The congruence of stated research preferences and published research of science educators     

David H. May  Ellen Fuller  Joe Long  David Butts 《科学教学研究杂志》1980,17(2):153-159

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Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):847-858

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...  相似文献   

Auditing for Score Inflation Using Self-Monitoring Assessments: Findings From Three Pilot Studies     

Daniel Koretz  Jennifer L. Jennings  Hui Leng Ng  Carol Yu  David Braslow  Meredith Langi 《Educational Assessment》2016,21(4):231-247

Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This article reports the first three trials of SMAs, evaluating whether SMAs can detect inflation that had already been documented. The studies were conducted with mathematics tests in three grades. Despite severe conservative biases, the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as scoring just below the Proficient cut in the previous year and school poverty. However, a number of null findings underscore the need for additional research into the design of audit items.  相似文献   

Reassessing “a statewide study of ECE and non-ECE schools on reading achievement, grades 2 and 3, based on the California assessment program results”     

Richard Hill  David Gordon  David Sweet 《Studies in Educational Evaluation》1977,3(3):207-214

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Processing of identity and conditional relations in monkeys (Cebus apella) and pigeons (Columba livid)     

D’Amato  M. R.  Salmon  David P.  Loukas  Eric  Tomie  Art 《Learning & behavior》1986,14(4):365-373

Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional...  相似文献   

Does early reading failure decrease children's reading motivation?     

Morgan PL  Fuchs D  Compton DL  Cordray DS  Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.  相似文献   

Developing a Personal Grading Plan   总被引：1，自引：0，他引：1  

David A. Frisbie  Kristie K. Waltman 《Educational Measurement》1992,11(3):35-42

The purpose of this instructional module is to assist teachers in developing defensible grading practices that effectively and fairly communicate students' achievement status to their parents. In formulating such practices, it is essential that teachers first consider their personal grading philosophy and then create a compatible personal grading plan. The module delineates key philosophical issues that should be addressed and then outlines the procedural steps essential to establishing a grading plan. Finally, the features of several common methods of absolute and relative grading are compared.  相似文献   

Linguistic minorities in England: a report from the linguistic minorities project : University of London Institute of Education, 1983, 186 pp., £2.95     

David Stephens 《International Journal of Educational Development》1985,5(4):327-328

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Escape-from-fear performance as affected by handling method and an additional CS-shock treatment     

Dorothy E. McAllister  Wallace R. McAllister  Steve R. Hampton  Michael T. Scoles 《Learning & behavior》1980,8(3):417-423

Experiment 1 demonstrated that hurdle-jumping, escape-from-fear (EFF) performance was affected deleteriously when the handling of the rats was by the tail rather than the body and was facilitated by the administration, just prior to EFF training, of one additional CS-shock pairing along with the opportunity to jump the hurdle. Additional experiments elucidated the basis for the effect of these two variables. Experiment 2 indicated that tail handling degraded performance by decreasing reinforcement. In Experiment 3, the facilitatory effect of the extra CS-shock treatment was found to result from the occurrence of a response at the termination of the pairing and not from the CS-shock pairing per se.  相似文献   

Intramaze cues and “odor trails” fail to direct choice behavior on an elevated maze     

David S. Olton  Christine Collison 《Learning & behavior》1979,7(2):221-223

The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes.  相似文献