Using Statistical Procedures to Identify Differentially Functioning Test Items     

Brian E. Clauser  Kathleen M. Mazor 《Educational Measurement》1998,17(1):31-44

  相似文献   

TRAINING POLICY GERONTOLOGISTS: AN EXPLORATORY STUDY OF NEEDED SKILLS,KNOWLEDGE, AND ATTRIBUTES     

Sally Coberly  Kathleen H. Wilber 《Educational gerontology》2013,39(6):465-478

Findings from a survey of policy professionals in aging (n = 114) and experience with a demonstration program to train policy gerontologists indicates that (1) the demand for policy gerontologists is moderately high; (2) training requirements include specific skills training in political processes, communication, analysis, and administration; (3) policy gerontologists require such personal attributes as follow through, initiative, and innovation; and (4) knowledge of the content of specific policy areas as well as an understanding of the policy‐making process is important. Findings have been used to develop a model curriculum for training policy gerontologists which is presented and discussed.  相似文献   

English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice     

Peggy McCardle  Joan Mele‐McCarthy  Kathleen Leos 《Learning disabilities research & practice》2005,20(1):68-78

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.  相似文献   

Baseball,Apple Pie,and Burlesque Queens: Nationalism in Walt Kuhn's Portraits of Showgirls     

Kathleen Spies 《Journal of American culture (Malden, Mass. : 2003)》2008,31(1):34-48

  相似文献   

Navigating gender and sexuality in the classroom: narrative insights from students and educators     

Kathleen A. Hare 《Sex education》2017,17(4):482-484

  相似文献   

Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education     

Mary Frances Buckley-Marudas  Sarah R. Hobson  Kathleen Riley 《The New Educator》2017,13(4):369-391

  相似文献   

Academic attitudes toward new media: An exploratory multidisciplinary study     

Kathleen Menzies  Frances Johnson 《The Information Society》2016,32(1):1-13

This article looks at the attitudes of UK academics toward new media, utilizing organizational and sociocultural understandings of fields of scholarly enquiry. It focuses on four traditionally distinct disciplines—art and design, computer science, health science, and politics and international relations—representative of the range of approaches in higher education. Agreement was found among respondents across disciplinary communities about what new media represent and how they support their work. Analysis of semantic differential charts identified two dimensions underlying attitudes—“flexibility” and “fitness for scholarly purposes.” Rather than being anchored by epistemological divisions, new media are assessed by practical viewpoints relating to the activity types they allow, and by traditional measures of reliability. In response to questions about other characteristics of their disciplines (such as reputation and audience diversity), distinctions are in evidence, although in some cases these are not traditional ones.  相似文献   

Wonderful secrets of nature. Natural knowledge and religious piety in Reformation Germany     

Crowther-Heyck K 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(2):253-273

Sixteenth-century Germany witnessed a tremendous flourishing of vernacular literature. An unprecedented number and variety of texts were produced for new groups of readers. This essay analyzes one underexplored genre of this vernacular literature: texts on the natural world. Numerous books on animals, plants, minerals, and natural marvels rolled off the German presses in this period, indicating a widespread curiosity about the natural world. These texts give valuable insight into the views of nature available to a broad lay audience, literate in German but not necessarily in Latin. They reveal a pervasive sense of nature as divinely created and a deep conviction that contemplation of the natural world would lead to greater piety. The divine and the mundane were thoroughly intertwined in vernacular natural histories. While other historians of science have seen the sixteenth century as a period of increasingly secular ways of thinking about nature, I argue for the persistence, and even the intensification, of profoundly religious attitudes toward the natural world.  相似文献   

Girls' secondary education in Uganda: assessing policy within the women's empowerment framework     

Shelley Kathleen Jones 《Gender and education》2011,23(4):385-413

This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.  相似文献   

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk   总被引：1，自引：0，他引：1  

Watamura SE  Phillips DA  Morrissey TW  McCartney K  Bub K 《Child development》2011,82(1):48-65

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.  相似文献