Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure     

Tenaha O’Reilly  Jonathan Weeks  John Sabatini  Laura Halderman  Jonathan Steinberg 《Educational Psychology Review》2014,26(3):403-424

When designing a reading intervention, researchers and educators face a number of challenges related to the focus, intensity, and duration of the intervention. In this paper, we argue there is another fundamental challenge—the nature of the reading outcome measures used to evaluate the intervention. Many interventions fail to demonstrate significant improvements on standardized measures of reading comprehension. Although there are a number of reasons to explain this phenomenon, an important one to consider is misalignment between the nature of the outcome assessment and the targets of the intervention. In this study, we present data on three theoretically driven summative reading assessments that were developed in consultation with a research and evaluation team conducting an intervention study. The reading intervention, Reading Apprenticeship, involved instructing teachers to use disciplinary strategies in three domains: literature, history, and science. Factor analyses and other psychometric analyses on data from over 12,000 high school students revealed the assessments had adequate reliability, moderate correlations with state reading test scores and measures of background knowledge, a large general reading factor, and some preliminary evidence for separate, smaller factors specific to each form. In this paper, we describe the empirical work that motivated the assessments, the aims of the intervention, and the process used to develop the new assessments. Implications for intervention and assessment are discussed.  相似文献   

Using interactive management to facilitate a student-centred conceptualisation of critical thinking: a case study     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  John O’Reilly 《Educational technology research and development : ETR & D》2014,62(6):687-709

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of producing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students often report not being given the opportunity to adequately understand and cultivate CT skills. Though most CT interventions are designed based on academic or expert definitions of CT skills, students are rarely, if ever, asked to guide their instruction by describing their perspectives on what constitutes CT. The current case study investigated students’ conceptualisations of what constitutes good CT using a collective intelligence methodology, interactive management. Interactive management (IM) is a computer-assisted process that allows a group to build a structural model describing relations between elements in a system. Though decades of research on group decision-making in educational and social psychology highlight the many limitations associated with group problem solving (e.g. as a result of an over-reliance on heuristics, cognitive biases and ‘groupthink’), a fundamental skill for making decisions and solving problems is the ability to collectively visualise the structure of a shared problem, and use this knowledge to design solutions and strategies for collective action. Results of IM group work from the current case study revealed five core CT skills (clarity of expression, conversational skill, inference, evaluation, and explanation), five CT dispositions (detachment, listening, systematicity, recognising uncertainty, and self-questioning) and fourteen structural relationships among them. The ability to detach, listen and engage in conversation with others, were seen as fundamental drivers of all other competencies in the system. Results are discussed in light of research and theory on CT and best practice for CT instruction.  相似文献   

Student teachers’ mathematics attitudes,authentic investigations and use of metacognitive tools     

Karoline Afamasaga-Fuata’i  Lumaava Sooaemalelagi 《Journal of Mathematics Teacher Education》2014,17(4):331-368

Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics.  相似文献   

MODELING RELATIONSHIPS AMONG LEARNING,ATTITUDE, SELF-PERCEPTION,AND SCIENCE ACHIEVEMENT FOR GRADE 8 SAUDI STUDENTS     

M’HAMED TIGHEZZA 《International Journal of Science and Mathematics Education》2014,12(4):721-740

The purpose of the present study was to examine the validity of modeling science achievement in terms of 3 social psychological variables (school connectedness, science attitude, and active learning) and 2 self-perception variables (self-confidence and science value). Two models were tested: full mediation and partial mediation. In the full-mediation model, effects of the 3 social psychological variables upon science achievement were hypothesized to be completely mediated through science value and self-confidence. In the partial-mediation model, however, those 3 variables were hypothesized to affect achievement directly as well as indirectly through the mediating roles of science value and self-confidence. Data were obtained from Grade 8 Saudi students (N = 4,099) who participated in TIMSS 2007. The relationships among constructs were examined with the use of structural equation modeling software Mplus7. Results indicated that both models performed adequately in terms of fit indices, but the partial-mediation model was retained due to its superiority over the full-mediation model in representing the sample covariance matrix as tested through chi-square difference test. The mediating role of self-confidence in the relationships of science attitude and active learning to achievement was substantiated, but the mediating role of science value was not supported.  相似文献   

Response     

Edward T. O’Neill 《Cataloging & classification quarterly》2014,52(3)

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Influence of regression model and incremental test protocol on the relationship between lactate threshold using the maximal-deviation method and performance in female runners     

Machado FA  Nakamura FY  Moraes SM 《Journal of sports sciences》2012,30(12):1267-1274

