Music and the music industry     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):27-43

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Correlates of formal reasoning: Content and problem effects     

Marcia C. Linn  Steven Pulos  Adrienne Gans 《科学教学研究杂志》1981,18(5):435-447

Piaget's structural theory of formal thought suggests that a general construct of formal reasoning exists. The content of the task and type of problem employed are often ignored in Piagetian based studies but are important for generalizing findings to other studies and to educational problems. The study reported here examines content and problem effects of formal thought in 13-year-old adolescents. Specifically, three controlling variables tasks with different content and two question type tests (analysis and controlling questions) were administered to 120 seventh graders. Ability measures and personality dimensions associated with formal reasoning in the literature are used to clarify what formal reasoning is and how content and problem type are involved in formal reasoning. Significant main effects were found for problem and content effects (p = 0.001), and a significant interaction was found between the two (p = 0.001). Across the three tasks general ability, field dependency, and locus of control were consistently and significantly related to the controlling questions. However, only measures of field dependency were related to the analysis questions. Combinations of ability and personality factors were found to be uniquely related to each task, within each question type. Results have implications for a theory of formal thought and the teaching of the controlling variables strategy.  相似文献   

Knowledge of Traumatic Brain Injury among Educators     

William J. Ernst  Adrienne B. Gallo  Amanda L. Sellers  Jessica Mulrine  Luciana MacNamara  Allison Abrahamson 《Exceptionality》2016,24(2):123-136

The purpose of this study is to determine knowledge of traumatic brain injury among educators. Few studies have examined knowledge of traumatic brain injury in this population and fewer still have included a substantial proportion of general education teachers. Examining knowledge of traumatic brain injury in educators is important as the vast majority of children with traumatic brain injury will return to school and many are likely to require support in the short term and some will require special education services in the long term. The Common Misconceptions of Traumatic Brain Injury questionnaire was completed by 94 educators. Participants demonstrated accurate knowledge on a number of questionnaire items associated with the identification of individuals with traumatic brain injury, common socio-emotional effects, and recovery from traumatic brain injury; however, a considerable degree of uncertainly was indicated on several items relevant to the school setting. In addition, substantial misconception rates were noted on only four items including one pertaining to recovery and another concerning the likelihood of additional brain injuries. Knowing someone with traumatic brain injury, participating in training and having taught a student with traumatic brain injury resulted in greater knowledge. Implications of these findings for educators are discussed.  相似文献   

Using person response functions to investigate areas of person misfit related to item characteristics     

A. Adrienne Walker  Jeremy Kyle Jennings  George Engelhard Jr. 《Educational Assessment》2018,23(1):47-68

Individual person fit analyses provide important information regarding the validity of test score inferences for an individual test taker. In this study, we use data from an undergraduate statistics test (N = 1135) to illustrate a two-step method that researchers and practitioners can use to examine individual person fit. First, person fit is examined numerically with several indices based on the Rasch model (i.e., Infit, Outfit, and Between-Subset statistics). Second, person misfit is presented graphically with person response functions, and these person response functions are interpreted using a heuristic. Individual person fit analysis holds promise for improving score interpretation in that it may detect potential threats to validity of score inferences for some test takers. Individual person fit analysis may also highlight particular subsets of items (on which a test taker performs unexpectedly) that can be used to further contextualize her or his test performance.  相似文献   

Assessment of learning gains associated with independent exam analysis in introductory biology     

William AE  Aguilar-Roca NM  Tsai M  Wong M  Beaupré MM  O'Dowd DK 《CBE life sciences education》2011,10(4):346-356

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.  相似文献   

Displacement in Young Adult Literature: A Thematic Analysis     

Vitullo  Adrienne 《Children‘s Literature in Education》2022,53(3):296-312

Children's Literature in Education - Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In...  相似文献   

Toward High-Performance Communications Interfaces for Science Problem Solving   总被引：1，自引：1，他引：0  

Sharon L. Oviatt  Adrienne O. Cohen 《Journal of Science Education and Technology》2010,19(6):515-531

From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central to a domain can maximize students’ effort associated with constructing new schemas. In addition, interfaces that minimize working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve students’ attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high-performing students? High school students’ ability to solve a diverse range of biology problems was compared over longitudinal sessions while they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness, and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces. The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance, revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to improve students’ awareness of the impact of digital tools on their performance.  相似文献   

学术文化与研究型大学:商业主义和科学主义的影响     

艾德丽安·S.陈  唐纳德·费希尔  胡婧 《北京大学教育评论》2009,7(1):29-43

过去的15年里,在商业主义和科学主义的影响下,加拿大大学的学术文化发生了巨大的变化。本文考察了影响学术文化变化的一系列内部和外部因素,主要通过对以下六个主题的讨论:研究、科学、商业化、变化的角色、同事关系和代际差别。本文特别选取了渥太华大学作为案例,来分析这所研究型大学的发展历程及其引起的争辩。  相似文献   

Integrating Religion and Spirituality Into Counselor Education: Barriers and Strategies     

Christopher M. Adams  Ana Puig  Adrienne Baggs  Cheryl Pence Wolf 《Counselor Education & Supervision》2015,54(1):44-56

Despite a professionally recognized need for training in religion/spirituality, literature indicates that religious and spirituality issues continue to be inconsistently addressed in counselor education. Ten experts were asked to identify potential barriers to integrating religion and spirituality into counselor education and indicate strategies for overcoming these obstacles. Barriers included a lack of information and a lack of personal interest or relevance, and strategies included continuing education, heightened awareness of self and others, and curriculum‐specific recommendations. Implications for counselor training and recommendations for future research are discussed.  相似文献   

A Review of “Teaching Black Girls: Resiliency in Urban Classrooms”     

Adrienne C. Goss 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):306-310

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