Development of the Biological Experimental Design Concept Inventory (BEDCI)     

Thomas Deane  Kathy Nomme  Erica Jeffery  Carol Pollock  Gülnur Birol 《CBE life sciences education》2014,13(3):540-551

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines.  相似文献   

The Effects of Instructor Credibility,Grade Incentives,and Framing of a Technology Policy on Students’ Intent to Comply and Motivation to Learn     

Kelsey P. Moore  Adam S. Richards 《Communication Studies》2013,64(4):394-411

This experiment assessed whether instructor credibility (low or high) moderated the effects of grade incentives (rewards or punishment) and advantage framing (gain or loss) of technology policies on students’ intent to comply and motivation to learn. Results indicate that credibility increased motivation to learn. Significant moderated moderated mediation was found: a three-way interaction affected both intent to comply, and motivation to learn as mediated by attitude toward the policy. Specifically, credibility positively influenced learning outcomes via attitude when the syllabus used opposing frame-incentive structure (i.e., gain-framed punishment and loss-framed reward).  相似文献   

Frontal asymmetry assessed in infancy using functional near-infrared spectroscopy is associated with emotional and behavioral problems in early childhood     

Caroline M. Kelsey  Margaret A. Modico  John E. Richards  Michelle Bosquet Enlow  Charles A. Nelson 《Child development》2023,94(2):563-578

Frontal asymmetry (FA), the difference in brain activity between the left versus right frontal areas, is thought to reflect approach versus avoidance motivation. This study (2012–2021) used functional near-infrared spectroscopy to investigate if infant (M_age = 7.63 months; N = 90; n = 48 male; n = 75 White) FA in the dorsolateral prefrontal cortex relates to psychopathology in later childhood (M_age = 62.05 months). Greater right FA to happy faces was associated with increased internalizing (η² = .09) and externalizing (η² = .06) problems at age 5 years. Greater right FA to both happy and fearful faces was associated with an increased likelihood of a lifetime anxiety diagnosis (R² > .13). FA may be an informative and early-emerging marker for psychopathology.  相似文献   

Balancing classroom ready with community ready: enabling agency to engage with community through critical service learning     

Peta Salter  Kelsey Halbert 《Asia-Pacific Journal of Teacher Education》2019,47(1):5-17

Recent initial teacher education policy and regulatory frameworks privilege “classroom ready” discourses. Taking up “readiness” as technical skill requiring more “practice” leads to narrowing of teachers’ roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be “community ready”. We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers’ roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher “readiness”.  相似文献   

Taking the Pulse of the University of Tennessee Medical Center’s Health Literacy Knowledge     

Kelsey Leonard Grabeel  Cynthia J. Beeler 《Medical reference services quarterly》2018,37(1):89-96

Low health literacy is well documented in East Tennessee. Before addressing the issue, librarians at the Preston Medical Library, University of Tennessee Medical Center in Knoxville, Tennessee, conducted a needs assessment of hospital staff to determine their knowledge of health literacy and the need for training. As a follow-up, library staff conducted training sessions for nurses through classes, small group meetings, and staff huddles. The result is an increased dialogue of health literacy at the hospital, along with new research projects, a forum, and a summit meeting.  相似文献   

The case for scenario-based assessment of written argumentation     

Deane  Paul  Song  Yi  van Rijn  Peter  O’Reilly  Tenaha  Fowles  Mary  Bennett  Randy  Sabatini  John  Zhang  Mo 《Reading and writing》2019,32(6):1575-1606

Reading and Writing - This paper presents a theoretical and empirical case for the value of scenario-based assessment (SBA) in the measurement of students’ written argumentation skills....  相似文献   

Measurement Challenges in Evaluation and Performance Improvement     

Catherine M. Sleezer  Jill R. Hough  Deane B. Gradous 《Performance Improvement Quarterly》1998,11(4):62-75

Measurement and evaluation are integral to performance improvement efforts. In this article, we examine key definitions. After defining the terms measurement and evaluation, we apply the definitions to the concepts of performance and performance improvement and discuss challenges in using measurement in evaluation and performance improvement. We conclude by proposing a research agenda for measuring performance and its improvement.  相似文献   

Infant Motor Development in Autism Spectrum Disorder: A Synthesis and Meta-analysis     

Kelsey L. West 《Child development》2019,90(6):2053-2070

Studies of infant motor development in autism spectrum disorder (ASD) have increased in recent years. This article synthesized this literature through meta-analysis to assess (a) whether infant motor ability differs in ASD relative to neurotypical controls; and (b) whether motor ability and communication are related in infants with ASD. Study 1 aggregated data from 1,953 infants with ASD (ages 3.0–42.0 months), and Study 2 included 890 infants with ASD (age 6.0–42.9 months). Study 1 revealed that infant motor ability differed significantly in ASD compared with neurotypical infants—this difference was robust to variation in measurement and design. Furthermore, this group difference amplified as age increased. Study 2 indicated that within ASD, infant motor ability and communication are related.  相似文献   

Game Mechanics Matter: Differences in Video Game Conditions Influence Memory Performance     

Kelsey Prena  Amanda Reed  Andrew J. Weaver  Sharlene D. Newman 《Communication Research Reports》2018,35(3):222-231

We collected behavioral evidence to support the hypothesis that video game conditions have varying influences on hippocampus-dependent memory. Results indicate that participants who played in the video game conditions with clear reward mechanisms performed better on a declarative memory task than those who played in the video game conditions without reward mechanisms. Those who reported spending more time gaming weekly also performed the task better than those who reported spending less time gaming weekly, suggesting that gaming might have short-term and long-term effects on the hippocampus.  相似文献   

Building a space to dream: Supporting indigenous children's survivance through community-engaged social and emotional learning     

Jingjing Sun  Anisa N. Goforth  Lindsey M. Nichols  Amy Violante  Kelsey Christopher  Ronda Howlett  Debbie Hogenson  Niki Graham 《Child development》2022,93(3):699-716

Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M_age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.  相似文献