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Albano Giovanna Antonini Samuele Coppola Cristina Dello Iacono Umberto Pierri Anna 《Educational Studies in Mathematics》2021,108(1-2):15-34
Educational Studies in Mathematics - In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the... 相似文献
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Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
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ELSA Estrela 《British Journal of Educational Studies》2019,67(2):217-233
In the study of the construction of curricular knowledge in Portugal between 1970 and 2009, we argue that the practice of the established curriculum guidelines has a close relationship with the personal dimension of its actors. Therefore, it is not possible to separate the life history of each actor from the curricular policy measures they developed. This means that we sought not only to identify who the political actors were, but also how they built their knowledge and the relationship this has with their life story, by making their social and cognitive map. The sources that we used were laws, reports and interviews with political actors. We conclude that the choice of political leaders for education is not innocent or even indifferent to their life policies, since the knowledge built by each one is integrated into their educational proposals. Although the agenda for education is defined at the supranational level, national policies take different directions. Thus, the study also suggests the need to research the relation between the collective and the individual in educational policies. 相似文献
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Sara Bahia Isabel P. Freire Maria Teresa Estrela Anabela Amaral José António Espírito Santo 《Teaching in Higher Education》2017,22(4):467-482
ABSTRACTThere has been an overall change in higher education towards the achievement of outstanding patterns of quality and excellence that assure competitiveness at a global scale. Teachers feel the pressure of official regulations for achieving quality and excellence, based on questionable concepts of quality that do not take into account the experience and beliefs of teachers and lead to emotional states that may promote or hinder adjustment to changes.The present study used a categorical content analysis to capture the emotions that twelve university teachers associate with the changes experienced and with the pursuit of quality emphasized in Portugal by the Bologna Process. The results show that participants revealed mixed emotions regarding change. Students elicit mostly positive emotions, whereas bureaucracy, marketization and career changes generate negative emotions that impede the quest for quality, although in a minority of participants they prompt resilience that stimulates engagement in quality. 相似文献
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Anthony D. Albano Liuhan Cai Erin M. Lease Scott R. McConnell 《Journal of Educational Measurement》2019,56(2):437-451
Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in early education, an area of testing that has received relatively limited psychometric attention. In an initial study, multilevel item response models fit to data from an early literacy measure revealed statistically significant increases in difficulty for items appearing later in a 20‐item form. The estimated linear change in logits for an increase of 1 in position was .024, resulting in a predicted change of .46 logits for a shift from the beginning to the end of the form. A subsequent simulation study examined impacts of item position effects on person ability estimation within computerized adaptive testing. Implications and recommendations for practice are discussed. 相似文献
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Audrey A. Friedman Hugh T. Galligan Caitlyn M. Albano Kathleen O’Connor 《Journal of Educational Change》2009,10(4):249-276
Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate
how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections
of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture
of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice.
Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession,
pupils, and society writ large. 相似文献
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Anthony D. Albano 《Journal of Educational Measurement》2015,52(1):55-69
Research on equating with small samples has shown that methods with stronger assumptions and fewer statistical estimates can lead to decreased error in the estimated equating function. This article introduces a new approach to linear observed‐score equating, one which provides flexible control over how form difficulty is assumed versus estimated to change across the score scale. A general linear method is presented as an extension of traditional linear methods. The general method is then compared to other linear and nonlinear methods in terms of accuracy in estimating a criterion equating function. Results from two parametric bootstrapping studies based on real data demonstrate the usefulness of the general linear method. 相似文献