A Career Development Model for Mexican-American Women     

Amelia A. Rivera  Sharon K. Anderson  Valerie A. Middleton 《Journal of Career Development》1999,26(2):91-106

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Disciplinary discourse in doctoral theses     

Sharon Parry 《Higher Education》1998,36(3):273-299

This paper discusses stylistic conventions within broad disciplinary groupings in the language of doctoral theses. It argues that the language conventions in doctoral thesis texts reflect spohisticated learning of key disciplinary norms governing the conception, production and reporting of knowledge in particular fields. The paper shows that many conventions are subtle; they may not be readily identifiable to experienced scholars, yet doctoral students are expected to learn and master them, suggesting that discipline-specific writing norms and conventions are learned largely by tacit means during doctoral study. The paper reviews the nature of linguistic forms in doctoral theses and identifies the underlying epistemological and cultural influences which shape the writing. Doctoral theses from a range of disciplines are examined closely. Attention particularly is directed to the overall structure of argument and the techniques for coherence; the conventions for citing, acknowledging and making judgements about previous research; and the nature of the technical language of the field.  相似文献   

Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research   总被引：2，自引：0，他引：2  

William L. Sanders  Sandra P. Horn 《Journal of Personnel Evaluation in Education》1998,12(3):247-256

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system.  相似文献   

Changes in Child-Teacher Relationships in a Therapeutic Preschool Program   总被引：1，自引：0，他引：1  

Carollee Howes  Sharon Ritchie 《Early education and development》1998,9(4):411-422

The purpose of this paper was to examine the processes and outcomes of teacher-child attachment relationship formation in a therapeutic preschool. Although the average child did not form a secure teacher-child attachment relationship, as a group and over time children became more secure in their teacher-child attachment relationships. Children who were least secure, most avoidant, and most resistant in their initial teacher-child relationship were the children who moved the most rapidly towards security. Children who moved the most rapidly towards security were the least resistant, and most likely to seek comfort within their teacher-child relationships by the final data collection point.  相似文献   

Consolidating needs assessment and evaluation saving time and money     

Sharon J. Korth 《Performance Improvement》2001,40(1):38-43

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Criterion‐referenced test development: Technical and legal guidelines for corporate training and certification     

Sharon Shrock  William Coscarelli  James D. Russell 《Performance Improvement》2002,41(5):47-49

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Mullen Scales of Early Learning     

Sharon Bradley-Johnson 《Psychology in the schools》1997,34(4):379-382

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Test Reviews     

Sharon Bradley‐Johnson 《Psychology in the schools》1999,36(1):83-85

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The Two Most Useful Approaches to Estimating Criterion‐Referenced Test Reliability in a Single Test Administration     

William Coscarelli  Sharon Shrock 《Performance Improvement Quarterly》2002,15(4):74-85

In criterion‐referenced tests (CRTs), the traditional measures of reliability used in norm‐referenced tests (NRTs) have often proved problematic because of NRT assumptions of one underlying ability or competency and of variance in the distribution of scores. CRTs, by contrast, are likely to be created when mastery of the skill or knowledge by all or most all test takers is expected and thus little variation in the scores is expected. A comprehensive CRT often measures a number of discrete tasks that may not represent a single unifying ability or competence. Hence, CRTs theoretically violate the two most essential assumptions of classic NRT re liability theory and they have traditionally required the logistical problems of multiple test administrations to the same test takers to estimate reliability. A review of the literature categorizes approaches to reliability for CRTs into two classes: estimates sensitive to all measures of error and estimates of consistency in test outcome. For single test administration of CRTs Livingston's k²is recommended for estimating all measures of error, S_c is proposed for estimates of consistency in test outcome. Both approaches compared using data from a CRT exam and recommendations for interpretation and use are proposed.  相似文献   

Multimodal learning analytics—In-between student privacy and encroachment: A systematic review     

Paul Prinsloo  Sharon Slade  Mohammad Khalil 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1566-1586

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