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1.
This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008; Levine et al., 2005) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model. 相似文献
2.
John W. Young 《Educational Assessment》2013,18(3-4):122-138
In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K–12. This framework is modeled after one previously delineated by Willingham et al. (1988), which was developed to guide research on students with disabilities. In this framework for research on ELLs, there are eight indicators of test comparability. Five of these indicators are measures of score comparability, while three indicators are measures of task comparability. To date, research has been conducted on six of the indicators of test comparability for content assessments taken by ELLs. For these indicators, findings from representative studies are summarized. For the remaining two indicators of test comparability for which no published research currently exists, I describe the types of research studies that are necessary to gather evidence to evaluate the comparability of content assessments for ELLs. 相似文献
3.
Daesang Kim 《学校用计算机》2013,30(3):153-168
ABSTRACTHeinich et al. (1999) introduced the ASSURE model to guide teachers in how to plan and deliver lessons that effectively integrate technology into their classroom teaching. Its straightforward, practical approach has made it one of the most widely taught instructional models in the education arena. However, for all of its widespread use, there is very little empirical evidence examining the impact the model has on K–12 learning gains. This study, over a 2-year period, examined 39 separate cases of curriculum being developed using the ASSURE model and the curricula's subsequent effect in promoting student learning. In addition to analyzing scores on student assessments, teachers' perceptions and instructional strategies also were examined as part of this study. 相似文献
4.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools. 相似文献
5.
Peter A.M. Mwaura Kathy Sylva Lars‐Erik Malmberg 《International Journal of Early Years Education》2008,16(3):237-255
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall. 相似文献
6.
C.K. Cheung 《Curriculum Journal》2013,24(4):437-446
Media education has been around for quite some time in the West (Bazalgette et al. 1990), but it only started to gain acceptance in Asia (Cheung 2005), particularly in Hong Kong, in the last decade. Recently, it has been gaining more attention in Hong Kong thanks to the curriculum reform in which liberal studies will become one of the four core subjects to be taken by students in the New Senior Secondary Curriculum and media is one of the six themes to be studied in the subject of liberal studies. This article argues for the need for teaching media education in liberal studies and shows the many connections between the two subjects that facilitate this integration. 相似文献
7.
《The Journal of educational research》2012,105(3):196-200
ABSTRACT Empirical research has provided evidence supporting the validation and prediction of 4 major sources of self-efficacy: enactive performance accomplishments, vicarious experiences, verbal persuasion, and emotional states. Other research studies have also attested to the importance and potency of self-efficacy in academic learning and achievement. Despite this emphasis, very few, if any, research has explored the impact of the 4 sources of information on self-efficacy from a developmental perspective. The author used latent growth modeling to explore the impact of the 4 sources of information on self-efficacy over 4 occasions. This methodological approach, similar to recent studies (Caprara et al., 2008), is significant, as it allowed the author to trace the developmental trajectories of elementary school children's self-efficacy beliefs in English and mathematics over time. Three hundred and thirty-nine 3rd- and 4th-grade students (147 girls, 192 boys) took part in this study. Two Likert-type inventories were administered and the data collected were analyzed with the statistical software SPSS AMOS 18. Causal modeling analyses indicated that children's self-efficacy for English and mathematics learning increased over time. Furthermore, of the 4 informational sources, enactive performance accomplishments associated closely with the growth of change of English and mathematics self-efficacy beliefs. Children's emotional states also associated negatively with the growth of change of mathematics self-efficacy. Enactive performance accomplishments and verbal persuasion associated positively with the initial levels of English and mathematics self-efficacy. Finally, the results provide methodological support for the psychometric properties of the inventories used. 相似文献
8.
Emotion-Related Parenting Styles (ERPS): A Short Form for Measuring Parental Meta-Emotion Philosophy
Ashley D. Paterson Amy Camodeca Jacqueline Goodwin Julie Hakim-Larson Sylvia Voelker 《Early education and development》2013,24(4):583-602
Research Findings: Parents’ meta-emotion philosophy guides their approach to teaching their children about emotions (J. M. Gottman, L. F. Katz, &; C. Hooven, 1997) and is measured with the Emotion-Related Parenting Styles Self-Test–Likert (Gottman et al., 1997, modified by J. Hakim-Larson, A. Parker, C. Lee, J. Goodwin, &; S. Voelker, 2006). The purpose of this study was to explore the underlying structure of this measure, develop a short form, and assess its psychometric properties. In a sample of 107 parents of typically developing children, principal factor extraction with a direct oblimin rotation (delta = 0) identified 3 factors: emotion coaching, parental acceptance of negative emotion, and parental rejection of negative emotion. In a sample of 107 parents of children with developmental disabilities, a 4th factor was identified: feelings of uncertainty/ineffectiveness in emotion socialization. The 4-factor, 20-item short form showed good validity and reliability, with Cronbach's alphas ranging from .70 to .80. Practice or Policy: This short form is a practical means of assessment and may be used to identify parents of typically developing children who perceive similar challenges with their children's emotions as do parents who have children with developmental disabilities. The discussion centers on potential emotion-related parenting practices and the identification of children at risk for emotion regulation difficulties. 相似文献
9.
