Computerized Adaptive Testing With Different Groups     

Sue M. Legg  Dianne C. Buhr 《Educational Measurement》1992,11(2):23-27

How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users?  相似文献   

Challenges to materials in secondary school library media centers     

Dianne McAfee Hopkins 《TechTrends》1991,36(5):64-68

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The Democratic Imperative to Address Sexual Equality Rights in Schools     

Dianne Gereluk 《Educational theory》2013,63(5):511-523

Issues of sexual orientation elicit ethical debates in schools and society. In jurisdictions where a legal right has not yet been established, one argument commonly rests on whether schools ought to address issues of same‐sex relationships and marriage on the basis of civil equality, or whether such controversial issues ought to remain in the private sphere. Drawing upon an antiperfectionist liberal framework, Dianne Gereluk argues that schools have an obligation to educate students in two important ways. First, students must develop an awareness and understanding of the range of acceptable and permissible ways of life that may lead to human flourishing. Second, students must understand the requisite protections and recognition afforded to individuals in a pluralist society.  相似文献   

Stop the E-train! A plea for the thoughtful use of language in computer-conferenced contexts     

Dianne Conrad 《Open Learning》2013,28(3):261-269

In this paper, I take the position that the recently increased ‘e-talk’ permeating our language potentially compromises our field's professionalism by ‘one-minutizing’ learning that uses computer-mediated technologies. In so doing, I discuss historical aspects of adult education, the importance of language as a naming function, the evolution of the romance of cyberspace, and the need for adult and distance educators to maintain a clear sense of their practice as distinct from the amorphous clamouring of the burgeoning e-world.  相似文献   

A success/failure paradox: reflection on a university-community engagement in Australia     

Daniel Murphy  Dianne McGrath 《Journal of Higher Education Policy & Management》2018,40(4):321-341

There has been an increasing interest within the academic literature on the role played by Higher Education Institutions in the social and economic development of their communities. The Australia Government has recently released its National Science and Innovation Agenda (NISA) which is designed to incentivise university-community research partnerships. In this article, the identified lack of Australian university-community engagement will be problematised through the experience of academics who undertook such an engagement in a regional university setting. A completed research project is used as a lens through which institutional factors impacting on collaborative projects between universities and their communities are identified. The difficulties of university-community engagement are unpacked and problematised so that the various forces contributing to the shortage of university-community partnerships can be better identified and understood. The unitary manner in which university-community research is to be reported under NISA is highlighted as a key barrier to regional research partnerships.  相似文献   

The University of the Third Age     

Dianne Norton 《Higher Education Quarterly》1983,38(1):16-26

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Career development for youth with autism     

Dianne E. Berkell 《Journal of Career Development》1987,13(4):14-20

Conclusion The perception of a person's value in society is, in large measure, determined by the individual's earning power and the status of the job which that person holds. Sadly, most autistic and other persons with severe handicaps are not only unemployed but also spend most of their lives in segregated settings, isolated from society's mainstream, and dependent upon others for their care.The employability of persons with severe handicaps, such as autism, is contingent on the adequacy of their career development programs. The READDY Program and other programs for persons with severe handicaps have clearly demonstrated that, with appropriate instruction, these students can become productively employed.Preparation of this article was supported in part by Grant No. G008430082 from the Office of Special Education and Rehabilitative Services, U.S. Department of Education.Dianne E. Berkell, Ph.D. is Associate Professor and Chairperson of the Department of Special Education and Reading, C. W. Post Campus, Long Island University. She is Director of Research for The Nassau Center for the Developmentally Disabled in Woodbury, New York, and is Director of Project READDY (Real Employment Alternatives for Developmentally Disabled Youth).  相似文献   

Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency     

Jennifer Charteris  Dianne Smardon  Ruth Foulkes  Sue Bewley 《International journal of qualitative studies in education》2017,30(6):546-559

Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional development (CPD) that recognises the transversality of objects, space and bodies as a rich and complex assemblage. Investigations into agential matter are of increasing research interest. The authors use collective biography that draws on their CPD work with teachers in Aotearoa/New Zealand, to provide a ‘new material’ analysis of the multiplicitous nature of the agency of objects. Although agency in education is predominantly theorised in humanist terms, this article gives consideration to the co-constitutive nature of material objects in professional learning spaces. In particular, the research highlights the importance of material concerns in the relational and fluid dynamics of heterarchical coaching practices.  相似文献   

Contextual Constraints on Memory Retrieval at Six Months     

Dianne Borovsky  Carolyn Rovee-Collier 《Child development》1990,61(5):1569-1583

In 3 experiments, 6-month-old infants learned to move a mobile by kicking and were tested 1 to 21 days later for retention of the newly acquired memory as a function of the training and testing contexts. In Experiment 1, decreasing the relative distinctiveness of the training and testing context did not impair retrieval of the newly acquired memory. In Experiment 2, however, testing in a different context completely eliminated retention after delays of 1 and 3 days, when retention was otherwise perfect; after progressively longer delays, retention improved paradoxically. The familiarity or novelty of the test context was not a factor in the failure of infants to recognize the mobile in the altered context after 1 day. In Experiment 3, the effect of an altered context was assessed in a reactivation paradigm. After the training memory was forgotten, infants were presented with the original mobile as a reminder and were tested for retention of the training memory 1 day later. When either the reminding context or the testing context was different, they exhibited no retention. These findings reveal that memory retrieval at 6 months is highly specific to the setting in which the memory is acquired. We propose that infants learn what specific events are associated with what specific places prior to the age when they can locomote independently and acquire a spatiotemporal map of the relations between those places.  相似文献   

Smoky Night and Crack: Controversial Subjects in Current Children's Stories     

Dianne Koehnecke 《Children‘s Literature in Education》2001,32(1):17-30

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