The Technical Quality of Performance Assessments: Standard Errors of Percents of Pupils Reaching Standards     

Wendy M. Yen 《Educational Measurement》1997,16(3):5-15

How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model?  相似文献   

Policies for responding to allegations of fraud in research   总被引：1，自引：0，他引：1  

Greene PJ  Durch JS  Horwitz W  Hooper VS 《Minerva》1985,23(2):203-215

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Troubling Nationhood in U.S Latina Literature: Explorations of Place and Belonging Maya Socolovsky. New Brunswick,NJ: Rutgers University Press, 2013.     

Wendy Braun 《Journal of American culture (Malden, Mass. : 2003)》2014,37(3):380-381

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The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Restorative Practice in New Zealand Schools: Social development through relational justice     

Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.  相似文献   

Relationship between foot strike pattern,running speed,and footwear condition in recreational distance runners     

Roy T. H. Cheung  Rodney Y. L. Wong  Tim K. W. Chung  R. T. Choi  Wendy W. Y. Leung  Diana H. Y. Shek 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):238-247

Compared to competitive runners, recreational runners appear to be more prone to injuries, which have been associated with foot strike patterns. Surprisingly, only few studies had examined the foot strike patterns outside laboratories. Therefore, this study compared the foot strike patterns in recreational runners at outdoor tracks with previously reported data. We also investigated the relationship between foot strike pattern, speed, and footwear in this cohort. Among 434 recreational runners analysed, 89.6% of them landed with rearfoot strike (RFS). Only 6.9 and 3.5% landed with midfoot and forefoot, respectively. A significant shift towards non-RFS was observed in our cohort, when compared with previously reported data. When speed increased by 1 m/s, the odds of having forefoot strike and midfoot strike relative to RFS increased by 2.3 times and 2.6 times, respectively. Runners were 9.2 times more likely to run with a forefoot strike in minimalists compared to regular running shoes, although 70% of runners in minimalists continued to use a RFS. These findings suggest that foot strike pattern may differ across running conditions and runners should consider these factors in order to mitigate potential injury.  相似文献   

Psychometric Properties of a Parental Questionnaire for Assessing Correlates of Toddlers’ Physical Activity and Sedentary Behavior     

Valerie Carson  Kylie D. Hesketh  Ryan E. Rhodes  Christina Rinaldi  Wendy Rodgers  John C. Spence 《Measurement in physical education and exercise science》2017,21(4):190-200

This study examined the psychometric properties of a questionnaire developed with the guidance of the socialization model of child behaviour to understand modifiable correlates of toddlers’ physical activity and sedentary behaviour. Findings are based on 118 parents (33.7 ± 4.9 years; 86% female) of toddlers (19.3 ± 2.7 months; 48% female) from Edmonton, Canada in The Parents’ Role in Establishing healthy Physical activity and Sedentary behaviour habits study (PREPS). The PREPS questionnaire encompassed 21 variables across the constructs of the socialization model of child behaviour. Of the nine variables assessed for internal consistency reliability, eight had good (α ≥ 0.70) reliability. Of the 15 continuous variables assessed for 1-week test–retest reliability, 10 had moderate (intra-class correlation = 0.50–0.74) and 5 had good (intra-class correlation ≥ 0.75) reliability. Of the six categorical variables assessed for 1-week test–retest reliability, two had fair (К = 0.21–0.40), one had moderate (К = 0.41–0.60), one had substantial (К = 0.61–0.80), and two had almost perfect (К = 0.81–1.00) reliability. Of the 12 sedentary behaviour variables assessed for convergent validity, 7 were significantly correlated with children’s screen time, of which three were small (r ≤ 0.29), two were medium (r = 0.30–0.49), and two were large (r ≥ 0.50) effect sizes.  相似文献   

Being and becoming a university teacher     

Wendy McMillan 《高等教育研究与发展》2017,36(4):777-790

This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.  相似文献   

Expert and Novice in the Pupil‐Teacher System of the later Nineteenth Century     

Wendy Robinson 《Journal of educational administration and history》1996,28(2):129-141

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Linking Community,Industry and Tertiary Education Community‐based Student Units in Social Work Education     

Jill Volard  Wendy Weeks 《高等教育研究与发展》1991,10(2):133-149

Professional social work education in Australia requires students to undertake supervised and assessed field practice in addition to theoretical classroom‐based education. Field education placements take place in a wide range of social and community service organisations ‐ often partly funded by these organisations. However, in a climate of economic restraint and cutback, the social and community services sector increasingly looks to education for resources for field education. One solution is the development of student units, especially designed to offer practice‐based experience for students. This paper is motivated by the high value Phillip Institute of Technology places on student units in field education. It addresses the question, “What are student units?”, presents a tentative categorisation of types of social work student units and concludes with a possible framework for evaluation.  相似文献