors and policies in shaping the micro-level experiences of international students. The paper contributes new insights into vital nuances in the nature and lived experience of the key benefits of international education relating to academic success and time, language learning and friendship, and employability and ‘giving back’.  相似文献   

What is modelled during observational learning?     

Hodges NJ  Williams AM  Hayes SJ  Breslin G 《Journal of sports sciences》2007,25(5):531-545

In this article, we examine the question of what information is processed during observational learning by evaluating a variety of methods, theories, and empirical data. Initially, we review work involving neuroimaging techniques and infant imitation. We then evaluate data from behavioural experiments involving adults, wherein a variety of attempts have been made to isolate the critical or minimal information constraining the acquisition of coordination. This body of research has included comparisons between video and point-light displays, manipulations to the amount and type of information presented in the display, the collection of point-of-gaze data, and manipulations to the task context in terms of outcome goals. We conclude that observational learning is governed by specific features of the model's action (i.e. motions of the end effector) and the task (i.e. outcome constraints) and, in contrast with traditional theoretical modelling, more global aspects of a model (i.e. the relative motions within and between joints) do not appear to be the primary method for constraining action execution.  相似文献