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1.
Marlene A. Smith Deborah L. Kellogg 《Decision Sciences Journal of Innovative Education》2015,13(4):563-581
This article describes a predictive model that assesses whether a student will have greater perceived learning in group assignments or in individual work. The model produces correct classifications 87.5% of the time. The research is notable in that it is the first in the education literature to adopt a predictive modeling methodology using data collected via a designed experiment. All subjects experienced both a collaborative and an individual assignment, thus mitigating uncontrolled external factors in the measurement of differences in perceived learning. The exploratory nature of the work prompted the use of Partial Least Squares Regression for estimation. The work serves as an illustration of how predictive modeling might enlighten those in educational and academic settings. 相似文献
2.
ObjectivesTo characterize the changes regarding the diagnosis of physical abuse provided to Child Protective Services (CPS) when CPS asks a Child Abuse Pediatrics (CAP) specialty group for a second opinion and works in concert with that CAP group.MethodsSubjects were reported to CPS for suspected physical abuse and were first evaluated by a physician without specialized training in Child Abuse Pediatrics (non-CAP physician). Subjects were then referred to the area's only Child Abuse Pediatrics (CAP physician) group, located in a large metropolitan pediatrics center in the United States, for further evaluation. The diagnoses regarding abuse provided by CAP physicians working in concert with CPS were compared to those provided to CPS by other physicians.ResultsTwo hundred consecutive patients were included in the study. In 85 (42.5%) cases, non-CAP physicians did not provide a diagnosis regarding abuse, despite initiating the abuse report to CPS or being asked by CPS to evaluate the child for physical abuse. Of the remaining 115 cases, the diagnosis regarding abuse differed between non-CAP physicians and CAP physicians working in concert with CPS in 49 cases (42.6%; κ = .14; 95% CI, ?.02, .29). In 40 of the 49 cases (81.6%), CAP assessments indicated less concern for abuse when compared to non-CAP assessments. Differences in diagnosis were three times more likely in children from a nonurban location (OR 3.24; 95% CI, 1.01, 11.36).ConclusionsIn many cases of possible child physical abuse, non-CAP providers do not provide CPS with a diagnosis regarding abuse despite initiating the abuse investigation or being consulted by CPS for an abuse evaluation. CPS consultation with a CAP specialty group as a second opinion, along with continued information exchange and team collaboration, frequently results in a different diagnosis regarding abuse. Non-CAP providers may not have time, resources, or expertise to provide CPS with appropriate abuse evaluations in all cases.Practice implicationsThough non-CAP providers may appropriately evaluate many cases of physical abuse, the diagnosis regarding abuse provided to CPS may be changed in some cases when CAP physicians are consulted and actively collaborate with CPS investigators. Availability of Child Abuse Pediatrics subspecialty services to investigators is warranted. 相似文献
3.
Daniel R. Jones-White Peter M. Radcliffe Ronald L. Huesman John P. Kellogg 《Research in higher education》2010,51(2):154-174
Current definitions of retention and graduation rates distort the picture of student success by limiting it to completion
of a degree at the institution of entry. By incorporating data from the National Student Clearinghouse (NSC), a clearer picture
emerges. The NSC data captures retention and graduation at both entry and transfer institutions. To accommodate this polychotomous
definition of success, more sophisticated methods of modeling limited dependent variables are needed. Though multinomial logit
is often considered the most accessible method, the strict assumptions it imposes may be inappropriate. We therefore compare
multinomial regression techniques to assess their utility in modeling multi-institutional student success. 相似文献
4.
Ronald T. Kellogg 《Research in higher education》1986,25(2):147-163
The present study aimed to describe the methods of writing used by university faculty and to explore relationships between method and productivity in writing. The survey reported here examined the cognitive strategies, tools, work scheduling, environment, and rituals used by 121 science and engineering faculty members in writing technical documents such as journal articles. The most commonly reported methods (e.g., the cognitive strategy of mentally planning large units of text structure and selecting a pen or pencil for a tool) were uncorrelated with reported productivity. Selecting a quiet work environment was the only typical habit that was associated with high productivity. Three other aspects of writing method were also related to high productivity, but they were not widely employed. These were using a dictation machine, preparing detailed written outlines before beginning a first draft, and the ritual of exercising vigorously before or during a writing session. 相似文献
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6.
