Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia     

Hikaru Komatsu  Jeremy Rappleye 《Compare》2017,47(4):616-623

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Managing improvement in the 16‐19 curriculum through student monitoring and target setting: a critical evaluation     

Jeremy Higham  Paul Sharp  David Machin  Michael Wilson 《Journal of educational administration and history》2002,34(1):36-50

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Correction     

J. Myron Atkin  Jeremy Kilpatrick  Julie A. Bianchini  Jenifer V. Helms  Nicole I. Holthuis 《Journal of Science Teacher Education》1991,2(3):66-66

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The impact of political identity,grouping, and discussion on young people's views of political documentaries     

Jeremy Stoddard  Jason Chen 《Learning, Media and Technology》2018,43(4):418-433

ABSTRACT

This study focuses on how young people read and discuss two political documentary films, Labor Day and Hillary: The Movie. We were specifically interested in the impact of the film viewing and discussion on participants’ beliefs about the issues in the films, how they view evidence and expertise in the films, and how the session impacted their views of documentaries as a source. Groups were designed according to composite political scores and individuals (n?=?30) were selected to form liberal, conservative, and two mixed groups (strong and moderate) for the viewing and discussion. Our analysis illustrates the power of political ideology in shaping how expertise is viewed and how evidence is warranted in film – and the role of social context and peer discussion in this process. Implications for media and democratic education in times of political polarization are discussed.  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience     

Jeremy Kerr  Gillian Lawson 《The International Journal of Art & Design Education》2020,39(1):6-21

The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies.  相似文献   

Time-Indexed Effect Size for Educational Research and Evaluation: Reinterpreting Program Effects and Achievement Gaps in K–12 Reading and Math     

Jaekyung Lee  Jeremy Finn  Xiaoyan Liu 《Journal of Experimental Education》2019,87(2):193-213

Through a synthesis of test publisher norms and national longitudinal data sets, this study provides new national norms of academic growth in K–12 reading and math to help reinterpret conventional effect sizes in time units. We propose d?, a time-indexed–effect-size metric to estimate how long it would take for an “untreated” control group to reach the treatment group outcome in terms familiar to educators—years/months of schooling. It serves as a supplement to conventional effect-size metrics, such as Cohen's d, by taking into account different amounts of time needed for learning at different ages or grade levels. Through applications to Project STAR small class effects and NAEP racial achievement gaps, we demonstrate how to interpret and use d?. It is expected to provide a more developmentally appropriate context for interpreting the size of an effect, a step toward bridging the gap between educational research and practice.  相似文献   

Warning over ambiguous Alzheimer's test     

Webb J 《New scientist (1971)》1995,148(1998):6

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Children's temperament and behavior problems predict their employed mothers' work functioning     

Hyde JS  Else-Quest NM  Goldsmith HH  Biesanz JC 《Child development》2004,75(2):580-594

Numerous studies have been conducted on the impact of dual-earner parents' employment on their children, yet the reverse process-the impact of children and their behavior on the work functioning of their parents-has been ignored. This study investigated spillover from the mother role to the work role in a sample of more than 300 families. At 4 months, 12 months, 3.5 years, and 4.5 years of age, child's difficult temperament was significantly associated with mother's work outcomes, including work role quality and rewards from combining work and family. The evidence was consistent with a structural model in which maternal sense of parenting competence and maternal depressed affect mediated these effects.  相似文献   

International education policy in Japan in an age of globalisation and risk     

Jeremy Rappleye 《Asia Pacific Journal of Education》2016,36(1):185-188

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