Look closer: the alertness of people with profound intellectual and multiple disabilities during multi-sensory storytelling,a time sequential analysis     

Annet Ten Brug  Vera S. Munde  Annette A.J. van der Putten  Carla Vlaskamp 《欧洲特需教育杂志》2013,28(4):535-550

Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the alertness of listeners during MSST. Previous studies have only examined the overall level of alertness during MSST. This study focuses on changes in alertness over time during storytelling. Method: In this study, 27 direct support people read an MSST book 20 times with a person with PIMD. The 1st, 5th, 10th and 20th storytelling sessions were recorded. The relation between alertness and the active presentation of stimuli is analyzed using a time-window sequential analysis. We examined changes in alertness levels by comparing the four different storytelling sessions. Results: Higher levels of active alertness were observed when stimuli were actively presented. Alertness was not constant within storytelling sessions, and was related to the presentation of stimuli. Actively presented stimuli were associated with larger fluctuations in alertness. Discussion: Storytellers should present stimuli actively and for longer periods, in order to increase the alertness of listeners during storytelling.  相似文献   

Teacher Professional Growth on Assessment Literacy: A Case Study of Prevocational Geography Education in the Netherlands     

Erik Bijsterbosch  Tine Béneker  Wilmad Kuiper  Joop van der Schee 《The Teacher Educator》2013,48(4):420-445

Abstract

Teachers should have the necessary assessment knowledge and skills to contribute to students’ learning. This study provides insight into how a professional development program for teachers contributed to the achievement of higher mastery levels of assessment literacy. This study used Xu and Brown's TALiP (Teacher Assessment Literacy in Practice) framework to achieve these higher levels. To evaluate the extent to which teachers demonstrated professional growth regarding their assessment literacy, teachers’ practices were evaluated through a content analysis of summative assessments. Potential changes in teachers’ knowledge, skills, and beliefs were measured through questionnaires and interviews. The outcomes showed that reflection on educational goals and on teachers’ beliefs, collaborative practice, and peer feedback played an important role in fostering higher mastery levels in assessment literacy. The outcomes of this study support the value of the TALiP framework and support the idea that professional growth could be fostered via diverse growth pathways.  相似文献   

Practical Application of a Synthetic Linking Function on Small-Sample Equating     

Sooyeon Kim  Alina A. von Davier  Shelby Haberman 《教育实用测度》2013,26(2):95-114

The synthetic function is a weighted average of the identity (the linking function for forms that are known to be completely parallel) and a traditional equating method. The purpose of the present study was to investigate the benefits of the synthetic function on small-sample equating using various real data sets gathered from different administrations of tests from a licensure testing program. We investigated the chained linear, Tucker, Levine, and mean equating methods, along with the identity and the synthetic functions with small samples (N = 19 to 70). The synthetic function did not perform as well as did other linear equating methods because test forms differed markedly in difficulty; thus, the use of the identity function produced substantial bias. The effectiveness of the synthetic function depended on the forms' similarity in difficulty.  相似文献   

Scaffolding Science Teachers in Open‐inquiry Teaching     

Ton van der Valk  Onno de Jong 《International Journal of Science Education》2013,35(6):829-850

The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed.  相似文献   

Teachers' Interpersonal Role Identity     

Anna C. van der Want  Perry den Brok  Douwe Beijaard  Mieke Brekelmans  Luce C. A. Claessens  Helena J. M. Pennings 《Scandinavian Journal of Educational Research》2013,57(4):424-442

This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards were collected and analyzed using appraisal and interpersonal circumplex theory. Results show a variety of interpersonal identity standards, although the majority of the teachers mentions standards focusing on the codes steering and being friendly. The situation “reacting to student positive behavior” evoked most appraisals that confirmed identity standards. For 13 of the 29 teachers, their identity standard matched with their appraisals. In most cases, however, this match was only to some extent (10 teachers) and sometimes not at all (six teachers). The results suggest that teachers can enhance their relationship with students by becoming more aware of the meanings teachers attach to this relationship in specific situations.  相似文献   

