Introduction: popular music,the world,the classroom and the text     

>Cameron McCarthy 《Discourse: Studies in the Cultural Politics of Education》1995,16(3):293-295

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Median Growth Percentiles (MGPs): Assessment of Intertemporal Stability and Correlations with Observational Scores     

Margarita Pivovarova  Audrey Amrein-Beardsley 《Educational Assessment》2018,23(2):139-155

While states are no longer required to set up teacher evaluation systems based in significant part on student test scores, quite a few continue to use value-added (VAMs) or student growth percentile (SGP) models for that purpose. In this study, we analyzed three years of teacher data to illustrate the performance of teachers’ median growth percentiles (MGPs)). We found MGP’s consistency over time to be comparable with the existing estimates from the value-added models (VAMs). Additionally, we found that MGPs do not substantively agree with another measure of teacher quality – teachers’ observational scores. These findings suggest that caution should be exercised when teacher’s MGPs, as well as VAMs, are used in teacher evaluation system to make high-stakes decisions such as merit pay, tenure, or teacher contract termination. Our findings about the correlation of MGPs with observational scores support the idea of the multidimensional nature of teacher effectiveness construct.  相似文献   

The development of formal thought during pretertiary science courses in Papua New Guinea     

Audrey Hendry Wilson  James Michael Wilson 《科学教学研究杂志》1984,21(5):527-535

All students beginning either the two-year National High School or the one-year Preliminary Year program in Papua New Guinea in 1980 undertook a test of formal operational thought at the beginning of their programs. At the end of the programs they undertook the same test again. Piagetian cognitive levels obtained were compared with grades in science courses. Results showed: (1) considerable numbers of students at a “transitional” level on each occasion, (2) low correlations between cognitive level and science grades, and (3) significant development in levels of cognitive thought during the National High School program. It is suggested that a knowledge of the cognitive level of students could be of particular value to teachers at this stage.  相似文献   

“Cloning” in academe: Mentorship and academic careers   总被引：2，自引：0，他引：2  

Robert T. Blackburn  David W. Chapman  Susan M. Cameron 《Research in higher education》1981,15(4):315-327

Mentor professors were surveyed with respect to their most successful protégés regarding scholarly production, the mentorship role, and their careers. Career stage, network stratification, and weak-tie theories provided the conceptual frameworks. The 62 mentors were highly productive professors who were predominantly both graduates and employees of research universities. Mentors overwhelmingly nominated as their most successful protégés those whose careers were essentially identical to their own—i.e., their clones. Women mentors named as most successfully protégés more than twice as many females and males than men did. More productive mentors linked with a greater number of protégés but were less knowledgable about their personal lives, as Granovetter's theory would predict. The results also demonstrate the openness of the network within stratified levels.  相似文献   

A Comparison of Exposure Control Procedures in CATs Using the GPC Model     

Audrey J. Leroux  Barbara G. Dodd 《Journal of Experimental Education》2016,84(4):666-685

The current study compares the progressive-restricted standard error (PR-SE) exposure control method with the Sympson-Hetter, randomesque, and no exposure control (maximum information) procedures using the generalized partial credit model with fixed- and variable-length CATs and two item pools. The PR-SE method administered the entire item pool for all conditions; whereas the Sympson-Hetter and randomesque procedures did not administer 27%–28% and 14%, respectively, of item pool 1 and about 45%–50% and 27%–29% of item pool 2, respectively, of the items that were not administered. PR-SE also resulted in the smallest amount of mean item overlap averaged across replications. These results were obtained with similar measurement precision compared to the other methods while improving on the utilization of the item pools, except for very low theta levels (less than ?2) for item pool 2, where a mismatch with the trait distribution occurs.  相似文献   

Home and Parental Influences on the Achievement of Lower Primary School Children in Singapore     

Quah May Ling  Pamela Sharpe  Audrey Lim Swee Eng  Mary Anne Heng 《Asia Pacific Journal of Education》1995,15(2):12-32

This study investigated the effects of home environment and parental involvement in the achievement of pupils in the lower primary classes in nine schools found in four zones in Singapore. In total, 3,759 pupils and their parents participated in the study. The study was designed to answer four main questions relating to the effects of the home environment (SES, time engaged in television viewing, reading, school work and ethnicity of parents) and parental involvement in the children's school work and in other school matters. The findings indicated that significant differences in achievement were found for all combinations of SES categories and between most ethnic groups. A higher percentage of high-achieving pupils spent more time on television viewing, reading and school work. Parents of high-achieving children were more anxious about maximising every opportunity for their children including those not directly related to school work.  相似文献   

LEARNING ABOUT OLDER LEARNERS: TRAINING UNDERGRADUATES AS RESEARCHERS     

Cameron J. Camp  Cecile Brookover 《Educational gerontology》2013,39(8):809-813

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Match-related fatigue reduces physical and technical performance during elite rugby league match-play: a case study     

Thomas Kempton  Anita C. Sirotic  Matthew Cameron 《Journal of sports sciences》2013,31(16):1770-1780

Abstract

This study examined the influence of match-related fatigue on physical and technical skill performance in ball playing positions at two different levels of rugby league competition. Time-motion analyses were performed using global positioning systems from 6 elite National Rugby League (NRL) and 11 junior elite National Youth Competition (NYC) players from 45 matches. A standardised 5-point technical coding criteria was used to qualitatively assess skill involvements during match-play. The distance travelled in the 0–5 and 40–45 min period were significantly higher compared to the 30–35, 35–40, 70–75 and 75–80 min periods (P < 0.001). Skill rating and involvements were higher in the 0–5 and 40–45 min compared to 70–75 and 75–80 min periods (P < 0.001 and P < 0.001, respectively).There was no significant difference in the number of physical collisions between the 5-min periods (P = 0.051). Following the peak 5-min bout of exercise intensity there were reductions in distance (P < 0.001), quality of skill involvements (P < 0.001), number of involvements (P < 0.001) and collisions (P < 0.001). Elite NRL and NYC “ball players” exhibit reductions in physical performance towards the end of matches and following brief periods of intense exercise. There also appears to be a reduction in technical performance for NRL and NYC ball players, which may be attributable to match-related fatigue.  相似文献   

Internationalizing Education： A China Narrative     

WEI Liping  Cameron White 《美中教育评论》2011,(3):420-426

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Whether and where to enrol? Choosing a primary school in the slums of urban Dhaka,Bangladesh     

Stuart Cameron 《International Journal of Educational Development》2011

Slums account for around a third of the population of Dhaka, Bangladesh, and are thought to be growing rapidly. But there is little in the research literature about education of children who live in slums and it is doubtful whether they are covered in official statistics such as those on enrolment rates. This paper addresses this gap with information from a 2008 survey of around 1600 slum households. Most had incomes of less than US$1 per day per person, and faced problems including flooding, poor housing, and risk of eviction. A wide range of school types provided education to children from the study areas, but this varied a lot between different slums.  相似文献