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91.
A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores 总被引:1,自引:0,他引:1
L D Evans 《Journal of learning disabilities》1990,23(7):406-412
A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model. 相似文献
92.
Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a... 相似文献
93.
AbstractUniversities across the globe are attempting to change assessment practice to address challenges in student engagement and achievement. Integral to this objective are strategies to develop academics’ assessment practice. These frequently focus on attendance at formal Continuous Professional Development events and/or implementation of institutional blueprints. This editorial article uses a case study from the Open University (UK) to explore an alternative ‘communities of practice’ approach to the improvement of assessment arguing that academics’ professional expertise is best deepened through participation in authentic activities of teaching and scholarship. The discussion identifies what is involved in such an approach including the role of an enabling principles-based framework, the constraints on implementation and the implications for HE leaders. 相似文献
94.
The work carried out in this study is the result of an Open Learning in Business Education (OLBE) project from 1990‐1995, in which business education students training as teachers and lecturers were required to produce open learning materials on intercultural communications for use in the classroom. Distinctive stages, designed to maximise the effectiveness of this challenging learning task, were refined over the course of the project period. An analysis of student responses at the different stages enabled the authors to distinguish features of ‘deep’ and ‘surface’ learning (Entwistle), a construct widely recognised in the field of learning psychology and particularly well suited to the objective of evaluating and enhancing the quality of learning in the project. A particular sequence of learning modes which included a considerable degree of learner autonomy, combined with regular group discussions and feedback, were considered to have produced some impressive learning outcomes. However, subject matter involving culture is inherently difficult to grasp as it can only be understood in relative, rather than objective, terms. Thus, an established model of the dimensions of culture, recognised in the social sciences (Hofstede), was recently used to analyse further, from collated responses, the depth of student understanding of the concept of cultural variation on each of five dimensions. An overview of the general transition from surface to deep learning which was evident for most students during the progress of the project stages is provided in this paper. The authors believe that the progressive and varied format of the project with the strongly motivational open learning production task, encouraging students themselves to view knowledge and concepts from a learner's perspective, has a wide range of potential applications. 相似文献
95.
In the context of globalization, indigenous educational systems of endangered cultures are faced with extinction. Biologists recognize that biodiversity is dependent upon sustaining and promoting knowledge and values of indigenous cultures. Education researchers have a similar responsibility — to promulgate educational diversity before several thousand years of valuable educational knowledge is extirpated. This paper presents the Keiyo of Kenya who have a rich educational system. Its focus is on an indigenous game, Kechui (using calculations to sharpen your mind), based on cattle raiding, and the Keiyos' use of the game for learning mixed strategy-based probabilistic problem solving. Kechui may also have international potential for teaching probabilistic problem solving in contemporary mathematics and science, especially genetics. 相似文献
96.
Nancy F. Berglas Petra Jerman Louise A. Rohrbach Francisca Angulo-Olaiz Chih-Ping Chou Norman A. Constantine 《Sex education》2016,16(5):549-567
Numerous classroom-based interventions have aimed to improve sexual health outcomes for young people, yet few have shown strong, lasting effects. Ecological approaches that address multiple levels of a young person’s environment offer largely untapped potential to positively change sexual behaviour. This paper presents results of a cluster-randomised trial of a multicomponent sexuality education intervention that integrated a classroom curriculum, parent education workshops and materials, peer advocate programme, and sexual health services at 10 urban high schools. An implementation evaluation, employing quantitative and qualitative instruments, was conducted to examine whether the individual components of the intervention were delivered as planned and how they were received by the target populations. Multilevel modelling was used to evaluate the effect of the multicomponent intervention on outcomes at one-year follow-up. Results showed that the intervention components were successfully implemented with and well received by target populations. Students receiving the multicomponent intervention reported greater increases in the use of sexual health services (odds ratio [OR] = 1.73, 95% CI = 1.09–2.75) and the likelihood of carrying a condom (OR = 2.71, 95% CI = 1.44–5.09) relative to those receiving a control condition. No effects were found for other behaviours, possibly due to low prevalence of sexual activity in the sample and the small number of schools randomised. 相似文献
97.
98.
Si?n Wyn Evans 《Educational Studies in Mathematics》2007,64(2):145-168
This paper draws on data from the development of annual national mathematics assessment materials for 7-year-old pupils in
Wales for use during the period 2000–2002. The materials were developed in both English and Welsh and were designed to be
matched. The paper reports on item analyses which sought items that exhibited differential performance in relation to whether
the materials were English medium or Welsh medium. The items that exhibited consistent differential item functioning in relation
to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour. 相似文献
99.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
100.
Harriet G. Bennett Susan Collins Gordon David Fisher Sue Evans Hughes John B. Reinhart 《Child abuse & neglect》1982,6(1):81-85
Recent research has highlighted the complexity of the battered child syndrome. Clinical experience suggests that treatment of troubled families is a long-term process, draining financial resources of agencies and emotional resources of professionals. The need to provide support and case consultation to professionals working in the area of child abuse and neglect evolved in the establishment, in 1968, of the Suspected Child Abuse and Neglect (SCAN) Program at Children's Hospital, Pittsburgh, Pennsylvania. This program provides an effective method of intervention through identification, consultation, referral and follow-up of at-risk families. Weekly meetings offer multi-disciplinary case coordination, treatment recommendations, and a channel of communication for representatives of community agencies. This paper traces the history and present status of the SCAN Program, as well as the role of SCAN as a force for change of community attitudes. 相似文献