Using document analysis in analyzing and evaluating performance     

Jana L. Pershing 《Performance Improvement》2002,41(1):36-42

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IV. DEVELOPMENTAL COURSE OF DEPRIVATION-SPECIFIC PSYCHOLOGICAL PATTERNS: EARLY MANIFESTATIONS, PERSISTENCE TO AGE 15, AND CLINICAL FEATURES     

Jana Kreppner  Robert Kumsta  Michael Rutter  Celia Beckett  Jennifer Castle  Suzanne Stevens  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):79-101

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Using food as a tool to teach science to 3 grade students in Appalachian Ohio     

Duffrin MW  Hovland J  Carraway-Stage V  McLeod S  Duffrin C  Phillips S  Rivera D  Saum D  Johanson G  Graham A  Lee T  Bosse M  Berryman D 《Journal of Food Science Education》2010,9(2):41-46

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.  相似文献   

The appropriateness of the NC state-mandated reading competency test for deaf students as a criterion for high school graduation     

Lollis J  LaSasso C 《Journal of deaf studies and deaf education》2009,14(1):76-98

Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of increasingly high-stakes consequences, researchers are looking "outside" the reader, at the tests themselves, to determine whether there are fairness issues for special populations, such as deaf students. The study reported here, the first of its kind with deaf students, examines the North Carolina (NC) reading comprehension test. The study employs the same method used originally by NC to determine its appropriateness of the test for the general population of NC students. The experts in this article, like those in the original construction of the NC test, are familiar with the content of the reading curriculum in NC; however, the raters in this article bring a special perspective related to teaching and testing reading of students who are deaf. Findings from this study raise questions about the appropriateness of the NC reading test for deaf students. Implications for future research and instructional practice are discussed.  相似文献   

Multidimensional IRT models for the assessment of competencies     

Johannes Hartig  Jana Höhler 《Studies in Educational Evaluation》2009,35(2-3):57-63

Multidimensional item response theory (MIRT) provides an ideal foundation for modeling performance in complex domains, taking into account multiple basic abilities simultaneously, and representing different mixtures of the abilities required for different test items. This article provides a brief overview of different MIRT models, and the substantive implications of their differences for educational assessment. To illustrate the flexibility and benefits of MIRT, three application scenarios are described: to account for unintended multidimensionality when measuring a unidimensional construct, to model latent covariance structures between ability dimensions, and to model interactions of multiple abilities required for solving specific test items. All of these scenarios are illustrated by empirical examples. Finally, the implications of using MIRT models on educational processes are discussed.  相似文献   

Analyzing Socialist Press Photographs: A Contribution to Critical Visual Methodology     

Jana Teplá 《Visual Communication Quarterly》2018,25(1):45-55

The article aims to present a possible research design for analyzing historical press photographs published during the socialist regime. It introduces a design structure that comprises an epistemological basis (interpretivism), theoretical perspective (constructivism and poststructuralism), methodological approach (social semiotics and multimodality), and method of analysis (social semiotic analysis). The aim of this study is to demonstrate that it is possible to apply a postmodern approach to historical photographs and to prove that concepts that are applied within the research on liberal societies can be used within the research on socialist societies if some specific conditions are taken into account. Such an assumption is documented by a case study that presents an analysis of a photograph published in the Czechoslovak press in 1968.  相似文献   

Assessment of metacognitive knowledge in students with special educational needs     

Marion Händel  Kathrin Lockl  Jana Heydrich  Sabine Weinert  Cordula Artelt 《Metacognition and Learning》2014,9(3):333-352

This study investigated whether and, if so, how metacognitive knowledge can be assessed validly in students with special educational needs in a large-scale assessment like the German National Educational Panel Study. In total, 804 sixth-grade students including both regular school students attending the lowest track of secondary education (Hauptschule) and students with special educational needs in learning participated in the study. A scenario-based test of metacognitive knowledge focusing primarily on different aspects of strategy knowledge was implemented. In order to investigate optimal testing conditions, two conditions that varied in terms of administration mode were compared: autonomous reading as in regular test settings and a read-aloud condition. Reading speed and reasoning abilities were assessed as control variables. As expected, regular school students outperformed students with special educational needs in the metacognitive knowledge test. In addition, higher correlations between metacognitive knowledge and reading speed emerged in the autonomous reading condition compared to the read-aloud condition. Contrary to our expectations, a differential boost due to the testing accommodation of reading aloud was, however, only observed in regular students but not in students with special educational needs. The results are discussed with regard to educational and assessment-relevant approaches.  相似文献   

Classroom effects are as large as grade-level effects on curriculum-based measurement maze reading scores of secondary school students with and without special educational needs     

Jana Jungjohann  Michael Schurig  Markus Gebhardt 《Journal of Research in Reading》2023,46(4):411-429

Background

Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.

Methods

We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?

Results

The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R² = .114).

Conclusions

Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach.  相似文献   

The impact of system specifics on systems thinking     

Sophia Mambrey  Justin Timm  Jana Julia Landskron  Philipp Schmiemann 《科学教学研究杂志》2020,57(10):1632-1651

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36-item multiple-choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system-specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause-and-effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed.  相似文献   

The Birth of a Notion: The Windfalls and Pitfalls of Tailoring an SoTL-like Concept to Scientists, Mathematicians, and Engineers     

Mark R. Connolly  Jana L. Bouwma-Gearhart  Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34

Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.

Mark R. ConnollyEmail:

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Mark Connolly   is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart   is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford   is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design.  相似文献