Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study     

Steven M. Ross  Allison Potter  Jangmi Paek  Dawn McKay  William Sanders  James Ashton 《Journal of Education for Students Placed at Risk》2013,18(1):26-58

Supplemental Educational Services (SES), a component of the No Child Left Behind (NCLB) Act, provides free tutoring to economically disadvantaged children who are attending Title I schools in their 2nd or more years of school improvement. This research evaluated SES in Tennessee to determine the: (a) impacts on student achievement, and (b) perceptions of SES implementation and outcomes by teachers, district coordinators, principals/site coordinators, and parents. Using value-added methodology, statistical analyses of achievement data controlled for both student ability and teacher effects in 2 alternative models. Not surprisingly, parent reactions to SES were highly positive, whereas those by the 3 other stakeholder groups were more mixed. Achievement results from both analytical models yielded mostly small and nonsignificant provider effects. The implications of the findings for evaluating SES are discussed with regard to both research and policy issues. Recommendations are offered for broadening the evaluation of SES through smaller mixed-methods studies to examine implementation and educational outcomes in more highly controlled contexts.  相似文献   

Promoting Academic Persistence Among Racial/Ethnic Minority and European American Freshman and Sophomore Undergraduates: Implications for College Counselors     

Marybeth Rigali‐Oiler  Sharon Robinson Kurpius 《Journal of College Counseling》2013,16(3):198-212

Factors influencing persistence decisions among 346 racial/ethnic minority and 813 European American freshman and sophomore undergraduates were explored. Gender and racial/ethnic differences were found in centrality and public regard of racial/ethnic identity. Perceptions of the university environment and self‐beliefs predicted persistence decisions for everyone. Suggestions for college counselors working with students exhibiting risk factors for academic persistence are presented.  相似文献   

Artificial evil and the foundation of computer ethics   总被引：1，自引：2，他引：1  

Luciano Floridi  J.W. Sanders 《Ethics and Information Technology》2001,3(1):55-66

Moral reasoning traditionally distinguishes two types of evil:moral (ME) and natural (NE). The standard view is that ME is theproduct of human agency and so includes phenomena such as war,torture and psychological cruelty; that NE is the product ofnonhuman agency, and so includes natural disasters such asearthquakes, floods, disease and famine; and finally, that morecomplex cases are appropriately analysed as a combination of MEand NE. Recently, as a result of developments in autonomousagents in cyberspace, a new class of interesting and importantexamples of hybrid evil has come to light. In this paper, it iscalled artificial evil (AE) and a case is made for considering itto complement ME and NE to produce a more adequate taxonomy. Byisolating the features that have led to the appearance of AE,cyberspace is characterised as a self-contained environment thatforms the essential component in any foundation of the emergingfield of Computer Ethics (CE). It is argued that this goes someway towards providing a methodological explanation of whycyberspace is central to so many of CE's concerns; and it isshown how notions of good and evil can be formulated incyberspace. Of considerable interest is how the propensity for anagent's action to be morally good or evil can be determined evenin the absence of biologically sentient participants and thusallows artificial agents not only to perpetrate evil (and forthat matter good) but conversely to `receive' or `suffer from'it. The thesis defended is that the notion of entropy structure,which encapsulates human value judgement concerning cyberspace ina formal mathematical definition, is sufficient to achieve thispurpose and, moreover, that the concept of AE can be determinedformally, by mathematical methods. A consequence of this approachis that the debate on whether CE should be considered unique, andhence developed as a Macroethics, may be viewed, constructively,in an alternative manner. The case is made that whilst CE issuesare not uncontroversially unique, they are sufficiently novel torender inadequate the approach of standard Macroethics such asUtilitarianism and Deontologism and hence to prompt the searchfor a robust ethical theory that can deal with them successfully.The name Information Ethics (IE) is proposed for that theory. Itis argued that the uniqueness of IE is justified by its beingnon-biologically biased and patient-oriented: IE is anEnvironmental Macroethics based on the concept of data entityrather than life. It follows that the novelty of CE issues suchas AE can be appreciated properly because IE provides a newperspective (though not vice versa). In light of the discussionprovided in this paper, it is concluded that Computer Ethics isworthy of independent study because it requires its ownapplication-specific knowledge and is capable of supporting amethodological foundation, Information Ethics.  相似文献   

Brand’s Social Media Presence as Networks: The Role of Interactivity and Network Centrality on Engagement     

