排序方式： 共有7条查询结果，搜索用时 15 毫秒
1
1.
BEVERLY LINDSAY 《比较教育学》1999,35(2):187-199
This article investigates the role of equity, diversity and affirmative action in colleges and universities in the USA-all are policy and programmatic mechanisms designed to offer educational opportunities to those who have not been full participants in American higher education. A context is offered via a breakdown of relevant demographic characteristics, a review of the literature, and an examination of the evolution and current state of equity and affirmative action in American higher education. Finally, a perspective of the current climate in American academe is offered through an analysis of the results of a series of qualitative interviews with African American women university executives. General thematic policy and programmatic motifs are articulated which can help ensure post-secondary options for those who might normally be denied opportunities. 相似文献
2.
Educational measurement specialists in undertaking test equating in applied settings have been plagued by the absence of a logically or mathematically compelling rationale for their test equating efforts. Classical test theory and other test theories based on the assumption of identically distributed true scores are tautological in terms of test equating. The present study examined (by means of a Monte Carlo procedure) the effects of four parameters on the accuracy of test equating under a relaxed definition of test form equivalence. The four parameters studied were sample size, test form length, test form reliability, and the correlation between the true scores of the test forms to be equated. Significant interactions involving sample size and the other parameters indicated that smaller samples of observations yielded disproportionately larger errors in test equating for fixed values of the test form parameters. In terms of main effects, sample size emerged as most important in controlling equating error. Taken together, the results suggest that when test equating is carried out on larger samples of observations, errors of equating will tend to be relatively small even though the test forms are not strictly parallel. For arbitrarily small samples, however, errors of equating will tend to be larger regardless of how equivalent the test forms are. 相似文献
3.
4.
KATHERINE LINDSAY 《International Journal of Inclusive Education》2013,17(4):373-390
The aim of this paper is to critique the dichotomy between the legal regulation of disability discrimination in Australia, particularly in the State of New South Wales, and inclusion policy as espoused by public education authorities. It is argued that the law and inclusion policy are aiming at different outcomes. As a result, through legal regulation, New South Wales undermines the human rights of individuals with disabilities by restricting their access to ‘mainstream’ education. Extracts from a variety of sources are used to enable the voices of students, parents, carers, advocates, teachers and members of the judiciary to be heard, a novel approach in a paper which is essentially concerned with the law. The paper begins with a consideration of the context in which disability discrimination in education laws operate, and the distinctions between policies and practice in that context. The paper then asks to what extent disability discrimination law is capable of expressing inclusive ideals. Finally, the paper suggests means by which international law norms could be incorporated into New South Wales law and policy, so as to achieve effective human rights protection. The paper concludes with Carla's story, which serves to demonstrate that inclusive ideals have not yet been appropriately incorporated into law or practice in New South Wales. 相似文献
5.
LINDSAY SMITH 《Pastoral Care in Education》2006,24(4):31-38
In this article, the author reports the outcomes of studying a programme that provided 35 primary school children with weekly, individual, half-hour listening and talking sessions with an adult over 10 weeks. The skilled adult 'Listening Partners' offered an open agenda and a private space away from the classroom. The children could use the session as they chose. The consequences of this intervention were measured against the experience of a control group of children. Evidence of change was collected by comparing results from a standard listening test, teacher assessments, National Curriculum assessments and behavioural records. The author explores two central questions: how does increasing the amount of time that a child has the individual, listening attention of an adult affect that child's capacity to listen, understand and respond constructively to what is said to them in a teaching and learning situation? Are there any other effects on children in school who receive this one-to-one attention? The study showed that the focused attention of a trusted adult provided children with opportunities to communicate, notably disclosing child protection issues that may otherwise have remained uninvestigated. Increasing the opportunities for children to experience being listened to by a skilled adult positively affected their educational progress. She argues that skilled listeners have a significant effect on children's learning and on some children's behaviour. 相似文献
6.
Prior use of the equipercentile method of test equating was based on a graphic procedure which is tedious, subject to smoothing errors, and non-analytical. Recognition of the equipercentile method as a curve-fitting procedure for two cumulative percentage distributions leads to a proposed analytical solution to the problem through use of linear estimates for successive "missing" cumulative percentage points. A complete equipercentile procedure which uses the proposed method and provides linear and quadratic functions for goodness-of-fit and extrapolation is discussed and illustrated with data from a test equating project. 相似文献
7.
ABSTRACT This paper has three major purposes. The first is to point to the connections between male to male, male to female and adult male to child physical and 'sexual' violence and such matters as masculinity, marginality, sexuality, intimacy and age. The understandings that arise from this discussion will be used to offer an interpretation of the connections between schooling and violence. In this context Alice Miller's ideas about 'poisonous pedagogies' will be applied to schooling. The second purpose of the paper is to identify the major orientations of mainstream, sociocultural and feminist anti-violence pedagogies and to offer an implicit critique of them, drawing from the ideas developed in the first section of the paper and from research about responses to gender reforms in schools. The third purpose of the paper is to identify the contours of an alternative anti-violence pedagogy. This will both draw from the above and from narrative therapy. 相似文献
1