排序方式： 共有13条查询结果，搜索用时 171 毫秒
1.
What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (Connors and Lunsford, 1988, Lunsford and Lunsford, 2008, Moxley and Joseph, 1989, Moxley and Joseph, 1992, Schwartz, 1984, Sommers, 1982, Stern and Solomon, 2006), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment. 相似文献
2.
Natoya Haskins Mary Whitfield‐Williams Margaret Ann Shillingford Anneliese Singh Reisha Moxley Chika Ofauni 《Counselor Education & Supervision》2013,52(3):162-178
This phenomenological study investigated the experiences of 8 Black students enrolled in a master's‐level counseling program. Five themes central to participant experiences were identified: (a) isolation as a Black student, (b) tokenization as a Black student, (c) lack of inclusion of Black counselor perspectives within course work, (d) differences between support received by faculty of color and support received by White faculty, and (e) access to support from people of color and White peers. Implications for counselor educators and study limitations are discussed. 相似文献
3.
When kindergarten children began to self-record their own progress in skills targeted across the curriculum, there was a distinct increase in their rate of achieving these skills. It is argued that this has significant implications for a comprehensive, naturalistic evaluation in the classroom, with many benefits and few costs. 相似文献
4.
Linda S. Moxley 《Research in higher education》1990,31(3):211-233
With limited funds available to sufficiently reward employees, alternative employment benefits are receiving increased attention. This paper describes the development and impact of a pilot Student Affairs employee wellness program. The overriding goals of the program were (1) to provide a recognized employment benefit and (2) to demonstrate the administration's concern for the staff's welfare. A two-pronged approach including physical fitness activities and health education programs was used to achieve these goals and other more specific objectives. Released time from work and minimal cost to the employee were pivotal components of the program. The results of participant and control group pre- and posttest surveys, physiological tests, program evaluations, and an analysis of personnel records clearly demonstrated the value of the program. 相似文献
5.
Roy Moxley 《Instructional Science》1983,12(2):147-160
According to C.S. Peirce, diagrammatic constructions may be represented by words in a sentence, an algebraic formula, or a graphic display. They are the basis of all valid reasoning and provide a significant means for discovering unexpected truths. Using Peirce's work as a point of departure, the sources and uses of diagrams in education are discussed. With some educators, like Froebel, these diagrams are presented in a highly conspicuous manner. With others, they may be much less noticeable. But they are always there in any reasoned discourse, in one form or another. To the extent that these diagrams are followed, educational theory and practice may be considered to be controlled by diagrammatic constructions. 相似文献
6.
The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs. 相似文献
7.
Roy A. Moxley Jr. 《Instructional Science》1979,8(2):169-205
Subjective, individual, and aggregate references in educational research are distinguished. A particular method may center around a particular type of reference. Uses and misuses are described. Compatible relationships are indicated. The overall process is seen within a general principle of uncertainty reduction. 相似文献
8.
9.
Donna Moxley Scarborough Ashley J. Bassett Lucas W. Mayer Eric M. Berkson 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(5):569-586
ABSTRACT Conceptually, an efficient baseball pitch demonstrates a proximal-to-distal transfer of segmental angular velocity. Such a timing pattern (or kinematic sequence) reduces stress on musculoskeletal structures of the throwing arm and maximises ball velocity. We evaluated the variability of kinematic sequences in 208 baseball pitches. 3D biomechanical pitch analyses were performed on 8–10 fastball pitches from 22 baseball pitchers (5 high school, 11 collegiate and 6 professional). The kinematic sequence patterns – time of peak angular velocity of five body segments: pelvis, trunk, arm, forearm and hand – were measured. None of the pitches analysed demonstrated an entirely proximal-to-distal kinematic sequence. Fourteen different kinematic sequence patterns were demonstrated, with the most prevalent sequence being pelvis → trunk → arm → hand → forearm. Fewer than 10% of the pitchers performed only one kinematic sequence pattern across the sampled pitches. The variability of the kinematic sequence was similar in high-school pitchers and professionals. Previous studies report that deviation from the proximal-to-distal kinematic sequence is associated with increased injury risk. As a method of evaluating the efficient transfer of energy to the hand, the kinematic sequence may provide insight to injury risk in the future. The ideal kinematic sequence and ideal variability of the sequence when throwing have yet to be determined. 相似文献
10.
Roy A. Moxley Jr. 《Instructional Science》1974,3(3):243-283
Formative and non-formative evaluation are examined from the viewpoints of adaptation to improve individual performance and maintenance to preserve an existing system. Distinctions are made in terms of the experimental method, criterion-referenced measures, accessible events, and individual behavior. The functions of other distinguishing features are also examined, such as the quantification of weak and indirect variables for active maintenance. A case is made for the advantages and disadvantages of both types of evaluations. An increased role for formative evaluation is advocated as well as a deliberate rather than an accidental use of non-formative evaluation. 相似文献