Effects of writing instruction and assessment on functional composition performance     

Hans Kuhlemeier  Huub Van Den Bergh 《Assessing Writing》1997,4(2):203-223

In this study the relationships between writing instruction and functional composition performance were analyzed. The data were obtained in a national assessment on the language proficiency of students in the third year of Dutch secondary education (age ±15). Multivariate multilevel analysis showed that 10 out of 36 instructional characteristics were related to functional composition performance. The effective instructional characteristics included: instruction and exercises in writing functional texts, writing for a specific purpose, tailoring to a particular audience, global rating of writing products by the teacher, and frequent evaluation of Dutch language proficiency through teacher-made tests and written assignments. No effects were found for the rather popular subskill exercises on idiom, syntax, spelling and punctuation, and for pre-writing activities, text revisions and peer-review. Furthermore, the effect of instructional characteristics was often different on one task than on another. Finally, there was little differential effectiveness for different groups of students. If one instructional characteristic was more effective than the other, this was generally true, to an equal degree, for boys and girls and for promoted and non-promoted students.  相似文献   

医疗体制改革后对临床检验实验室的影响及思考     

石泉贵  邓志武 《西藏科技》2003,(11):6-8,13

城镇职工医疗保险制度实施后，笔者结合西藏的实际，分析了医疗体制改革对临床检验实验室的影响因素，提出了实验室工作人员如何面对的几点意见，以供参考。  相似文献   

Modeling Growth in Electronic Learning Environments Using a Longitudinal Random Item Response Model     

Damazo T. Kadengye  Eva Ceulemans  Wim Van Den Noortgate 《Journal of Experimental Education》2015,83(2):175-202

In educational environments, monitoring persons' progress over time may help teachers to evaluate the effectiveness of their teaching procedures. Electronic learning environments are increasingly being used as part of formal education and resulting datasets can be used to understand and to improve the environment. This study presents longitudinal models based on the item response theory (IRT) for measuring persons' ability within and between study sessions in data from web-based learning environments. Two empirical examples are used to illustrate the presented models. Results show that by incorporating time spent within- and between-study sessions into an IRT model; one is able to track changes in ability of a population of persons or for groups of persons at any time of the learning process.  相似文献   

Book Reviews     

A.W. Van Den Ban 《The Journal of Agricultural Education and Extension》2013,19(2):219-224

  相似文献   

Measuring Exposure to Media with Antisocial and Prosocial Content: An Extended Version of the Content-based Media Exposure Scale (C-ME2)     

A. H. Den Hamer  B. J. Bushman 《Communication methods and measures》2017,11(4):289-299

The present research developed a measure for exposure to both antisocial and prosocial media content by revising and extending a previous Content-based Media Exposure Scale (C-ME). The validity and reliability of the C-ME2 was tested in two independent samples (N = 678), among young adults (Study 1) and adolescents (Study 2). Results of Confirmatory Factor Analyses showed good fit, in both studies, for both antisocial and prosocial dimensions of media content, and for both males and females. Furthermore, the C-ME2 explains unique variance beyond previous measures of violent and general media exposure. Evidence is presented of reliability, discriminant and predictive validity of the C-ME2, measuring both frequency and exposure to specific content of media. The C-ME2 covers all media platforms, is easy to use in all research designs, and allows for standardization and systematic comparisons across studies.  相似文献   

浓度和酸度对电极电势影响实验装置的改进     

邓戊有 《衡阳师范学院学报》1996,(6)

改进无机化学实验关于浓度和酸度对电极电势双氧化还原反应方向的影响的实验装置  相似文献   

The Australian Science Teacher: A Typology of Teacher–Student Interpersonal Behaviour in Australian Science Classes     

Tony?Rickards  Perry?Den?BrokEmail author  Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287

This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.  相似文献   

Different aspects in designing mathematics education: Three examples from the Freudenthal Institute     

Jan Van Den Brink 《Educational Studies in Mathematics》1993,24(1):35-64

Three teaching designs are offered. They were developed for 12 to 16 year old pupils taking into account their personal differences in terms of gender (in Making Up the Cube), culture (in Mecca), knowledge, and use of calculators in The integrating calculator. The designs concern the representation of three-dimensional objects in the plane, directions and great circles on the sphere, and exploration of the integrating calculator.  相似文献   

足球训练中选用练习手段应注意的问题   总被引：1，自引：0，他引：1  

邓达之 《武汉体育学院学报》1999,(6)

足球训练中 ,选用练习手段必须有针对性和运动生理学依据 ;超常规地设置某些限制条件 ,可使练习者在某些能力上得到强化 ;练习手段必须具有实战意义  相似文献   

Mathematical power of special‐needs pupils: An ICT‐based dynamic assessment format to reveal weak pupils' learning potential1     

Marjolijn Peltenburg  Marja Van Den Heuvel‐Panhuizen  Brian Doig 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):273-284

This paper reports a study aimed at revealing special‐educational‐needs pupils' learning potential by means of an ICT‐based assessment including a dynamic visual tool that might help pupils when solving mathematics problems. The study focused on subtraction problems up to 100, which require ‘borrowing’. These problems, in which the value of the ones‐digit of the subtrahend is larger than the ones‐digit of the minuend, are known as a serious difficulty for weak pupils in mathematics. Seven of such problems from a standardised test were placed in the ICT environment. Data were collected from two test conditions: the standardised written test format and the ICT version of the test items including the tool that provided pupils with a set of virtual manipulatives. The 37 pupils involved in the study were 8–12 years old and from two special‐education schools in the Netherlands. Comparison of the performance scores in the two formats showed that an ICT‐based assessment format, including a dynamic visual tool, can reveal weak pupils' learning potential and strategy use. The study also pointed out that ‘partial‐tool use’, ie, not carrying out the complete subtraction operation with the tool, can provide sufficient support to find the correct answer.  相似文献