Everything is illuminated: What big data can tell us about teacher commentary     

Zachary Dixon  Joe Moxley 《Assessing Writing》2013,18(4):241-256

What happens to writing instructors’ feedback when they use a common rubric and an online tool to respond to student papers in a first-year composition course at a large state university in the United States? To investigate this question, we analyze the 118,611 comments instructors made when responding to 17,433 student essays. Using concordance software to quantify teachers’ use of rubric terms, we found instructors were primarily concerned with global, substantive, higher-order concerns—such as responding to students’ rhetorical situations, use of reason, and organization—rather than lower-order concerns about grammar or formatting. Given past research has determined teachers overemphasize lower-order concerns such as grammar, mechanics, and punctuation (Connors and Lunsford, 1988, Lunsford and Lunsford, 2008, Moxley and Joseph, 1989, Moxley and Joseph, 1992, Schwartz, 1984, Sommers, 1982, Stern and Solomon, 2006), these results may suggest the possibility of a generational shift when it comes to response to student writing. Aggregating teacher commentary, student work, and peer review responses via digital tools and employing concordance software to identify big-data patterns illuminates a new assessment practice for Writing Program Administrators—the practice of Deep Assessment.  相似文献   

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery     

Brad A. Dufrene  Kizzy Parker  Kathryn Menousek  Qi Zhou  Lauren Lestremau Harpole  D. Joe Olmi 《Journal of educational and psychological consultation》2013,23(3):159-186

Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior.  相似文献   

Changing minds? Reassessing outcomes in free‐choice environmental education     

Martin Storksdieck  Kirsten Ellenbogen  Joe E. Heimlich 《Environmental Education Research》2005,11(3):353-369

This paper discusses three case studies – an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools – to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub‐samples of participants were distinguished based on their readiness to embrace conservation messages. The studies demonstrated the limitations of narrowly defined learning outcomes as benchmarks for success or failure. The role that visitor/participant agendas, needs, abilities and interests play in shaping free‐choice learning experiences will be discussed.  相似文献   

Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school science     

Ann E. Rivet  Joseph S. Krajcik 《科学教学研究杂志》2008,45(1):79-100

Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project‐based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79–100, 2008  相似文献   

The New Frontier: Envisioning an America beyond Racial Preferences and Color-Coded Public Policy     

Joe R. Hicks 《Academic Questions》2008,21(3):324-331

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Internal review and self-evaluation — the chosen route to school improvement in ireland?     

Gerry. McNamara  Joe O'Hara 《Studies in Educational Evaluation》2005,31(4):183

In recent years there has been an intense debate in many countries concerning the best approach to improving schools. The various methods being tried might be reasonably seen as constituting a continuum ranging from strict external control and inspection at one end, to self-evaluation and internal regulation at the other. In practice, most education systems appear to be moving towards a combination of these methods, involving a degree of external monitors of internal self-evaluation mechanisms. This article analyses the gradual emergence in the Irish education system of such an accommodation. It charts the increased emphasis being placed upon school self-evaluation and argues that it does constitute the best way forward. However, it also highlights a major lacuna at the heart of the emerging system, namely the lack of firm data on which schools can really base effective improvement strategies.  相似文献   

Technology enables international, real world scientific exploration     

Ruth Petersen  Joe Kolecki 《TechTrends》2002,46(4):38-43

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初中英语教材Learning English使用调查分析     

吴丽芳  Joe Wu  闫会学 《教育实践与研究》2003,(10):23-25

初中英语教材Learning English体现了新的教学理念和教学方法。通过调查、分析本套教材使用已取得的初步成效和存在的问题，提出促进对新教材、新教法的理解和认识,更好地推广使用的建议。  相似文献   

Confucius Institutes and China’s soft power: practices and paradoxes     

Joe Tin-yau Lo  Suyan Pan 《Compare》2016,46(4):512-532

Since China’s implementation of the Confucius Institute (CI) project in 2004, most academic works have been written on its objectives, nature, features, development, problems and challenges, especially in terms of soft power projection. Though some of them could unravel the tensions and paradoxes in the CI project, there is a paucity of in-depth and focused analysis on the related issues with a more systematic framework. Utilising Tellis et al.’s tripartite taxonomy approach to power – resources, strategies and outcomes – and integrating it with Nye’s tripartite approach to exercising power – coercion, inducement and attraction – this paper aims to fill this research gap. The findings can shed light on the tensions and paradoxes in China’s development of soft power by providing a more systematic and integrated framework for analysing the dilemmas and predicaments in the exercise of its power strategies in the global age.  相似文献   

The Value and Challenges of Using Learning Technologies to Support Students in Learning Science   总被引：1，自引：0，他引：1  

Joseph S. Krajcik 《Research in Science Education》2002,32(4):411-414

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