CHILDREN'S MUSEUM EXHIBITIONS: DISTILLED OR WATERED DOWN?     

Jill Vexler 《Curator: The Museum Journal》2000,43(4):307-312

  相似文献   

Constructs of writing proficiency in US state and national writing assessments: Exploring variability     

Jill V. Jeffery 《Assessing Writing》2009,14(1):3-24

Persistent gaps between optimistic state and pessimistic national academic performance assessment results are increasingly leading to calls for unified national standards in the US. Critics argue that these gaps reveal vast differences in how proficiency is conceptualized; however, little is known about how conceptualizations compare among large-scale US assessments. To explore this issue, the present study investigated constructs of writing proficiency implicated in 41 US state and national high school direct writing assessments by analyzing the relationships between prompt-genre demands and assessment scoring criteria. Results of this analysis suggest that national writing assessments differ as a group from state assessments in the extent to which they emphasize genre distinctions and present coherent conceptualizations of writing proficiency. The implications of these assessment variations for college preparedness are discussed.  相似文献   

An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems     

John Fantuzzo  Jill Stoltzfus  Megan Noone Lutz  Helen Hamlet  Vijaykumar Balraj  Colleen Turner  Samuel Mosca 《Early childhood research quarterly》1999,14(4):465

The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed.  相似文献   

Modes of reasoning in explanations in Australian eighth-grade mathematics textbooks     

Kaye Stacey  Jill Vincent 《Educational Studies in Mathematics》2009,72(3):271-288

Understanding that mathematics is founded on reasoning and is not just a collection of rules to apply is an important message to convey to students. Here we examined the reasoning presented in seven topics in nine Australian eighth-grade textbooks. Focusing on explanatory text that introduced new mathematical rules or relationships, we classified explanations according to the mode of reasoning used. Seven modes were identified, making a classification scheme which both refined and extended previous schemes. Most textbooks provided explanations for most topics rather than presenting “rules without reasons” but the main purpose appeared to be rule derivation or justification in preparation for practise exercises, rather than using explanations as thinking tools. Textbooks generally did not distinguish between the legitimacies of deductive and other modes of reasoning.  相似文献   

Prior degree and student assessment performance: how can evidence guide decisions on assessment policy?     

Pippa Craig  Jill Gordon  Rufus Clarke  Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds.  相似文献   

Higher education institutions’ costs and efficiency: Taking the decomposition a further step     

Geraint Johnes  Jill Johnes 《Economics of Education Review》2009

A multiproduct cost function is estimated for English higher education institutions using a panel of data from recent years. The panel approach allows estimation by means of a random parameter stochastic frontier model which provides considerable new insights in that it allows the impact on costs of inter-institutional differences in the cost function itself to be distinguished from inter-institutional differences in efficiency. The approach used here therefore resembles in some respects the non-parametric methods of efficiency evaluation. We report also on measures of average incremental cost of provision and on returns to scale and scope.  相似文献   

Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom     

Jill M. Pentimonti  Laura M. Justice 《Early Childhood Education Journal》2010,37(4):241-248

Relatively little is known regarding preschool teachers’ use of specific scaffolds, including those high support scaffolds (e.g., co-participating, eliciting, reducing choices) that may be important for children who are struggling to acquire language and literacy concepts. The goal of this study was to characterize preschool teachers’ use of six types of scaffolds (generalizing, reasoning, predicting, co-participating, reducing choices, eliciting; see O’Connor et al. in Ladders to literacy, Paul H. Brookes Publishing, Baltimore, MD, 2005) within the whole group read aloud session. Two specific questions were addressed: (1) To what extent do preschool teachers use high and low support scaffolds during whole group read aloud sessions? and (2) To what extent does preschool teachers’ perceived frequency of use of specific scaffolds correspond to their actual use of scaffolds? Videotaped classroom observations were carried out for five preschool teachers conducting whole group read alouds in their classrooms; frequency of use for six types of scaffolds was coded using systematic observation procedures. Results indicated that teachers showed a preference for three types of scaffolds, all of which were low support, and that the three types of high support scaffolds occurred at very low rates. Additionally, results showed a substantial discrepancy between teachers’ perceived frequency of use of specific types of scaffolds relative to their actual use. Together, findings suggest that preschool teachers may benefit from professional development focused on using a range of scaffolds, to include high support scaffolds beneficial to children who may need high levels of support to participate in read alouds.  相似文献   

Loneliness,friendship quality and the social networks of adolescents with high‐functioning autism in an inclusive school setting     

Jill Locke  Eric H. Ishijima  Connie Kasari  Nancy London 《Journal of Research in Special Educational Needs》2010,10(2):74-81

By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism.  相似文献   

“You have to do something beyond containing”: developing inclusive systems in a partnership of primary schools     

Jo Rose  Alex Stanforth  Gwen Gilmore  Jill Bevan-Brown 《Emotional and Behavioural Difficulties》2018,23(3):270-283

Reducing fixed term exclusions (FTE) in primary schools is a difficult proposition. This research discusses how a partnership of primary schools developed more inclusive systems to support students previously given FTEs for disciplinary purposes. Longitudinal data from interviews and documentary sources trace the development of an approach amongst primary schools with previously high levels of FTE. The process of developing a model of transferred inclusion (TI) within the partnership led to schools changing practices around behaviour management, thus developing more inclusive systems. The paper elaborates on partnership work around the TI project that opened up discussion and questioning of practice around behaviour, leading to schools thinking about their systemic practice. The benefits of TI, therefore, were a prompt for development, rather than just an intervention to reduce exclusions. Changes in practice supported through the TI process lead to claims that substantive change would not have happened without the TI project.  相似文献   

Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership     

Jill McNew-Birren  Tyra Hildebrand  Gabrielle Belknap 《Cultural Studies of Science Education》2018,13(2):437-462

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.  相似文献