Learning to conduct teacher research: exploring the development of mediated understandings     

Cynthia H. Brock  Lori Helman  Chitlada B. Patchen 《Teachers and Teaching》2013,19(1):73-94

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Evaluating Content-Related Validity Evidence Using a Text-Based Machine Learning Procedure     

Daniel Anderson  Brock Rowley  Sondra Stegenga  P. Shawn Irvin  Joshua M. Rosenberg 《Educational Measurement》2020,39(4):53-64

Validity evidence based on test content is critical to meaningful interpretation of test scores. Within high-stakes testing and accountability frameworks, content-related validity evidence is typically gathered via alignment studies, with panels of experts providing qualitative judgments on the degree to which test items align with the representative content standards. Various summary statistics are then calculated (e.g., categorical concurrence, balance of representation) to aid in decision-making. In this paper, we propose an alternative approach for gathering content-related validity evidence that capitalizes on the overlap in vocabulary used in test items and the corresponding content standards, which we define as textual congruence. We use a text-based, machine learning model, specifically topic modeling, to identify clusters of related content within the standards. This model then serves as the basis from which items are evaluated. We illustrate our method by building a model from the Next Generation Science Standards, with textual congruence evaluated against items within the Oregon statewide alternate assessment. We discuss the utility of this approach as a source of triangulating and diagnostic information and show how visualizations can be used to evaluate the overall coverage of the content standards across the test items.  相似文献   

Douglas Wolk: Reading Comics and What They Mean: How Graphic Novels Work     

Charles Brock 《Publishing Research Quarterly》2009,25(3):195-197

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Using citation analysis to develop core book collections in academic libraries     

K. Brock Enger 《Library & information science research》2009

Collection development in college and university libraries most often occurs using longstanding traditional selection methods, such as favorable book reviews or local user needs. This study uses citation analysis as a tool to select books for the social science book collection in one academic library and compares the circulation of books using traditional methods to those books using citation analysis. The journal impact factor was used to determine those journals and authors cited the most in the disciplines of business, anthropology, education, political science, psychology, and sociology. If those authors published books, the books were purchased and circulation data on the books were tabulated and compared to books chosen using traditional methods. Findings indicate that books purchased using traditional methods of selection circulated more, except when individual disciplines were measured. In the areas of business, political science, and psychology, there was no significant difference in circulation statistics, and together both the traditional and citation analysis methods accounted for circulation of nearly 95% of the social science collection. Since it is based on scholarly activity, citation analysis is a collection development method that could be used in all academic libraries.  相似文献   

Moving mountains stone by stone: Reforming rural education in China     

Andy Brock 《International Journal of Educational Development》2009

The widely reported economic divide between the richer eastern provinces and the poorer western provinces in China has an exact parallel in the development of basic education. As a result of geographical, historical and social factors the quality and management of the education system lags considerably behind the east coast.  相似文献   

Education and national scale: The world of small states   总被引：2，自引：0，他引：2  

Colin Brock 《Prospects》1988,18(3):302-314

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School Spaces and Architecture: the Social and Cultural Landscape of Educational Environments     

Norris Brock Johnson 《Journal of American culture (Malden, Mass. : 2003)》1982,5(4):79-88

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Education in Latin America: Aspects and issues in the Mid-twentieth century     

Colin Brock 《International Journal of Educational Development》1981,1(1):50-64

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Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education   总被引：1，自引：0，他引：1  

Peter A. Hastie  Jeffrey K. Ward  Sheri J. Brock 《Physical Education & Sport Pedagogy》2017,22(3):316-327

Background: A guiding principle of Sport Education is that all students get equal opportunity to play, which is expedited through the use of small-sided contests. One element included within the philosophy of Sport Education is that of ‘graded competition.’ In graded competition, leagues are arranged that match students of similar skill level against one another, and in some cases, even the game forms are different across the competition levels. To date, there are no studies that have examined the utility of graded competition as promoting either student engagement or learning. Purpose: The purpose of this study was to test the hypothesis that using graded competition would increase opportunities for game involvement and success rates of both higher and lower skill level students. Participants and setting: The participants in this study were 106 fourth-grade students (51 boys and 55 girls, aged 10–11) from two physical education classes within an elementary school in the southeastern United States. The content was an 18-lesson season of mini-handball taught following the principles of Sport Education. While the overall season format for both classes was the same, the composition of teams varied between the two. In the first class, all teams were heterogeneous with a mix of higher and lower skilled players. These students were able to divide into their sub-teams in any combination they wished. In the second class, two homogeneous leagues were formed; one consisting of teams with all higher skilled students and the other with teams of all lower skilled students. There was no inter-league play. Rather, there were two parallel competitions and two championships. Methods: Digital video records were made of 76 games played during the seasons. Each time a player (a) made contact with the ball (a pass, catch, or interception), (b) was the target of a pass but did not receive it (overthrow or interception), or (c) was involved with a shot on goal (as shooter or goalkeeper), that activity was recorded. A 2 (skill: high/low)?×?2 (sex)?×?3 (grouping: all low/all high/mixed) full factorial mixed analysis of variance was conducted on the following dependent variables: (a) percent success, (b) ball engagement rate, and (c) efficiency, with the game being the unit of analysis. Findings: The key finding from this study was that in terms of success rates, engagement rates and playing efficiency, lower skilled students seemed to be at a disadvantage when they participated alongside higher skilled classmates. While less severe, there were also decrements in higher skilled student success rates and efficiency in these mixed-skill conditions. By consequence, while higher skilled boys could thrive in either homogenous or mixed level competitions, many girls and all students with lower skill levels benefitted from playing against students of similar skill levels. Conclusions: The grouping of students in terms of skill level has implications for their in-game behaviors, for the extent to which they can develop improved game performance, and potentially for their motivation to persist during play.  相似文献   

Martin Salisbury: The Illustrated Dust Jacket: 1920–1970     

Charles Brock 《Publishing Research Quarterly》2018,34(2):312-313

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