Indexing concepts and methods : and . Academic Press, New York, 1978, 261 pp. $14.00. ISBN 0-12-118660-1.     

Doris Dunn 《Information processing & management》1979,15(6)

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Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria     

Lorraine Jones  Bill Allen  Peter Dunn  Lesley Brooker 《高等教育研究与发展》2017,36(1):129-142

Marking-criteria rubrics are commonly used to judge the quality of student work, but few students receive instruction to effectively use and apply rubrics. This study investigates an intervention designed to encourage effective utilisation of rubrics. The study, completed over two years (2011: n?=?189 respondents; 2012: n?=?464 respondents) in a large first-year course, explored how five instructional activities, used formatively and sequentially impacted student learning. This intervention comprised: (1) deconstruction of the rubric and standardising the marking method; (2) examples and exemplars; (3) peer review; (4) self-review; and (5) a reflective diary. Results showed an increase in student confidence with marking criteria and assessment (89% in 2011) and a statistically significant improvement in marks. Most students (77% in 2011 and 90% in 2012) rated each intervention as useful. Student feedback indicated that substantial changes occurred between initial drafts and final submission, which resulted in improvements in student performance scores.  相似文献   

On Being a Parent          下载免费PDF全文

Merrily S. Dunn 《About Campus》2015,20(3):8-14

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Using learning analytics to explore self-regulated learning in flipped blended learning music teacher education     

Amanda P. Montgomery  Amin Mousavi  Michael Carbonaro  Denyse V. Hayward  William Dunn 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):114-127

Blended learning (BL) is a popular e-Learning model in higher education that has the potential to take advantage of learning analytics (LA) to support student learning. This study utilized LA to investigate fourth-year undergraduates' (n = 157) use of self-regulated learning (SRL) within the online components of a previously unexamined BL discipline, Music Teacher Education. SRL behaviors were captured unobtrusively in real time through students' interaction with course materials in Moodle. Categorized by function: (1) activating—online access location, day-of-the-week, time-of-day; (2) sustaining—online frequency; and (3) structuring—online regularity and exam review patterns, all six SRL behaviors were revealed to have weak to moderate significant relationships with academic achievement. Results indicated access day-of-the-week and access frequency as the strongest predictors for student success. Findings regarding access regularity when viewed through results from previous SRL-LA research may suggest the importance of this SRL behavior for successful students within several BL discipline areas. In addition, the role of learning design (eg, flipped instruction) in potentially scaffolding students' choices toward specific SRL behaviors, was revealed as an important context for future researchers' consideration.  相似文献   

Early risk, attention, and brain activation in adolescents born preterm     

Carmody DP  Bendersky M  Dunn SM  DeMarco JK  Hegyi T  Hiatt M  Lewis M 《Child development》2006,77(2):384-394

The relations among early cumulative medical risk, cumulative environmental risk, attentional control, and brain activation were assessed in 15-16-year-old adolescents who were born preterm. Functional magnetic resonance imaging found frontal, temporal, and parietal cortex activation during an attention task with greater activation of the left superior-temporal and left supramarginal gyri associated with better performance. Individual differences in early cumulative risk are related to patterns of brain activation such that medical risk is related to left parietal cortex activation and environmental risk is related to temporal lobe activation. The findings suggest that early risk is related to less mature patterns of brain activation, including reduced efficiency of processing and responding to stimuli.  相似文献   

Holding Schools Accountable for the Growth of Nonproficient Students: Coordinating Measurement and Accountability   总被引：1，自引：0，他引：1  

Jennifer L. Dunn  Jessica Allen 《Educational Measurement》2009,28(4):27-41

A key intent of the NCLB growth pilot is to reward low‐status schools who are closing the gap to proficiency. In this article, we demonstrate that the capability of proposed models to identify those schools depends on how the growth model is incorporated into accountability decisions. Six pilot‐approved growth models were applied to vertically scaled mathematics assessment data from a single state collected over 2 years. Student and school classifications were compared across models. Accountability classifications using status and growth to proficiency as defined by each model were considered from two perspectives. The first involved adding the number of students moving toward proficiency to the count of proficient students, while the second involved a multitier accountability system where each school was first held accountable for status and then held accountable for the growth of their nonproficient students. Our findings emphasize the importance of evaluating status and growth independently when attempting to identify low‐status schools with insufficient growth among nonproficient students.  相似文献   

Measuring the value and impact of health sciences libraries: planning an update and replication of the Rochester Study     

Kathel Dunn  Karen Brewer  Joanne Gard Marshall  Julia Sollenberger 《Journal of the Medical Library Association》2009,97(4):308-312

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Football’s dark side: corruption,homophobia, violence and racism in the beautiful game     

Carrie Dunn 《Sport in History》2016,36(4):542-544

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In good hands: Preparing research-skilled graduates for the early childhood profession     

Myra Dunn  Linda J. HarrisonKennece Coombe 《Teaching and Teacher Education》2008

Recent developments in early childhood teacher education have seen the inclusion of curricula designed to serve the concept of continuous professional renewal through educating undergraduates in the interpretation, execution, and use of research. The challenge for educators is to “demystify” research and teach in ways that are professionally meaningful as well as intellectually acceptable. In this study, we follow three groups of early childhood students as they engage in a one-semester research subject. Focus groups and individual interviews showed considerable shifts in student attitudes about the value of research and in their development toward becoming active researchers who see research as a tool for answering questions in education.  相似文献   

Mindful hands,gestures as language: listening to children     

Berenice Nyland  Jill Ferris  Lesley Dunn 《Early Years: An International Journal of Research and Development》2008,28(1):73-80

This paper explores ideas of language as a cognitive tool and the role of gesture in expressing children's interests and levels of knowledge. The context is a group of three‐year‐old children who participate in a weekly music session with a trained musician. The authors present drawings from photographs of children's hands and interpret them, using contextual information, to explain how the positioning of the children's hands reflects their internalized understandings and can be viewed as a rich symbolic language. A discussion of the early childhood curriculum and the use of finger plays has been included to suggest that gesture was initially viewed as part of ‘the whole child’ but, today, activities like finger plays have become ritualized exercises. It is suggested that if adults do not listen to the language of hands they are depriving themselves of a valuable window into children's thinking and learning.  相似文献