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   

Morningness–Eveningness and College Advising: A Road to Student Success?     

Beverly Brown Schulke  Laura K. Zimmermann 《Mind, Brain, and Education》2014,8(4):227-230

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.  相似文献   

Impact Factor: Early Career Research & Digital Scholarship     

Laura A. Pasquini  Jenny S. Wakefield  Tiffany Roman 《TechTrends》2014,58(6):12-13

It is becoming increasingly vital to publish and share research as well as get citations for the purpose of researcher visibility. The publishing options available for research distribution seem endless. It really is an academic jungle out there! This article reviews why early career researchers and graduate scholars should consider their research impact in the digital age.  相似文献   

An Experimental Test of Medical Disclosure and Consent Documentation: Assessing Patient Comprehension,Self-Efficacy,and Uncertainty     

Erin E. Donovan  Brittani Crook  Laura E. Brown  Angie E. Pastorek  Camille A. Hall  Michael S. Mackert 《Communication monographs》2014,81(2):239-260

Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension.  相似文献   

Access — the Problem and Potential     

Michael J. Harrison  Director 《Higher Education Quarterly》1990,44(3):193-214

The article sketches the centrality of 'access' to Government thinking but questions the compatibility of this ideological commitment with the current funding regime. Whilst focussing upon the success of 'access courses' in promoting alternative, high quality routes to higher education it indicates the depth of cultural and institutional change required if access and mass higher education are to become realities. By clearly distinguishing between expansion and opening access, the article makes some pragmatic suggestions as to how the latter can be achieved.  相似文献   

“偏”偏喜欢你——UNIS U89偏屏手机使用手记     

Laura 《中国青年科技》2005,(6):60-61

太太的“索爱T618“该换了,趁周末赶紧陪她去商场看手机。原本要买一款带手写功能的“诺基亚”,可是就在准备付款的时候,旁边柜台的一款法拉利红的手机吸引了我们,于是忙上前询问,当营业员拿出这款眩目的手机时,我们才知道这是一款UNIS手机。　　“以前怎么没听说过这个牌子呢?”我咨询营业员。”这是清华紫光今年的全新产品。市场上唯一一款采用偏屏设计的手机,专门送给自己特别偏爱的人”。这句话让我们心头泛起了一丝甜蜜的感觉,于是欣然选择了这款时尚靓丽的手机。回到家中,我就迫不及待的翻开说明书,研究体验起来。而太太则悠然地坐在一旁等待我的“研究报告”。  相似文献   

Pauline Rafferty and Rob Hidderley, Indexing multimedia and creative works: The problems of meaning and interpretation, Ashgate Publishing, Aldershot, Hampshire (2005) ISBN 0754632547 208 pp. £35.00 hard cover.     

Laura A. Sill   《Library Collections, Acquisitions, and Technical Services》2005,29(4):448-449

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Day care alternatives     

Amy Laura Dombro 《Early Childhood Education Journal》1983,11(1):44-44

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School-age day care     

Amy Laura Dombro 《Early Childhood Education Journal》1983,10(3):43-43

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Standards notes     

Laura N. Gasaway 《Archives and Museum Informatics》1994,8(3):269-274

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