Building on the success of DOAJ: Maintenance of DOAJ journals with BibPurls     

Rebecca Rae Culbertson 《期刊图书馆员》2017,73(3-4):291-295

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Analysis of Differential Item Functioning in the NAEP History Assessment   总被引：1，自引：0，他引：1  

Rebecca Zwick  Kadriye Ercikan 《Journal of Educational Measurement》1989,26(1):55-66

The Mantel-Haenszel approach for investigating differential item functioning was applied to U.S. history items that were administered as part o f the National Assessment o f Educational Progress, On some items, blacks, Hispanics, and females performed more poorly than other students, conditional on number-right score. It was hypothesized that this resulted, in part, from the fact that ethnic and gender groups differed in their exposure to the material included in the assessment. Supplementary Mantel-Haenszel analyses were undertaken in which the number o f historical periods studied, as well as score. was used as a conditioning variable. Contrary to expectation, the additional conditioning did not lead to a reduction in the number o f DIF items. Both methodological and substantive explanations for this unexpected result were explored.  相似文献   

Assessing teachers'' pedagogical content knowledge: Item development issues     

Robert E. Carlson 《Journal of Personnel Evaluation in Education》1990,4(2):157-163

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A systematic review of school‐based interventions and their outcomes for youth exposed to traumatic events     

Justina Yohannan  John S. Carlson 《Psychology in the schools》2019,56(3):447-464

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Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects          下载免费PDF全文

Rebecca D. Taylor  Eva Oberle  Joseph A. Durlak  Roger P. Weissberg 《Child development》2017,88(4):1156-1171

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments     

Roger Bruning  Kamau O. Siwatu  Xiongyi Liu  Lisa M. PytlikZillig  Christy Horn  Stephanie Sic  Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.  相似文献   

Home-based school teachers in Afghanistan: Teaching for tarbia and student well-being     

Jackie Kirk  Rebecca Winthrop 《Teaching and Teacher Education》2008

Teachers in community-based or home-based schools in Afghanistan play a critical role in extending access to education to children who are unable to access the government schools, especially girls. These teachers—men and women—are nominated by the community to teach, without necessarily having teaching experience or even completing their own education. Whilst they may feel under-confident about their teaching skills and need ongoing professional development and support, these teachers nonetheless have a strong sense of their roles in the community, especially with respect to guiding children in their faith and promoting children's ‘tarbia’ (moral and ethical character) and well-being. This paper draws on qualitative data collected though the Healing Classrooms Initiative of the International Rescue Committee (IRC). Using interview and questionnaire responses it presents home-based school teachers’ experiences and beliefs about education and the role of the teacher, and discusses how these constitute alternative qualifications in the context of early reconstruction in Afghanistan.  相似文献   

Genetic and environmental influences on reading and listening comprehension     

Janice M. Keenan  Rebecca S. Betjemann  Sally J. Wadsworth  John C. DeFries  Richard K. Olson 《Journal of Research in Reading》2006,29(1):75-91

We report preliminary behaviour genetic analyses of reading and listening comprehension from The Colorado Learning Disabilities Research Center. Although the twin sample with these new measures is still of limited size, we find substantial, and significant, genetic influences on individual differences in both reading and listening comprehension. In addition, word recognition and listening comprehension each accounted for significant independent genetic influences on reading comprehension. Together, they accounted for all the genetic influence on reading comprehension, indicating a largely genetic basis for the ‘simple model’ of individual differences in reading comprehension proposed by Hoover and Gough (1990) .  相似文献   

Orthographic learning and transfer of complex words: insights from eye tracking during reading and learning tasks     

Emilie Ginestet  Jalyssa Shadbolt  Rebecca Tucker  Marie‐Line Bosse  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):51-69

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A Grounded Theory of Counselor Educators' Academic Leadership Development     

Danica G. Hays  Stephanie A. Crockett  Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72

Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.  相似文献