This study examined the influence of the regression model and initial intensity of an incremental test on the relationship between the lactate threshold estimated by the maximal-deviation method and the endurance performance. Sixteen non-competitive, recreational female runners performed a discontinuous incremental treadmill test. The initial speed was set at 7 km · h?1, and increased every 3 min by 1 km · h?1 with a 30-s rest between the stages used for earlobe capillary blood sample collection. Lactate-speed data were fitted by an exponential-plus-constant and a third-order polynomial equation. The lactate threshold was determined for both regression equations, using all the coordinates, excluding the first and excluding the first and second initial points. Mean speed of a 10-km road race was the performance index (3.04 ± 0.22 m · s?1). The exponentially-derived lactate threshold had a higher correlation (0.98 ≤ r ≤ 0.99) and smaller standard error of estimate (SEE) (0.04 ≤ SEE ≤ 0.05 m · s?1) with performance than the polynomially-derived equivalent (0.83 ≤ r ≤ 0.89; 0.10 ≤ SEE ≤ 0.13 m · s?1). The exponential lactate threshold was greater than the polynomial equivalent (P < 0.05). The results suggest that the exponential lactate threshold is a valid performance index that is independent of the initial intensity of the incremental test and better than the polynomial equivalent.  相似文献   

Asymptotic behavior of solutions of some semilinear functional differential and integro-differential equations with infinite delay in Banach spaces     

A. Caicedo  C. Cuevas  G.M. Mophou  G.M. N’Guérékata 《Journal of The Franklin Institute》2012,349(1):1-24

We prove in this paper the existence and uniqueness of mild solutions to some functional differential and functional integro-differential equations with infinite delay in Banach spaces which approach almost automorphic functions at infinity. We also discuss the existence of S-asymptotically $\omega \text{-}\mathrm{periodic}$ mild solutions. The results are new.  相似文献   

我国联合型SKL自主创新的SWOT分析     

危怀安  刘薛  姚远 《科学学与科学技术管理》2012,(5):22-28

作为我国基础研究"国家队"的重要组成部分,联合型SKL已经成为我国开展高水平基础研究的重要基地,但其原始创新和集成创新能力有限,且不同类型的联合型SKL自主创新绩效差异显著。首次运用SWOT法对我国联合型SKL自主创新进行了比较全面系统的分析。研究表明,我国联合型SKL在自主创新方面具有各自的优势和劣势,面临不同的威胁和发展的机遇。因此,发挥多种策略的协同功能,就成为提升我国联合型SKL自主创新能力的应对之策。  相似文献   

The role of copper on colour of palaeo-Christian glass mosaic tesserae: An XAS study     

Alberta Silvestri  Serena Tonietto  Francesco D’Acapito  Gianmario Molin 《Journal of Cultural Heritage》2012,13(2):137-144

This work reports mainly the results of an X-ray Absorption Spectroscopy (XAS) study carried out on coloured glass tesserae from the palaeo-Christian mosaic which decorated the votive chapel of St. Prosdocimus (Padova) until its replacement with the current frescoes of Renaissance age, and which is one of the only two known mosaics in the Veneto region (Italy). The study aims at clarifying how the different local structure, oxidation state and quantity of copper influenced colour. Analysis of high-resolution Cu-K edge X-ray Absorption Near Edge Structure (XANES) and Extended X-ray Absorption Fine Structure (EXAFS) spectra showed that copper is present as cuprite (Cu₂O) in orange samples and as metallic copper in red and brown ones. These phases are responsible for both the colour and opacity of the samples. In addition, Cu¹⁺ ions linked to the oxygen atoms of the glass framework were identified in ratios of about 60% and 30% of total copper in orange and red/brown samples, respectively. In blue and green samples, copper is dispersed in the glass matrix as a mixture of Cu¹⁺ and Cu²⁺ ions, and no crystalline phases are visible. In this context, the Cu¹⁺ and Cu²⁺ contents in glass were also quantified thanks to suitable standards, demonstrating that, when Cu²⁺ is the main chromophorous ion, colour intensity is directly correlated to its content in the glass. In particular, in green and blue samples, coloured by copper, Cu²⁺ content varies from 26% to 56% of total copper, and the higher contents of Cu²⁺ are shown by more intensely coloured samples. It should be stressed here that the green colour of the analysed tesserae is given by the physical interaction of blue colour, due to Cu²⁺ ions, and yellow colour, due to Pb antimonates used as opacifiers.  相似文献   

The system of thematic classification of an integrated databank of geological research considering polydisciplinarity     

D. A. Kuz’mina 《Scientific and Technical Information Processing》2010,37(3):207-216

Questions about the construction of linguistic tools of an integrated databank on geology on a unified basis considering the polydisciplinarity and comparison of generally adopted information retrieval languages are examined. A system model of thematic classification for the integration of heterogeneous geological information on the basis of research problems is offered. Using the example of the common rubricators at the bibliographic (VINITI rubricator of the Russian Academy of Sciences) and factographic levels (VSEGEI dictionaries) generalized models are presented, viz., the organization of a thematic polydisciplinary space, the integration of geoecological data, and the thematic classifications of radiogeological data, volcanic danger, and mineralogical-planetological subjects.  相似文献