Reliability and validity of speech rating scales: Some error effects     

Douglas G. Bock 《Communication Studies》2013,64(3):145-151

Validity and reliability are important criteria in speech rating scale development and use. This investigation explores the effects of certain rater errors, compares a newly devloped scale to a widely used instrument, and suggests the existence of specific factors as crucial elements in evaluation.  相似文献   

A Review of “The Directory of Business Information Resources”     

Douglas Southard 《Journal of Business & Finance Librarianship》2013,18(4):366-369

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Creating,implementing and integrating a first‐year statistics requirement     

Douglas B. Redington  R. Alan Russell 《Teaching Statistics》2012,34(2):50-55

We present the process our institution used to create a statistics requirement for almost all incoming first‐year students. From conception and planning, to hiring and acceptance by the university community, we offer lessons learned should you consider making such a shift in your own curriculum.  相似文献   

A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE     

Douglas Kaufman  David M. Moss 《The Teacher Educator》2013,48(2):118-136

This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory–practice gaps.  相似文献   

The ideal speech department in the second half of the twentieth century     

Wallace W. Douglas 《Communication Studies》2013,64(3):182-187

A nonpartisan pressure group, Common Cause seeks to play an important role in political campaigns by forcing issues upon candidates which they would otherwise avoid, by providing information to shape public opinion on special issues, and by scrutinizing compliance with laws applying to campaign activities.  相似文献   

The Development of Caribbean Dialect Poetry     

Valerie  Douglas Bloom 《Cambridge Journal of Education》1984,14(3):21-24

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Boy with a Book     

Douglas E. Lawson 《The Educational forum》2013,77(3)

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Some aspects of the psychology of memory applied to the use of the overhead projector in the classroom     

Francis Douglas 《Irish Educational Studies》2013,32(2):273-287

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With great power comes great responsibility     

Bernard Gert  Nicholas Evans  Heather Douglas  John Forge 《Metascience》2010,19(1):29-43

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Extending Responsiveness to Intervention to Mathematics at First and Third Grades     

Lynn S. Fuchs  Douglas Fuchs  Kurstin N. Hollenbeck 《Learning disabilities research & practice》2007,22(1):13-24

Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date.  相似文献