The matter of assessor variance in early childhood education—Or whose score is it anyway?     

Clare Waterman  Paul A. McDermottJohn W. Fantuzzo  Vivian L. Gadsden 《Early childhood research quarterly》2012,27(1):46

Useful assessment outcomes (as manifest through assigned scores) must show reasonable variation across children because it is that variation that presumably defines children's individual differences. Alternatively it is conceivable that some portion of the variability in assessment outcomes does not reflect child differences but rather differences in the performance of the assessors who carry out assessments. Hierarchical linear modeling is applied in this article to identify the amount of score variation attributable to assessors rather than children. Working with multiple cohorts of Head Start and kindergarten children, score variation is analyzed for measures administered outside of classrooms by extramural assessors and for teacher-administered measures within classrooms. The amount of assessor variance (vs. actual child variance) was negligible as associated with extramural assessors but substantial for teacher assessors, indicating that large portions of the variability in teacher-administered assessments have nothing to do with children's unique performances. Recommendations are provided to assist the interpretation of assessment outcomes in future research and practice.  相似文献   

Jimmy's baby doll and Jenny's truck: young children's reasoning about gender norms   总被引：1，自引：0，他引：1  

Conry-Murray C  Turiel E 《Child development》2012,83(1):146-158

To assess the flexibility of reasoning about gender, children ages 4, 6, and 8 years (N = 72) were interviewed about gender norms when different domains were highlighted. The majority of participants at all ages judged a reversal of gender norms in a different cultural context to be acceptable. They also judged gender norms as a matter of personal choice and they negatively evaluated a rule enforcing gender norms in schools. Older children were more likely to show flexibility than younger children. Justifications obtained from 6- and 8-year-olds showed that they considered adherence to gender norms a matter of personal choice and they viewed the rule enforcing gender norms as unfair.  相似文献   

David Shumaker. The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It's Needed.     

Clare McCluskey 《期刊图书馆员》2013,64(1):99-101

No abstract available for this article.  相似文献   

The effect of class size on the teaching of pupils aged 7 – 11 years     

Peter Blatchford  Anthony Russell  Paul Bassett  Penelope Brown  Clare Martin 《School Effectiveness & School Improvement》2013,24(2):147-172

There is still little consensus on whether and how teaching is affected by small and large classes, especially in the case of students in the later primary years. This study investigated effects of class size on teaching of pupils aged 7 – 11 years. We used a multimethod approach, integrating qualitative information from teachers' end-of-year accounts and data from case studies with quantitative information from systematic observations. Results showed that there was more individual attention in smaller classes, a more active role for pupils, and beneficial effects on the quality of teaching. It is suggested that teachers in both large and small classes need to develop strategies for more individual attention but also recognize the benefits of other forms of learning, for example, group work.  相似文献   

Double standards and first principles: framing teaching assistant support for pupils with special educational needs     

Rob Webster  Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell 《欧洲特需教育杂志》2013,28(4):319-336

Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when supporting the learning of pupils with special educational needs (SEN) in mainstream schools. Such debates have been transformed by findings from a large study of school support staff in the UK (the DISS project). The findings from this study show that TA support has a negative impact on pupils’ academic progress, especially pupils with SEN. The findings render the current system of support for SEN highly questionable: TAs have inadvertently become the primary educators of pupils with SEN. This paper sets out the likely explanations for the negative effects in terms of three ‘frames’ – deployment, practice and preparedness – and then uses these frames to identify specific implications for pupils with SEN. We offer suggestions on how to make the most productive use of TA support.  相似文献   

The action research process as a means of helping student teachers understand and fulfil the complex role of the teacher   总被引：1，自引：1，他引：0  

Clare Kosnik  Clive Beck 《Educational Action Research》2013,21(1):115-136

The Mid-Town elementary preservice cohort programme at OISE/UT has, for several years, had action research by student teachers as a major component. In this article, the authors outline the view of action research held by the faculty team and explain why they turned to action research as a strategy in teacher education. They detail how the action research requirement is implemented in the programme, and describe the effects of the action research process on the understandings, skills and behaviour of the preservice teachers. The findings suggest this is potentially a very valuable approach to teacher education, provided certain other conditions are fulfilled.  相似文献   

Listening to our clinical colleagues: how are they finding their evidence to support Trust clinical governance?     

Publicover M  Giles G  Bolton B  Shemilt C  Urquhart C 《Health information and libraries journal》2006,23(Z1):57-61

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Effects of moniliformin and selenium on human articular cartilage metabolism and their potential relationships to the pathogenesis of Kashin-Beck disease     

Clare E.HUGNES  Bruce CATERSON 《Journal of Zhejiang University. Science. B》2010,11(3):200-208

Objective:To investigate the effects of mycotoxin moniliformin (MON) on the metabolism of aggrecan and type II collagen in human chondrocytes in vitro and the relationship between MON and Kashin-Beck disease (KBD).Methods:Human chondrocytes were isolated and cultured on bone matrix gelatin to form an artificial cartilage model in vitro with or without MON toxin.Cell viability was determined by 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) assay.The expression of aggrecan and type II col...  相似文献   

Book Reviews     

Matthew Rubery  Clare Pettitt 《Media History》2013,19(3):245-248

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Lifting the Veil: Researching the Lives of Girls' School Story Writers     

Hilary Clare 《Children‘s Literature in Education》2000,31(3):159-166

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