University of North Carolina at Charlotte: Using the EIA Application as a Catalyst for Intentional Improvement     

Christine Robinson  Cathy Sanders  Harriet Hobbs  Elise Demeter  Karen Singer‐Freeman 《Assessment Update》2019,31(1):1-16

  相似文献   

Evaluating Course Goals to Achieve High-Order Assignments     

Shantay Robinson 《Teaching Artist Journal》2019,17(1-2):11-18

As the arts are integral to shaping our culture, rigorous education that will prepare art students to create compelling artworks is necessary. Employing a tool such as Bloom's Taxonomy aids instructors in creating assignments that fulfill high-order concerns in the art-writing classroom. Because writing is one way for would-be artists to shape ideas and create complex thoughts, the art-writing classroom, as a precursor to the art world, challenges students to perform at high cognitive levels. Pedagogy employed in art-writing classrooms across the curriculum allows for criticality that results in sophisticated reasoning.  相似文献   

Stepping toward Physical Activity Requirements: Integrating Pedometers into Early Childhood Settings     

Leah E. Robinson  Danielle D. Wadsworth 《Early Childhood Education Journal》2010,38(2):95-102

  相似文献   

A study of young lesbian and gay people’s school experiences     

Kathryn Robinson 《Educational Psychology in Practice》2010,26(4):331-351

This retrospective study used Interpretative Phenomenological Analysis (IPA) to explore young lesbian and gay (LG) people’s experiences of school in relation to their sexuality and their perceptions of how schools could be inclusive for young LG people. Participants were in the age range of 16 to 21 and provided insights into coping strategies, responses to being gay and advice they would give to other young LG people. Many participants felt schools might face problems as they support young LG people. Participants suggested numerous practical ways that schools could be inclusive of young LG people. This article includes implications for educational psychologists (EPs) and local authorities (LAs).  相似文献   

The assessment revolution that has passed England by: Rasch measurement     

Panayiotis Panayides  Colin Robinson  Peter Tymms 《British Educational Research Journal》2010,36(4):611-626

Assessment has been dominated by Classical Test Theory for the last half century although the radically different approach known as Rasch measurement briefly blossomed in England during the 1960s and 1970s. Its open development was stopped dead in the 1980s, whilst some work has continued almost surreptitiously. Elsewhere Rasch has assumed dominance. The purpose of this article is to discuss the major criticisms of the Rasch model, which led to its rejection by some, and to give responses to these criticisms whilst encouraging social scientists to appreciate its strengths. The original breakthrough by Georg Rasch in 1960 has been developed and extended to address every reasonable observational situation in the social sciences.  相似文献   

Editorial introduction     

Jeremy Greenland  Kenneth Robinson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(2):97-101

  相似文献   

The supporting power of piles,both of wood and iron,and the use of the latter,either as piles or columns of support for foundations     

S.W. Robinson 《Journal of The Franklin Institute》1868,85(3):170-182

  相似文献   

On some developments of and improvements in Giffard's injector     

J. Robinson 《Journal of The Franklin Institute》1865,80(6):383-387

  相似文献   

Presence and Persistence: Poverty Ideology and Inner-city Teaching     

J. Gregg Robinson 《The Urban Review》2007,39(5):541-565

This paper examines the role of poverty ideology in determining whether a teacher comes to teach at a poor school (presence) and whether s/he remains at this type of school over time (persistence). A sample of 400 teachers in San Diego California was administered a questionnaire that evaluated respondents’ attitudes toward poverty. Teachers who believed poverty was rooted in social structure were more apt to be present in and to persist at poor schools. It is argued that this presence and persistence in poor schools was because these teachers had developed a “structurally mitigated sense of occupational competence”. This sense of competence made these teachers more likely to understand the problems they encountered in the classroom in structural terms, and thus they were more likely to be both satisfied with and persist at their jobs.  相似文献   

Promoting literacy in a digital age: approaches to training for information literacy     

David Bawden  Lyn Robinson 《Learned Publishing》2002,15(4):297-301

Information literacy, and other similar ‘literacies’, such as digital literacy, mediacy, and informacy, are concepts relating to knowledge, skills, and attitudes, at various levels, in dealing with information in varied formats and diverse situations. The breadth of scope of these concepts implies that training must be equally broad, varied, and context-sensitive. This is exemplified by two case studies of information and digital literacy training. The first is a training programme in information literacy for the scientific staff of a multinational pharmaceutical research organization. The second is a summer school dealing with digital literacy, primarily for information professionals from countries of Central and Eastern Europe, and the former Soviet Union.  相似文献