Teaching and Personal Relationships: A Response to Joseph Abinun     

Brian P. Hendley 《Educational theory》1979,29(1):73-75

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Development of Automated Scoring Algorithms for Complex Performance Assessments: A Comparison of Two Approaches     

Brian E. Clauser  Melissa J. Margolis  Stephen G. Clyman  Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161

Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances.  相似文献   

Human Rights and People with Disabilities     

Brian Burdekin 《International Journal of Disability, Development & Education》1995,42(1):7-16

Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities.  相似文献   

The Nature of Research Methodology: Editorial Introduction     

Brian D. Haig 《Educational Philosophy and Theory》1992,24(2):1-7

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Instructions for Authors     

Brian A. Davies 《Instructional Science》2001,29(6):517-524

Instructions for Authors

Instructions for Authors  相似文献   

Introduction to the Special Issue on Teaching Inquiry (Part I): Illuminating Inquiry     

Brian P. Katz  Elizabeth Thoren 《PRIMUS》2017,27(1):1-7

Abstract

We provide an introduction to the special issue on Teaching Inquiry, through its motivation and themes. We focus here on Part I: Illuminating Inquiry.  相似文献   

Book reviews     

Ruth Hayhoe  Brian Hendley  Brian Holmes  Mark Holmes 《Interchange》1988,19(2):93-99

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Exploring the relationship between homework task difficulty,student engagement and performance     

Raymond Lynch  Adrian Hurley  Olivia Cumiskey  Brian Nolan  Bridgeen McGlynn 《Irish Educational Studies》2019,38(1):89-103

This article considers the relationship between differential homework task difficulty, student engagement and performance across four Irish post-primary school sites. A total of 236 participants completed all elements of this study. All participants were junior cycle students, aged between 12 and 16 years. The study employed a standardised test–retest approach, with a one week interval between tests. Between testing, participants were randomly subdivided into three cohorts. Each cohort received homework questions of different difficulty levels to complete for one week. The results of this study found that Cohort A, who received the least difficult homework tasks, completed the most non-compulsory questions. Although Cohort A demonstrated higher levels of engagement, no statistically significant difference was found in the change in performance scores of the three cohorts. The results highlight the negative impact of increased task difficulty on student engagement with independent homework tasks. The findings suggest that in order to support student engagement it is important that teachers afford ample opportunity for student success when designing self-directed tasks such as homework.  相似文献   

On the fruitful compatibility of religious education and science     

Brian E. Woolnough 《Science & Education》1996,5(2):175-183

In this response the logical positivist approach of the authors is challenged, as is their propagation of the myth of an historical, endemic conflict between science and religion. The authors' one dimensional approach to the world is shown to produce a limited world view, eliminating so much of human experience, of art, beauty, and music as well as religion. In contrast an awareness of different types of knowledge, with different criteria for truth, enables a fuller perspective in which science and religion, and art and music and human values, are all compatible. In conclusion, some ways in which Science Education and Religious Education can be taught to their mutual benefit are indicated.  相似文献   

Reintegrating Janus: Eclectics and dialectics in counselling and psychotherapy     

Robert H. Short  Brian J. Boone  Gretchen C. Hess 《International journal for the advancement of counseling》1996,19(3):213-227

The history of science reveals a number of significant shifts in the conception of the universe. Recently, 20th century physics with its new discoveries has broken away from the traditional view of the universe to seeing it as interrelated, holistic, and emergent. This version of reality is complementary with the concept of dialectics. Dialectics is defined accordingly and its flexibility is suited to guide the present eclectic stance in counselling psychology and psychotherapy. Counselling psychology and psychotherapy are discussed within Kuhn's (1970) framework of normal science, crisis, and revolution. The normal science phase demonstrates variations of the subject/object dichotomy, and active/passive therapeutic orientations. Eclecticism reflects the crisis stage. Eclecticism is a multiple perspective that does not usually guide metatheory. The revolution and resolution phase for therapeutic psychology is manifested in a new paradigm based on dialectics. Dialectics makes eclecticism legitimate and comments towards that end are presented.  相似文献