Organizing principles for science education partnerships: Case studies of students' learning about ‘rats in space’ and ‘deformed frogs’     

Marcia C. Linn  Linda Shear  Philip Bell  James D. Slotta 《Educational technology research and development : ETR & D》1999,47(2):61-84

  相似文献   

Encoding of spatial information in images of an outdoor scene by pigeons and humans     

Marcia L. Spetch  Debbie M. Kelly  David P. Lechelt 《Learning & behavior》1998,26(1):85-102

Pigeons and adult humans searched for a 2-cm² unmarked goal in digitized images of an outdoor scene presented on a touch-screen monitor. In Experiment 1, the scene contained three landmarks near the goal and a visually rich background. Six training images presented the scene from different viewing directions and distances. Subsequent unreinforced tests in which landmark or background cues were removed or shifted revealed that pigeons’ search was controlled by both proximal landmarks and background cues, whereas humans relied only on the proximal landmarks. Pigeons’ search accuracy dropped substantially when they were presented with novel views of the same scene, whereas humans showed perfect transfer to novel views. In Experiment 2, pigeons with previous outdoor experience and humans were trained with 28 views of an outdoor scene. Both pigeons and humans transferred well to novel views of the scene. This positive transfer suggests that, under some conditions, pigeons, like humans, may encode the three-dimensional spatial information in images of a scene.  相似文献   

‘Low income doesn't mean stupid and destined for failure': challenging the deficit discourse around students from low SES backgrounds in higher education     

Jade McKay  Marcia Devlin 《International Journal of Inclusive Education》2016,20(4):347-363

The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But it's no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a ‘problem’, students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.  相似文献   

Factors affecting persistence of deaf college students     

Michael S. Stinson  Marcia J. Scherer  Gerard G. Walter 《Research in higher education》1988,28(1):96-96

  相似文献   

Junk is a four letter word for learning     

Marcia Gregg 《Early Childhood Education Journal》1974,1(5):23-24

  相似文献   

Teaching children to control variables: Investigation of a free-choice environment     

Marcia C. Linn  Benjamin Chen  Herbert D. Thier 《科学教学研究杂志》1977,14(3):249-255

  相似文献   

A survey-based component for evaluating the effectiveness of an undergraduate teacher education program     

John E. McEneaney  E. Marcia Sheridan 《Assessment Update》1993,5(4):9-10

  相似文献   

An Experimental Study of the Internal Consistency of Judgments Made in Bookmark Standard Setting          下载免费PDF全文

Brian E. Clauser  Peter Baldwin  Melissa J. Margolis  Janet Mee  Marcia Winward 《Journal of Educational Measurement》2017,54(4):481-497

Validating performance standards is challenging and complex. Because of the difficulties associated with collecting evidence related to external criteria, validity arguments rely heavily on evidence related to internal criteria—especially evidence that expert judgments are internally consistent. Given its importance, it is somewhat surprising that evidence of this kind has rarely been published in the context of the widely used bookmark standard‐setting procedure. In this article we examined the effect of ordered item booklet difficulty on content experts’ bookmark judgments. If panelists make internally consistent judgments, their resultant cut scores should be unaffected by the difficulty of their respective booklets. This internal consistency was not observed: the results suggest that substantial systematic differences in the resultant cut scores can arise when the difficulty of the ordered item booklets varies. These findings raise questions about the ability of content experts to make the judgments required by the bookmark procedure.  相似文献   

Use and Evaluation of Web-based Professional Development Services Across Participant Levels of Support   总被引：1，自引：0，他引：1  

Steve Whitaker  Mable Kinzie  Marcia E. Kraft-Sayre  Andrew Mashburn  Robert C. Pianta 《Early Childhood Education Journal》2007,34(6):379-386

When participating in a large-scale, web-based professional development program, to what degree do teachers participate? How useful do they find the program? To what degree do they feel supported in their efforts? What are the associations between participation, evaluation of services, and the level of service teachers receive? MyTeachingPartner provides several levels of support to teachers, and each participant’s involvement in the project varies in terms of assigned level, frequency of logging in to the site, and the time she spends on it. This paper compared key data sources, including web navigation logs and teacher survey responses, to describe the relationship between teachers’ perceptions of support, their specific project interactions, and the level of service they receive. We explored ways that a large-scale professional development project such as MTP can benefit from identifying and nurturing those elements that best foster teacher perceptions of support.  相似文献   

Fathers' and mothers' involvements in sibling communication     

Ann M. Berghout Austin  Marcia Summers  Ann Leffler 《Early childhood research quarterly》1987,2(4)

The purpose of this study was to measure fathers' and mothers' linguistic involvements with the development of communication between young siblings. In a laboratory setting, 39 two-child mother-father families were videotaped in semistructured activities. The older sibling was from 18 to 26-months-old (M=22.4 months, SD=2.5 months) and the younger sibling was from 4 to 8-weeks-old (M=5 weeks, SD =1.5 weeks). Regardless of type of vocalization, when only one parent was present, utterances encouraging sibling interactions were more often aimed at girls than at boys. As a result, such utterances occurred more when both siblings were girls than for any other gender combination. Fathers were more active in issuing such utterances, especially to girls. When both parents were present, gender differences between parents disappeared, although the effects of children's gender did not. Overall, the results suggest that fathers very actively direct sibling interactions, especially those involving girls.  相似文献