Examining the Psychometric Properties of a New Integrative Learning Scale     

Youngerman  Ethan  Dahl  Laura S.  Mayhew  Matthew J. 《Research in higher education》2021,62(6):829-854

Research in Higher Education - Integrative learning is the ability to connect, apply, and/or synthesize. A highly valued skill for the knowledge economy and combating false narratives, integrative...  相似文献   

"An expedition to heal the wounds of war". The 1919 eclipse and Eddington as Quaker adventurer     

Stanley M 《Isis; an international review devoted to the history of science and its cultural influences》2003,94(1):57-89

The 1919 eclipse expedition's confirmation of general relativity is often celebrated as a triumph of scientific internationalism. However, British scientific opinion during World War I leaned toward the permanent severance of intellectual ties with Germany. That the expedition came to be remembered as a progressive moment of internationalism was largely the result of the efforts of A. S. Eddington. A devout Quaker, Eddington imported into the scientific community the strategies being used by his coreligionists in the national dialogue: humanize the enemy through personal contact and dramatic projects that highlight the value of peace and cooperation. The essay also addresses the common misconception that Eddington's sympathy for Einstein led him intentionally to misinterpret the expedition's results. The evidence gives no reason to think that Eddington or his coworkers were anything but rigorous. Eddington's pacifism is reflected not in manipulated data but in the meaning of the expedition and the way it entered the collective memory as a celebration of international cooperation in the wake of war.  相似文献   

Remembering Gregg Schraw     

McCrudden  Matthew T. 《Educational Psychology Review》2016,28(4):673-690

Educational Psychology Review -  相似文献   

Visual Learning and the Brain: Implications for Dyslexia     

Matthew H. Schneps  L. Todd Rose  Kurt W. Fischer 《Mind, Brain, and Education》2007,1(3):128-139

ABSTRACT— The central and peripheral visual fields are structurally segregated in the brain and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a trade-off between abilities for sequential search versus contemporaneous comparisons. The parameter of periphery-to-center ratio (PCR) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.  相似文献   

A theory of instruction for introductory programming skills     

Benjamin Xie  Dastyni Loksa  Greg L. Nelson  Matthew J. Davidson  Dongsheng Dong  Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

Economic Sectors as Discursive Resources for Civil Society Collaboration     

Matthew A. Koschmann 《Communication quarterly》2016,64(4):410-433

This study explores the communication processes of civil society collaboration, with particular attention to the ways in which sectoral differences are managed communicatively and how sectoral differences among members are implicated in the processes of collaboration. Findings from a 10-month qualitative investigation of a civil society collaboration of social service providers indicate that sector differences are discursive resources that people draw upon to make sense of uncertainty and frame arguments. Findings also demonstrate how sector differences are managed communicatively through practices of recognition, resistance, translation, and mediation. This study builds on previous scholarship that conceptualizes civil society collaboration as a series of communicative processes and discursive practices (versus economic or structural characteristics), as well as research that advocates a processual approach to the study of organizational collaboration.  相似文献   

Understanding the graphical challenges faced by vision-impaired students in Australian universities     

Matthew Butler  Leona Holloway  Kim Marriott  Cagatay Goncu 《高等教育研究与发展》2017,36(1):59-72

Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience.  相似文献   

The Validity of Value-added Estimates from Low-Stakes Testing Contexts: The Impact of Change in Test-Taking Motivation and Test Consequences     

Sara J. Finney  Donna L. Sundre  Matthew S. Swain  Laura M. Williams 《Educational Assessment》2016,21(1):60-87

Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence conditions: (a) an aggregate of test scores is used solely for institutional effectiveness purposes, (b) personal test score is reported to the student, or (c) personal test score is reported to faculty. Value-added estimates, operationalized as change in performance between two testing occasions for the same individuals where educational programming was experienced between testing occasions, were examined across conditions, in addition to the effects of test-taking motivation. Test consequences did not impact value-added estimates. Change in test-taking motivation, however, had a substantial effect on value-added estimates. In short, value-added estimates were attenuated due to decreased motivation from pretest to posttest.  相似文献   

Assessment of violence potential among school children: Beyond profiling     

Matthew K. Burns  Vincent J. Dean  Susan Jacob‐Timm 《Psychology in the schools》2001,38(3):239-247

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Development of the International Ocean Literacy Survey: measuring knowledge across the world.     

Géraldine Fauville  Craig Strang  Matthew A. Cannady  Ying-Fang Chen 《Environmental Education Research》2019,25(2):238-263

The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comparison of levels of ocean knowledge across time and location. The IOLS has already been subjected to two rounds of field testing. The results from the second testing, presented in this paper, provide evidence that the IOLS is psychometrically valid and reliable, and has a single factor structure across 17 languages and 24 countries. The analyses have also guided the construction of a third improved version that will be further tested in 2018.  相似文献