Construct-Irrelevant Variance in High-Stakes Testing   总被引：1，自引：0，他引：1  

Thomas M. Haladyna  Steven M. Downing 《Educational Measurement》2004,23(1):17-27

There are many threats to validity in high-stakes achievement testing. One major threat is construct-irrelevant variance (CIV). This article defines CIV in the context of the contemporary, unitary view of validity and presents logical arguments, hypotheses, and documentation for a variety of CIV sources that commonly threaten interpretations of test scores. A more thorough study of CIV is recommended.  相似文献   

Predictors of Criminal Justice Undergraduates’ Intentions to Pursue Graduate Education in Criminology or Criminal Justice     

Maisha N. Cooper  Alexander H. Updegrove  Jeff A. Bouffard 《Journal of Criminal Justice Education》2019,30(1):46-70

This study relies on data from 388 junior and senior criminal justice majors to examine predictors of intentions to pursue graduate education in criminology, criminal justice, or a closely related field. Logistic regression results demonstrate that women, students who receive greater encouragement to attend graduate school, students with a lower aversion to reading, writing, and statistics, and students who perceive greater diversity intolerance are more likely to report graduate school intentions. Although students’ race was not found to be significant in the overall model, split-sample models revealed that the significance of predictors varied by race and ethnicity. In discussing the findings, special attention is given to the need for primarily White institutions (PWIs) to partner with historically Black college and universities (HBCUs). We conclude by calling for departments to redouble their efforts to diversify their faculty and student bodies.  相似文献   

An Investigation of the Effectiveness of an Evaluation Instrument Designed for Use with Modular Masters Courses in a Range of International Contexts     

Mary Hayden  Jeff Thompson 《Assessment & Evaluation in Higher Education》1996,21(1):55-68

In a previous paper the construction of an instrument designed to be of use in the evaluation of modular Masters courses for teachers and administrators in international schools was described. Initial impressions of the efficacy of the instrument were encouraging, and its use was extended in a number of ways within the scheme of continuing professional development organised through the Centre for the study of Education in an International Context at the University of Bath. In particular, the evaluation model was extended to three different modules taught in an increased number of Study Centre locations, by different tutors, to groups of different sizes and composition. Under such a range of conditions the question arises of parity of quality in the delivery of the modules, and the usefulness of the evaluation instrument in contributing to an assessment of the quality of teaching and learning was explored. This paper describes the results of an investigation undertaken to test the robustness of the instrument with respect to both the increased range of dimensions involved and the level of detail possible. The outcomes confirm initial impressions of the overall value of the instrument in assessing general levels of satisfaction expressed by participants with respect to a variety of course features, but also indicate the ways in which it could be employed as a tool to evaluate the relative contributions to overall success made by a set of components concerned with the content of the modules, the teaching arrangements, support for participants and the relevance of the modules to the educational work of those taking part.  相似文献   

A Critical Study of Comics     

Jeff Adams 《The International Journal of Art & Design Education》2001,20(2):133-143

The paper describes a project for Liverpool John Moores University PGCE Art and Design students in which they carried out practical research into comics and graphic novels as part of their preparation for teaching. The students were encouraged to investigate the history of the genre, its formal properties as well as its potential as a vehicle for social realism. The practical task was to prepare a single comic book page design, in the course of which they explored a range of possibilities from imaginative children's stories to serious issues such as illness and abuse. They took the opportunity to investigate the potential of this sequential medium to construct narratives using devices such as sequence, repetition and multiple perspectives as well as the juxtapositions of image and text. The paper contains examples of students' work where the investigations yielded interesting and innovative results.  相似文献   

Differentiating the neural response to intervention in children with developmental dyslexia     

Odegard TN  Ring J  Smith S  Biggan J  Black J 《Annals of dyslexia》2008,58(1):1-14

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences in brain function between treatment responders and non-responders. Educational testing and brain activation measured after treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding (treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to non-impaired readers.  相似文献   

The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

ARTEMIS: Reinvigorating History and Theory in Art and Design Education     

Jeff Janet  Melissa Miles 《The International Journal of Art & Design Education》2009,28(1):52-60

ARTEMIS (Art Educational Multiplayer Interactive Space) is an online multi‐user virtual environment that is designed around the objects, artefacts, philosophies, personalities and critical discourses of the histories and theories of art and design. Conceived as a means of reinvigorating art history and theory education in the digital age, ARTEMIS addresses the specific teaching and learning needs of a new generation of art and design students in higher education. This article is a case study that addresses the second phase of the testing and design development of ARTEMIS. It builds on the findings of the initial phase, which involved the development of the ‘proof of concept’ for an online virtual world and game designed for undergraduate students in the Faculty of Art and Design at Monash University in Melbourne, Australia. Drawing on a test trial and student response survey, this article assesses whether virtual environments like ARTEMIS can generate new life in art and design history, augment the teaching and learning mix in art and design higher education, and foster new modes of active engagement amongst students.  相似文献   

Problem-based learning and the development of metacognition   总被引：1，自引：0，他引：1  

Kevin Downing  Theresa Kwong  Sui-Wah Chan  Tsz-Fung Lam  Woo-Kyung Downing 《Higher Education》2009,57(5):609-621

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.  相似文献   

The practice of child therapy (4th ed.)     

Jeff Sigafoos 《教育心理学》2009,29(4):513-514

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Developing Student Collaborations across Disciplines,Distances, and Institutions     

Jeff Knisley  Esfandiar Behravesh 《CBE life sciences education》2010,9(3):364-369

Because quantitative biology requires skills and concepts from a disparate collection of different disciplines, the scientists of the near future will increasingly need to rely on collaborations to produce results. Correspondingly, students in disciplines impacted by quantitative biology will need to be taught how to create and engage in such collaborations. In response to this important curricular need, East Tennessee State University and Georgia Technological University/Emory University cooperated in an unprecedented curricular experiment in which theoretically oriented students at East Tennessee State designed biophysical models that were implemented and tested experimentally by biomedical engineers at the Wallace H. Coulter Department of Biomedical Engineering at Georgia Technological University and Emory University. Implementing the collaborations between two institutions allowed an assessment of the student collaborations from before the groups of students had met for the first time until after they had finished their projects, thus providing insight about the formation and conduct of such collaborations that could not have been obtained otherwise.  相似文献