Object Rotation Effects on the Timing of a Hitting Action     

Mark A. Scott  John van der Kamp  Geert J. P. Savelsbergh  Raôul R.D. Oudejans  Keith Davids 《Research quarterly for exercise and sport》2013,84(2):130-137

Abstract

We investigated how perturbing optical information affects the guidance of an unfolding hitting action. Using monocular and binocular vision, six participants were required to hit a rectangular foam object, released from two different heights, under four different approach conditions, two with object rotation (to perturb the viewed surface area) and two without. Participants made more misses under monocular conditions, and the presence of rotation had a significant effect on the duration between the arm's peak velocity and its contact with the object. We conclude that binocular information contributes to the timing of interceptive tasks. In addition, the guidance of interceptive actions does not appear to be based solely on object expansion information picked up from the viewed surface area.  相似文献   

Metabolic Thresholds and Validated Accelerometer Cutoff Points for the Actigraph GT1M in Young Children Based on Measurements of Locomotion and Play Activities     

Gerda Jimmy  Alain Dössegger  Roland Seiler  Urs Mäder 《Measurement in physical education and exercise science》2013,17(1):23-40

The purpose of the current study was to determine metabolic thresholds and subsequent activity intensity cutoff points for the ActiGraph GT1M with various epochs spanning from 5 to 60 sec in young children. Twenty-two children, aged 4 to 9 years, performed 10 different activities including locomotion and play activities. Energy expenditure was measured with indirect calorimetry. Thresholds and cutoff points were determined through receiver operating characteristic curves. The lower metabolic threshold was 6.19 kcal·kg^?1·h^?1 for moderate and 9.28 kcal·kg^?1·h^?1 for vigorous intensity. The cutoff points for the GT1M accelerometer appear to be lower than those for the previous model (7164). For 5-sec epochs, a cutoff point of 143 counts resulted for moderate intensity and of 208 counts for vigorous intensity activity. Whether short or long epochs were chosen when collecting data to determine cutoff points, does not appear to have an influence on the resulting cutoff values. Similarly, comparable results are seen when analyses are based on locomotion only as opposed to a wide range of activities including children's play.  相似文献   

An expert study of a descriptive model of teacher communities     

Wilfried Admiraal  Ditte Lockhorst  Jakko van der Pol 《Learning Environments Research》2012,15(3):345-361

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Quantitative content analysis procedures to analyse students’ reflective essays: A methodological review of psychometric and edumetric aspects     

E. Poldner  P.R.J. SimonsG. Wijngaards  M.F. van der Schaaf 《Educational Research Review》2012,7(1):19-37

Reflective essays are a common way to develop higher education students’ reflection ability. Researchers frequently analyse reflective essays based on quantitative content analysis procedures (QCA). However, the quality criteria that should be met in QCA are not straightforward. This article aims to: (1) develop a framework of quality requirements for QCA; and (2) explore the extent to which QCA studies of students’ reflective essays meet these quality requirements. First, a methodological review of psychometric and edumetric criteria for QCA is conducted, resulting in a framework with required quality criteria. Second, 18 studies were selected in which QCA was used to analyse students’ reflective essays. These studies were scrutinised using the developed framework. The results showed that none of the selected studies met all requirements. It is concluded that QCA procedures for analysing students’ reflective essays need improvement and that the developed framework can be used to improve and evaluate these procedures.  相似文献   

A cue or two and I'll trust you: Determinants of trust in government organizations in terms of their processing and usage of citizens' personal information disclosed online     

Ardion BeldadAuthor Vitae  Thea van der GeestAuthor Vitae  Michaël Steehouder^{Author Vitae} 《Government Information Quarterly》2012,29(1):41-49

This article discusses the results of a large-scale Internet survey (with 1156 respondents) that investigated the cues and factors that could positively influence Dutch Internet users' trust in government organizations in terms of their usage and processing of citizens' personal data. Confidence in online privacy statements, as indicated by the results of this study, significantly influences trust in government organizations among Dutch Internet users with and without previous e-government experience. Among those with e-government experience, the quality of their online government transaction experience and a positive government organizational reputation can also increase their trust in government organizations, specifically in terms of how they process and use citizens' personal data.  相似文献