Improving Construct Validity With Cognitive Psychology Principles   总被引：2，自引：0，他引：2  

Susan Embretson  Joanna Gorin 《Journal of Educational Measurement》2001,38(4):343-368

Cognitive psychology principles have been heralded as possibly central to construct validity. In this paper, testing practices are examined in three stages: (a) the past, in which the traditional testing research paradigm left little role for cognitive psychology principles, (b) the present, in which testing research is enhanced by cognitive psychology principles, and (c) the future, for which we predict that cognitive psychology's potential will be fully realized through item design. An extended example of item design by cognitive theory is given to illustrate the principles. A spatial ability test that consists of an object assembly task highlights how cognitive design principles can lead to item generation.  相似文献   

Integrating Online Literacy into Undergraduate Education: a case study     

Joanna Tapper 《高等教育研究与发展》1997,16(1):25-40

The present situation in which students enter tertiary education with different experiences of online literacy poses challenges for instructors of subjects in which content and online literacy are integrated. It is hard for university teachers to predict what can be expected of incoming students in terms of computer experience, or to plan suitable syllabuses. In this article, the online literacy practices of students in one subject offered at an Australian university are examined. These practices are viewed within the context of the subject itself, and in the wider context of tertiary education. It is suggested that studies of the contexts and practices of online literacy can provide information which will help instructors to have some idea of what to expect concerning their students’ online literacy. In turn, this knowledge may make it easier for instructors to plan subject syllabuses which provide for groups of students with mixed online experiences. Areas for further research are also identified.  相似文献   

Initial Characteristics and Mentoring Satisfaction of College Women Mentoring Youth: Implications for Training     

Martha D. Foukal  Edith C. Lawrence  Joanna L. Williams 《Mentoring & Tutoring: Partnership in Learning》2016,24(2):94-108

Being a youth mentor is popular among college students, yet little is known about how their initial characteristics are related to mentoring satisfaction. Survey data from college women enrolled in a youth mentoring program (n = 158) and a comparison group (n = 136) were analyzed to determine how initial characteristics of youth mentors (a) differ from comparisons and (b) are associated with mentors’ satisfaction. Mentors reported higher autonomy, cultural sensitivity, and lower depression pre-participation than the comparison group, and their pre-participation GPA, cognitive empathy, and depression predicted post-participation mentoring satisfaction. Implications for mentor training are discussed.  相似文献   

College students’ perception of e-feedback: a grounded theory perspective     

Sin Wang Chong 《Assessment & Evaluation in Higher Education》2019,44(7):1090-1105

The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedback), there is a dearth of research which examines the effectiveness of e-feedback and lower-ability students’ perception of e-feedback in ESL post-compulsory writing classrooms which adopt a process writing approach. The present study, which aims to shed light on this research gap and inform ESL writing teachers’ feedback practices, investigates how feedback is given and attended to online by 93 students of an international community college in Hong Kong. Adopting grounded theory as the methodology and a tripartite definition of written feedback as the conceptual framework, the present study reports students’ perception of e-feedback on Google Docs from two sources: students’ written reflections and semi-structured, focus group interviews. Implications related to e-feedback practices are discussed.  相似文献   

Improving DHH students' grammar through an individualized software program     

Cannon JE  Easterbrooks SR  Gagné P  Beal-Alvarez J 《Journal of deaf studies and deaf education》2011,16(4):437-457

The purpose of this study was to determine if the frequent use of a targeted, computer software grammar instruction program, used as an individualized classroom activity, would influence the comprehension of morphosyntax structures (determiners, tense, and complementizers) in deaf/hard-of-hearing (DHH) participants who use American Sign Language (ASL). Twenty-six students from an urban day school for the deaf participated in this study. Two hierarchical linear modeling growth curve analyses showed that the influence of LanguageLinks: Syntax Assessment and Intervention (LL) resulted in statistically significant gains in participants' comprehension of morphosyntax structures. Two dependent t tests revealed statistically significant results between the pre- and postintervention assessments on the Diagnostic Evaluation of Language Variation-Norm Referenced. The daily use of LL increased the morphosyntax comprehension of the participants in this study and may be a promising practice for DHH students who use ASL.  相似文献   

Naming Block Structures: A Multimodal Approach     

Lynn Cohen  Joanna Uhry 《Early Childhood Education Journal》2011,39(1):79-87

This study describes symbolic representation in block play in a culturally diverse suburban preschool classroom. Block play is multimodal and can allow children to experiment with materials to represent the world in many forms of literacy. Combined qualitative and quantitative data from seventy-seven block structures were collected and analyzed. The observed frequency of symbolism used for three levels of symbolism (1) pre-symbolism, (2) first level symbolism, and (3) second level symbolism was investigated. Results indicated significant differences for first level symbolism or real-world objects. Students reported making homes for Webkinz, indicating an ability to encode multimodally the Webkinz computer game played at home to their school block play. The implications from these findings suggest educators should consider both a sociocultural perspective on playing and children’s out of-school experiences on learning. A research agenda that includes multimodality as performance is critical to early childhood education.  相似文献   

UNDERSTANDING STUDENTS�� OUT-OF-SCHOOL MATHEMATICS AND SCIENCE PRACTICE     

Joanna O. Masingila  Samson M. Muthwii  Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108

This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53, 2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they used was connected to their views of what science is.  相似文献   

Who teaches mathematics content courses for prospective elementary teachers in the United States? Results of a national survey     

Joanna O. Masingila  Dana E. Olanoff  Dennis K. Kwaka 《Journal of Mathematics Teacher Education》2012,15(5):347-358

This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors.  相似文献   

More students and more diverse: new trends in international mobility to Portugal     

Sin  Cristina  Tavares  Orlanda  Aguiar  Joyce  Amaral  Alberto 《Tertiary Education and Management》2022,28(2):135-153

Tertiary Education and Management - Growing numbers of students from non-Portuguese speaking countries, designated as ‘non-Lusophone students’, signal the diversification of the...  相似文献   

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage     

Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504

Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献