Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University     

Nicola Frances Kirby  Edith Roslyn Dempster 《International Journal of Science Education》2013,35(17):2825-2847

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly given the national imperative to increase participation and levels of performance in tertiary-level science. An attempt was made to understand foundation student performance in a campus of this university, with the view to identifying challenges and opportunities for remediation in the curriculum and processes of selection into the programme. A classification and regression tree analysis was used to identify which variables best described student performance. The explanatory variables included biographical and school-history data, performance in selection tests, and socio-economic data pertaining to their year in the programme. The results illustrate the prognostic reliability of the model used to select students, raise concerns about the inefficiency of school performance indicators as a measure of students' academic potential in the Foundation Programme, and highlight the importance of accommodation arrangements and financial support for student success in their access year.  相似文献   

The problem of the substitute teacher     

Byron C. Kirby 《Peabody Journal of Education》2013,88(2):83-86

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Fundamentals of performance technology: A guide to improving people,process, and performance,second edition     

Darlene M. Van Tiem  James L. Moseley  Joan Conway Dessinger  Erika R. Gilmore 《Performance Improvement》2005,44(1):41-42

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Book reviews     

Walter Hahn  Helmut Skowronek  H. J. Butcher  Hans-Martin Müller-Wolf  J. C. Cairns  Michael Angermaier  Maureen Woodhall  Ha Wun Sung  Oskar Anweiler  John A. Smyth  Gilbert de Landsheere  Gaby Venstermans  Erika Voigt  Anza Amen Lema  David Wolsk  Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107

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Exposing the ‘Age of Lies’: The Propaganda Menace as Portrayed in American Magazines in the Aftermath of World War I     

Erika G. King 《Journal of American culture (Malden, Mass. : 2003)》1989,12(1):35-40

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Democracy and the “Sovereign Crowd” In Pre-World War I American Magazines     

Erika G. King 《Journal of American culture (Malden, Mass. : 2003)》1992,15(4):27-32

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Access to information and privacy: The ten information commandments     

Michael D. Kirby 《Government Information Quarterly》1986,3(4)

We stand at the brink of remarkable developments in the thriving new technology of informatics both in the public and private sectors. Some of the developments are regulated by current law, but many of them are outside. Moreover, there are features of the new information technology which endanger the value of individual privacy, and many of these aspects are now well known. Nonetheless, we face a future likely to be increasingly pervaded by the technology of informatics. During the past decade or so, all of the advanced English-speaking democracies have made important legislative responses to the advance of informatics. Considering these responses, the future of information technology, and the consequential dangers, the author offers ten information commandments in the hope that those who have the knowledge and can see the problems will act responsibly and courageously in meeting the challenges ahead.  相似文献   

Classroom Discussions with Student‐Led Feedback: a Useful Activity to Enhance Development of Critical Thinking Skills     

Kirby D. Hayes  Amy A. Devitt 《Journal of Food Science Education》2008,7(4):65-68

ABSTRACT: Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16‐wk semester using the ACT‐CAAP? (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT‐CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non‐native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student‐led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student‐led feedback are conducted in smaller sized recitations.  相似文献   

Is Empirical Quantitative Educational Research Worthless?     

Joshuo A. Kirby  Christopher M. Hoadley  Alison A. Carr-Chellman 《TechTrends》2007,51(5):72-72

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Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences     

Roberta Michnick Golinkoff  Erika Hoff  Meredith L. Rowe  Catherine S. Tamis-LeMonda  Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992

Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes.  相似文献