Mary E. Yakimowski Michael Faggella-Luby Yujin Kim Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128
Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006; Volpe, Dupaul, Jitendra, &; Tresco, 2009; Wei, Blackorby, &; Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. 相似文献
10.
Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources. 相似文献
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12.
Cheryl D. Seals Kelley Clanton Ravikant Agarwal Felicia Doswell Chippewa M. Thomas 《Educational gerontology》2013,39(12):1055-1069
Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003). With the older population growing rapidly and being increasingly exposed to computer technology, it is important that they become informed of what computers can do for them, (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007; White, McConnell, Clipp, Branch, Sloane et al., 2002). The longitudinal study presented employs a mixed method data collection and analysis approach that includes the use of standardized surveys, measures of physical fitness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University faculty in the College of Engineering, senior citizens participated in workshops designed to develop their skills in computing. The potential significance of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens. 相似文献
13.
Meree Reynolds Alison Madelaine 《International Journal of Disability, Development & Education》2009,56(1):17-35
This rejoinder provides comment on issues raised by Schwartz, Hobsbaum, Briggs and Scull (2009) in their article about evidence‐based practice and Reading Recovery (RR), written in response to Reynolds and Wheldall (2007). Particular attention is paid to the processes and findings of the What Works Clearinghouse evaluation of RR. The suggestion that this evaluation is flawed casts doubt about some of its findings. The authors maintain their earlier stance that RR is effective for many students but do not accept that there is evidence that initial gains are sustained through the primary grades, that RR is an efficient tier two intervention in a response to intervention approach and that significant cost benefits have been demonstrated in education systems. It is concluded that research into alternative interventions that could be implemented at lower cost is warranted. 相似文献
14.
Julia R. Johnson 《Equity & Excellence in Education》2013,46(2):145-153
Abstract The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000; Sarachild, 1974/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people. 相似文献
15.
Lia E. Sandilos James C. DiPerna The Family Life Project Key Investigators 《Early education and development》2014,25(6):894-914
Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K–3; Pianta, La Paro, &; Hamre, 2008). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K–3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K–3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide intervention, instruction, and professional development. 相似文献
16.
Linda Crane Mitchell Archana V. Hegde 《Journal of Early Childhood Teacher Education》2013,34(4):353-366
This study examined the beliefs of in-service teachers working in inclusive classrooms regarding developmentally appropriate practices and how those beliefs affected their attitudes toward, knowledge of, and comfort levels regarding working with children with disabilities. A mixed-method approach was utilized and data were collected through the use of three survey instruments: Teacher Belief Scale and Instructional Activities Scale (Hart et al., 1990) and the In-service Teacher Self-Report Survey (Mitchell, 2002). Data were also collected through open-ended questions to assess Teachers' perceived level of preparation for the inclusive classroom. This study also examined whether education or experience levels had an influence on Teachers' perceptions regarding inclusive practices. Results of the study indicate that there is not a significant relationship between in-service Teachers' beliefs regarding developmentally appropriate practices and their attitudes toward, knowledge of, and comfort levels regarding inclusion. Additionally, results indicate that the Teachers' levels of education or experience do not necessarily indicate that they are prepared to meet the needs of the inclusive classroom environment. Implications regarding the preparation of and ongoing training needs of teachers are discussed. 相似文献
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18.
Guan-Chyun Lin Zhonglin Wen Herbert W. Marsh Huey-Shyan Lin 《Structural equation modeling》2013,20(3):374-391
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004, 2006) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006; Marsh et al., 2007). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure. 相似文献
19.
Elva Reza-López Luis Huerta Charles Loui V. Reyes 《Journal of Latinos & Education》2014,13(2):107-119
Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo Freire's ( 2000) conscientization, Gloria Anzaldúa's (1999, 2002) path of conocimientos and concept of Nepantla, and Mikhail Bakhtin's (1981) concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education. 相似文献
20.
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth, & Hammar, 1997; Cohen & Wiener, 2003; Neill & Mitchell, 1995; O'Malley & Pierce, 1996; Smith & Ylvisaker, 1993; Yancey, 1996). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms. 相似文献