Cross-cultural argument interactions between Israeli-Jews and Palestinians     

Donald G. Ellis  Ifat Maoz 《Journal of Applied Communication Research》2002,30(3):181-194

This study examined the argument patterns that result when Israeli-Jews and Palestinians confront each other during group dialogues. We tested predictions derived from two theories. The first was a theory of cultural communication which predicted that Israeli-Jews and Palestinians would argue in a manner consistent with their respective cultural communication codes known as dugri and musayra respectively. Thus, the Israeli-Jews were expected to be assertive and the Palestinians more accommodating. The second theory was rooted in majority/minority power relations and predicted the opposite. The data were generated from reconciliation-based dialogue groups of Israeli-Jews and Palestinians. Communicative acts were coded according to the Conversational Argument Coding Scheme. Analysis of covariance was used to determine which patterns of argument distinguished the groups, and to identify variance attributable to lag sequences and individuals. The results were supportive of predictions from majority/minority power relations.  相似文献   

Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research     

Rod Ellis 《通化师范学院学报》2006,(1):38-41

INTRODUCTION There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997),  相似文献   

Community College Counseling: Why Are Research Outcomes So Elusive?          下载免费PDF全文

Alan M. Schwitzer  Shana Pribesh  Amanda Ellis‐O'Quinn  Patricia B. Huber  Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.  相似文献   

What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework     

Donna E. Ellis 《Innovative Higher Education》2015,40(2):111-125

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The management of quality in the University of Ulster     

Roger Ellis 《Higher Education》1993,25(3):239-257

The setting of standards for teaching is identified as central to any system of quality assurance for teaching and learning. The paper describes a number of initiatives which have been taken at the University of Ulster to identify and develop quality in teaching. They include a project to identify teaching skills through consultation with expert teachers; the use of quality circles of staff and students to specify standards for teaching; the use of student feedback on teaching; the introduction of a distinguished teaching award; the assessment of teaching competence when staff are selected; the introduction of a unit-based in-service teacher training course; and the encouragement of self and peer evaluation using an appraisal schedule. Quality assurance for support services is considered and finally the University's initiatives are related to total quality management and BS 5750.  相似文献   

An Empirical Investigation Demonstrating the Multidimensional DIF Paradigm: A Cognitive Explanation for DIF     

Cindy M. Walker  S. Natasha Beretvas 《Journal of Educational Measurement》2001,38(2):147-163

Differential Item Functioning (DIF) is traditionally used to identify different item performance patterns between intact groups, most commonly involving race or sex comparisons. This study advocates expanding the utility of DIF as a step in construct validation. Rather than grouping examinees based on cultural differences, the reference and focal groups are chosen from two extremes along a distinct cognitive dimension that is hypothesized to supplement the dominant latent trait being measured. Specifically, this study investigates DIF between proficient and non-proficient fourth- and seventh-grade writers on open-ended mathematics test items that require students to communicate about mathematics. It is suggested that the occurrence of DIF in this situation actually enhances, rather than detracts from, the construct validity of the test because, according to the National Council of Teachers of Mathematics (NCTM), mathematical communication is an important component of mathematical ability, the dominant construct being assessed. However, the presence of DIF influences the validity of inferences that can be made from test scores and suggests that two scores should be reported, one for general mathematical ability and one for mathematical communication. The fact that currently only one test score is reported, a simple composite of scores on multiple-choice and open-ended items, may lead to incorrect decisions being made about examinees.  相似文献   

The relationship between school belonging,sibling aggression and bullying involvement: implications for students with and without disabilities     

Chad A. Rose  Cynthia G. Simpson  Stephanie K. Ellis 《教育心理学》2016,36(8):1462-1486

Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.  相似文献   

Scientific Collaboration with Educators: Practical Insights from an in‐Class Noise‐Reduction Intervention     

Jessica Massonni  Philippe Frasseto  Denis Mareschal  Natasha Z. Kirkham 《Mind, Brain, and Education》2020,14(3):303-316

Moving the field of Mind, Brain, and Education forward requires researchers and educators to reframe the boundaries of their own discipline in order to create knowledge that is both scientifically based, and of practical relevance for education. We believe that this could be done by co‐constructing research projects from the start. We present a case study of a noise‐reduction intervention in elementary classrooms, in which teachers and researchers worked together from the onset of study design. We examine the processes behind: (1) selecting research questions and measures, (2) planning interventions, (3) receiving ethical approval and funding, (4) recruiting schools, and (5) collecting data. At each step, our study provides suggestions for future collaborative efforts, keeping in mind broader theoretical and methodological implications. We believe that our concrete examples and suggestions will be useful for beginning and confirmed researchers, as well as teachers aiming to know more about research projects.  相似文献   

Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program   总被引：1，自引：0，他引：1  

Robert A. Ellis  Charlotte E. Taylor  Helen Drury 《高等教育研究与发展》2007,26(3):297-311

Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged.  相似文献   

The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study     

Mariola Moeyaert  Maaike Ugille  John M. Ferron  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2016,84(3):473-509

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.  相似文献