Audra E. Kosh Mary Ann Simpson Lisa Bickel Mark Kellogg Ellie Sanford‐Moore 《Educational Measurement》2019,38(1):48-53
Automatic item generation (AIG)—a means of leveraging technology to create large quantities of items—requires a minimum number of items to offset the sizable upfront investment (i.e., model development and technology deployment) in order to achieve cost savings. In this cost–benefit analysis, we estimated the cost of each step of AIG and manual item writing and applied cost—benefit formulas to calculate the number of items that would have to be produced before the upfront costs of AIG outweigh manual item writing costs in the context of K‐12 mathematics items. Results indicated that AIG is more cost‐effective than manual item writing when developing, at a minimum, 173 to 247 items within one fine‐grained content area (e.g., fourth‐ through seventh‐grade area of figures). The article concludes with a discussion of implications for test developers and the nonmonetary tradeoffs involved in AIG. 相似文献
7.
Dr. Theodore M. Kellogg 《Journal of Science Teacher Education》1992,3(4):102-108
Summary Was the project successful in assisting teachers to reform their biology teaching? The answer appears to be a qualifiedyes. Although teachers changed how they taught biology, they did not necessarily adopt the model as originally conceived by the
project. Teachers used materials they developed in ways that increased student involvement in learning and decreased direct
teacher instruction. Teachers taught primarily from the units they developed, and they borrowed instructional ideas and lessons
from other units which fit their instructional style and curriculum. Teachers did not, however, adopt complete instructional
units developed by other teachers for use in their classroom. 相似文献
8.
OBJECTIVE: To describe the advantages, disadvantages and current status of child abuse consultations conducted through telemedicine networks. METHOD: The results of a telephone survey of seven statewide telemedicine networks are reported and discussed with respect to goals, funding, technical support and expertise, infrastructure, and extent of use. Quality assurance and liability issues concerning telemedicine child abuse consultations are also reviewed. RESULTS: The goals of telemedicine networks in child abuse are to provide (1) expertise to less experienced clinicians primarily in rural areas; (2) a method for peer review and quality assurance to build consensus of opinions particularly in sexual abuse cases; and (3) support for professionals involved in an emotionally burdensome area of pediatrics. Problems encountered by existing networks include: (1) funding for equipment and reimbursement for consultation; (2) consistent technical support: (3) clinician lack of technical expertise, knowledge, or motivation; and (4) lack of network infrastructure. Legal considerations include licensure exemptions for consulting across state lines, potential for malpractice, patient confidentiality and security of images forwarded over modem lines, and liability of the equipment, consulting site, and the consultant in criminal proceedings. CONCLUSIONS: Telemedicine consultations offer a unique opportunity to raise the standard of care in child abuse evaluations, but success depends on clinician motivation, appropriate infrastructure, and ongoing funding and technical support. 相似文献
9.
Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky. 相似文献
10.
Caroline Messmer Ryan T. Kellogg Yixin Zhang Andresa Baiak Clinton Leiweke Jeffrey R. Marcus L. Scott Levin Michael R. Zenn Detlev Erdmann 《Anatomical sciences education》2010,3(4):191-194
The demand for laboratory‐based teaching and training is increasing worldwide as medical training and education confront the pressures of shorter training time and rising costs. This article presents a cost‐effective perfusion technique that extends the useful life of fresh tissue. Refrigerated cadavers are preserved in their natural state for up to 45 days with a daily working period of ten hours. Tissues maintain their color and natural consistency throughout this period. This new process for preservation of tissue opens the door to improved surgical training and to numerous research opportunities. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献