W. Scott Sanders  Yi Jasmine Wang  Qi Zheng 《Communication Research Reports》2019,36(2):179-189

Despite ample research on brand engagement via social media, little research considers the aggregate effect of multiple same-brand accounts on engagement. Multiple same-brand accounts are common because they allow brands to extend their reach, tailor their messaging, and cross-promote their products/services. Therefore, this study tests whether interaction between same-brand social media accounts and centrality within same-brand conversational networks is related to user engagement. An analysis of 3,380 brand accounts found that after controlling for interactions with users, interactions between brand accounts contributed significantly to user engagement and that account centrality measures were associated with measures of engagement.  相似文献   

Typing Performance and Technique of Higher Education Students with Specific Learning Disorders     

Sharon Abecassis  Hagit Magen  Naomi Weintraub 《Learning disabilities research & practice》2023,38(2):119-128

Higher education students with specific learning disorders (SLD) often experience difficulties in basic learning skills, including typing on computers, which has become the most common writing mode for academic purposes. This may affect their academic performance. We compared the typing performance, product, and technique (screen gaze, finger use) of 35 SLD and 30 typically developing (TD) students using keylogging software. Compared to TD peers, students with SLD typed more slowly and less accurately, and gazed less at the screen, suggesting a less effective typing technique. They typed slower even after controlling for screen gaze, implying that additional factors may account for their lower typing speed such as language processing. Hence, students with SLD may benefit from typing instruction alongside test accommodations during computer-based exams.  相似文献   

Social Networking: Boundaries and Limitations Part 2: Policy     

Nelda Isaacs  Karen Kaminski  Antonette Aragon  Sharon K. Anderson 《TechTrends》2014,58(3):10-15

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IV. THE COGNITIVE IMPLICATIONS OF OBESITY AND NUTRITION IN CHILDHOOD     

Naiman A. Khan  Lauren B. Raine  Sharon M. Donovan  Charles H. Hillman 《Monographs of the Society for Research in Child Development》2014,79(4):51-71

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Students reflecting on test performance and feedback: an on-line approach     

Georgina Fyfe  Sue Fyfe  Jan Meyer  Mel Ziman  Kathy Sanders  Julie Hill 《Assessment & Evaluation in Higher Education》2014,39(2):179-194

Undergraduate students accessing on-line tests in Human Biology in three Western Australian universities were asked to complete an on-line post-test reflective survey about their perceptions of their test performance in light of automated feedback. The survey allowed pre-determined choices and comment text boxes relating to students’ perceptions of their performance, self-identified areas of difficulty and suggested strategies for improving test performance. One-third of students undertaking on-line tests responded to the optional survey, and 60% of respondents thought reflecting on feedback was useful. Students reflecting on formative rather than summative assessment reported a more strategic approach to testing, often using it to assess their knowledge and prepare for future assessment. Their reflections were more internally focused on motivation and preparation compared with those assessed summatively. Respondents were more likely to be female, older, more experienced learners who had scored well in the test. Younger respondents expected higher scores than they achieved and were less likely to reflect, but, when they did, were more likely to select pre-determined reasons for their performance and less likely to suggest strategies for improvement. These results support formal training and scaffolded integration of reflection into on-line assessment feedback, especially for less experienced learners.  相似文献   

What examiners do: what thesis students should know     

Clinton Golding  Sharon Sharmini  Ayelet Lazarovitch 《Assessment & Evaluation in Higher Education》2014,39(5):563-576

Although many articles have been written about thesis assessment, none provide a comprehensive, general picture of what examiners do as they assess a thesis. To synthesise this diverse literature, we reviewed 30 articles, triangulated their conclusions and identified 11 examiner practices. Thesis examiners tend to be broadly consistent in their practices and recommendations; they expect and want a thesis to pass, but first impressions are also very important. They read with academic expectations and the expectations of a normal reader. Like any reader, thesis examiners get annoyed and distracted by presentation errors, and they want to read a work that is a coherent whole. As academic readers, examiners favour a thesis with a convincing approach that engages with the literature and the findings, but they require a thesis to be publishable research. Finally, examiners give not only a final evaluation of a thesis, but also instruction and advice to improve the thesis and further publications and research. We hope that these generalisations will demystify the often secret process of assessing a thesis, and reassure, guide and encourage students as they write their theses.  相似文献   

Skills for Instructional Design Professionals     

James D. Klein  Sharon Jun 《Performance Improvement》2014,53(2):41-46

Competent instructional designers must have specific skills to successfully facilitate learning and to improve the performance of individuals and organizations. While some authors and professional organizations have identified the capabilities required for effective instructional designers, only a few have validated these skills by collecting data from actual practitioners. The purpose of this article is to discuss the results of a research study we conducted to identify and empirically validate competencies for instructional design professionals.  相似文献