Meaningful assessment activities     

Jeffrey I. Gelfer  Peggy G. Perkins 《Early Childhood Education Journal》1988,16(1):6-9

Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida.  相似文献   

Rhetoric Versus Reality in Educational Reform: The Case of the National Science Foundation's Urban Systemic Initiative     

Kathryn M. Borman  Bridget Cotner  M. Yvette Baber  Theodore Boydston  William Katzenmeyer  Gladis Kersaint  Jeffrey Kromrey  Reginald Lee  Kazawaki Uekawa 《Journal of Educational Change》2004,5(3):249-266

In this paper, we present findings from a study assessing the impact of reforms on mathematics and science instruction to illustrate the multiple levels at which educational change must occur to promote student achievement and close achievement gaps. We undertake an analysis of the extent to which the rhetoric of national policy, in this case, the National Science Foundation's Urban Systemic Initiative, matches the realities of the day-to-day classroom practices we evaluated in our study. Addressed here is the problem of how applied anthropologists can broaden the scope of research and research findings from the edges of the societal mainstream to address larger policy issues. More globally, we discuss the influence of contemporary applied anthropologists and their colleagues who study marginalized groups on educational research.  相似文献   

The Effect of Stakes on Accountability Test Scores and Pass Rates     

Jeffrey T. Steedle  Joseph Grochowalski 《Educational Assessment》2017,22(2):111-123

Students may not fully demonstrate their knowledge and skills on accountability tests if there are no stakes attached to individual performance. In that case, assessment results may not accurately reflect student achievement, so the validity of score interpretations and uses suffers. For this study, matched samples of students taking state accountability tests under low-stakes and high-stakes conditions were used to estimate the effect of stakes on test performance and subsequent pass rates. Across five assessments, expected performance was greater under high-stakes conditions, with effect sizes ranging from 0.41 to 0.50 standard deviations and with students of lower ability tending to be slightly more affected by stakes. Depending on where cut scores were set, pass rates differed by up to 30% when comparing the low- and high-stakes conditions.  相似文献   

Embedded Field Test Item Statistics: Can They Be Trusted for Estimating Student Proficiency?     

Jeffrey T. Steedle  Kristin M. Morrison 《Educational Assessment》2019,24(1):1-12

Assessment items are commonly field tested prior to operational use to observe statistical item properties such as difficulty. Item parameter estimates from field testing may be used to assign scores via pre-equating or computer adaptive designs. This study examined differences between item difficulty estimates based on field test and operational data and the relationship of such differences to item position changes and student proficiency estimates. Item position effects were observed for 20 assessments, with items in later positions tending to be more difficult. Moreover, field test estimates of item difficulty were biased slightly upward, which may indicate examinee knowledge of which items were being field tested. Nevertheless, errors in field test item difficulty estimates had negligible impacts on student proficiency estimates for most assessments. Caution is still warranted when using field test statistics for scoring, and testing programs should conduct investigations to determine whether the effects on scoring are inconsequential.  相似文献   

Mastery,insight, and the teaching of chemistry     

Beall  Herbert  Trimbur  John  Weininger  Stephen J. 《Journal of Science Education and Technology》1994,3(2):99-105

The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible.  相似文献   

Teaching Young Children to Make Picture Books     

Jeffrey C. Brewster 《Early Childhood Education Journal》1997,25(2):113-117

Teaching young children to make picture books provides the opportunity to both record and to share personal experiences in a unique format. Two powerful modes of thought and expression, the linguistic and the visual, are naturally integrated in the process of picture bookmaking. The public recognition of picture bookmaking efforts empowers young children who are struggling to master the reading and writing processes as they gain an understanding of how text and image work together to tell the story. The increased self-confidence which comes from mastery of both bookmaking and illustrating techniques is beneficial for all children.  相似文献   

Enriching Professional Learning Networks: A Framework for Identification,Reflection, and Intention     

Daniel G. Krutka  Jeffrey Paul Carpenter  Torrey Trust 《TechTrends》2017,61(3):246-252

Many educators in the 21st century utilize social media platforms to enrich professional learning networks (PLNs). PLNs are uniquely personalized networks that can support participatory and continuous learning. Social media services can mediate professional engagements with a wide variety of people, spaces and tools that might not otherwise be available. Teachers who once might have had access to only a handful of colleagues can now employ Facebook, Twitter and other mediums to learn from peers across the globe at any time. However, educators face numerous challenges building and enhancing their PLNs for professional growth. To support educators in the development of their PLNs, we present a framework for PLN enrichment. Rooted in our research and experiences with PLNs, this flexible framework is designed to help educators reflect upon how they might continuously improve their PLN experiences and outcomes.  相似文献   

VIII. Discussion     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):89-109

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A comparison of freshmen and seniors on general and specific essay tests of critical thinking     

Stuart M. Keeley  M. Neil Browne  Jeffrey S. Kreutzer 《Research in higher education》1982,17(2):139-154

There is much interest in the impact of college on critical thinking ability. Freshmen and seniors at a mideastern university were given either a general instruction or multiple specific instructions for critically evaluating one of two articles. All critiques were in essay form. Seniors provided more appropriate criticisms to both kinds of instructions for both articles. However, the absolute level of performance of seniors reflected major deficiencies in applying critical evaluation skills. It was concluded that while college seems to be having an impact, greater emphasis is needed on more directly teaching critical thinking skills in the classroom.  相似文献   

Predicting Grit and Resilience: Exploring College Students’ Academic Rational Beliefs     

Jeffrey M. Warren  Robyn W. Hale 《Journal of College Counseling》2020,23(2):154-167

Data were collected from 289 undergraduate college students at a minority‐serving institution to explore the impact of academic rational beliefs on grit and resilience. Findings from hierarchical regression analyses suggested that academic rational beliefs related to evaluation and work habits accounted for a significant amount of variance in grit. Work habits explained a significant portion of the variance in resilience. On the basis of these results, recommendations for future research and implications for college counselors are offered.  相似文献