Digitising the modern archive     

Katrina Dean 《档案与原稿》2014,42(2):171-174

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Remembering lauretta bender     

Regina Cicci  Katrina de Hirsch  Ralph D. Rabinovitch  Roger Saunders  Rosa A. Hagin  Archie A. Silver  Alvin E. Grugett 《Annals of dyslexia》1987,37(1):1-9

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Early prediction of reading failure     

Katrina de Hirsch  Jeanette J. Jansky  William S. Langford 《Annals of dyslexia》1966,16(1):1-13

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Validation of the child sex abuse attitude scale through confirmatory factor analysis     

F. Felicia Ferrara 《Structural equation modeling》2013,20(1):99-112

A validation study was conducted on the Child Sex Abuse Attitude Scale (CSAAS) using confirmatory factor analysis (CFA) to examine factor structure. The CSAAS was developed based on Festinger's (1957) theory of attitude development resulting in a 4‐factor first‐order structure (cognition, value, affect, and behavior) and a single‐factor 2nd‐order structure (attitude). A sample of 215 school psychologists, members of the National Association of School Psychologists, responded to the CSAAS survey. CFA results supported the hypothesized factor structure of the CSAAS, thus indicating the plausibility of a 4‐factor 1st‐order and a single‐factor higher order structure of the CSAAS.  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Cluttering and stuttering     

Katrina de Hirsch F.C.S.T. 《Annals of dyslexia》1975,25(1):57-68

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General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

The (Untold) Drama of the Turning Page: The Role of Page Breaks in Understanding Picture Books     

Katrina Emily Bartow Jacobs 《Children‘s Literature in Education》2016,47(4):357-373

While scholars have recognized the importance of page breaks in both the construction and comprehension of narrative within picture books, there has previously been limited research that focused directly on how children discuss and make sense of these spaces in the text. Yet, because of their nature as dramatic gaps in the narrative, page breaks offer unique and exciting opportunities to understand how children make meaning of picture books (Sipe in Storytime: young children’s literary understanding in the classroom, Teachers College Press, New York, 2008). This study explores how explicitly inviting young children to discuss page breaks offers insights into how these spaces function within the children’s readings. Drawing on transcribed audio-recordings of a series of read-aloud sessions held with a group of children ages five to eight, the analysis focused on coding themes within the children’s talk around page breaks in picture books. Specifically, the children referenced the role of page breaks as aesthetic choices; the utilization of page breaks to comprehend word/picture relationships; and the negotiation of these gaps in the story as they worked construct a cohesive understanding of the narrative. Overall, the data represents the rich possibilities for educators to include explicit talk around page breaks during picture book read-alouds as a pathway toward better understanding children’s sense-making of these texts.  相似文献   

A Comparison of Equal Percentile and Partial Credit Equatings for Performance-Based Assessments Composed of Free-Response Items     

Huynh Huynh  Steven Ferrara 《Journal of Educational Measurement》1994,31(2):125-141

This study compares the equal percentile (EP) and partial credit (PC) equatings for raw scores derived from performance-based assessments composed of free-response (open-ended) items clustered around long reading selections or multistep mathematics problems. Data are from the Maryland School Performance Assessment Program. The results suggest that Masters (1982; Wright & Masters, 1982) partial credit model may be useful for equating examinations composed of moderately easy (or not too difficult)items sharing a first principal component with at least 25% of the total variance. This conclusion appears to hold even in the presence of some level of response dependency for the items within each cluster. Although visible discrepancies were found between PC and EP equated scores in the skewed tail of the score distributions, the direction of these discrepancies is unpredictable. Therefore, it cannot be concluded from the study that the two methods give equivalent results when the distributions are markedly skewed.  相似文献   

Predicting item difficulty of science national curriculum tests: the case of key stage 2 assessments     

Yasmine H. El Masri  Steve Ferrara  Peter W. Foltz  Jo-Anne Baird 《Curriculum Journal》2017,28(1):59-82

Predicting item difficulty is highly important in education for both teachers and item writers. Despite identifying a large number of explanatory variables, predicting item difficulty remains a challenge in educational assessment with empirical attempts rarely exceeding 25% of variance explained.

This paper analyses 216 science items of key stage 2 tests which are national sampling assessments administered to 11 year olds in England. Potential predictors (topic, subtopic, concept, question type, nature of stimulus, depth of knowledge and linguistic variables) were considered in the analysis. Coding frameworks employed in similar studies were adapted and employed by two coders to independently rate items. Linguistic demands were gauged using a computational linguistic facility. The stepwise regression models predicted 23% of the variance with extended constructed questions and photos being the main predictors of item difficulty.

While a substantial part of unexplained variance could be attributed to the unpredictable interaction of variables, we argue that progress in this area requires improvement in the theories and the methods employed. Future research needs to be centred on improving coding frameworks as well as developing systematic training protocols for coders. These technical advances would pave the way to improved task design and reduced development costs of assessments.  相似文献