This is Not an Article: a reflection on Creative Research Dialogues (This is Not a Seminar)     

Lyndall Adams  Christopher Kueh  Renee Newman-Storen  John Ryan 《Educational Philosophy and Theory》2015,47(12):1330-1347

Abstract

This is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue.  相似文献   

Preschoolers' Exposure to Language Stimulation in Classrooms Serving At-Risk Children: The Contribution of Group Size and Activity Context     

Khara Pence Turnbull  Angela Beckman Anthony  Laura Justice  Ryan Bowles 《Early education and development》2013,24(1):53-79

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From Log Files to Assessment Metrics: Measuring Students' Science Inquiry Skills Using Educational Data Mining     

Janice D. Gobert  Michael Sao Pedro  Juelaila Raziuddin  Ryan S. Baker 《学习科学杂志》2013,22(4):521-563

We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density.  相似文献   

Standards-Based Grading: History Adjusted True Score     

Jay Hooper  Ryan Cowell 《Educational Assessment》2013,18(1):58-76

There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades should be calculated. Common methods include a simple average, averaging only the more recent scores, mathematical models of growth over time, and basic teacher judgment. It is difficult to choose a single method that is justifiable in all circumstances. This article proposes a new method, the history-adjusted true score, that can be applied in a wide variety of situations. A rigorous method of evaluating each grading method is also described.  相似文献   

Prediction from Latent Classes: A Demonstration of Different Approaches to Include Distal Outcomes in Mixture Models     

Karen Nylund-Gibson  Ryan P. Grimm  Katherine E. Masyn 《Structural equation modeling》2013,20(6):967-985

Including auxiliary variables such as antecedent and consequent variables in mixture models provides valuable insight in understanding the population heterogeneity embodied by a latent class variable. The model building process regarding how to include predictors/correlates and outcomes of the latent class variables into mixture models is an area of active research. As such, new methods of including these variables continue to emerge and best practices for the application of these methods in real data settings (including simple guidelines for choosing amongst them) are still not well established. This paper focuses on one type of auxiliary variable—distal outcomes—providing an overview of the methods currently available for estimating the effects of latent class membership on subsequent distal outcomes. We illustrate the recommended methods in the software packages Mplus and Latent Gold using a latent class model to capture population heterogeneity in students’ mathematics attitudes, linking latent class membership to two distal outcomes.  相似文献   

Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V     

Stefan C. Dombrowski  A. Alexander Beaujean  Ryan J. McGill  Nicholas F. Benson  W. Joel Schneider 《Structural equation modeling》2013,20(6):847-860

Exploratory bifactor analysis (EBFA) represents a methodological advancement for implementing a bifactor model in exploratory factor analysis (EFA). However, little is known about how to properly employ the procedure. The current rotation criteria available for EBFA make it more likely to “get stuck” in local minima, contributing to possible group factor collapse, than more traditional EFA rotations. Thus, getting a proper solution is a more complex and involved process than typical EFA and may require a sensitivity analysis. This article examines EBFA through a sensitivity analysis and subsequent simulation of parameters thought to contribute to group factor collapse. Results support the use of sensitivity analysis, as the problematic variable was shown to greatly increase the likelihood of factor collapse. The hypothesis that estimation start values contribute to factor collapse was not supported. Accompanying R syntax for all analyses are provided to facilitate reproducibility.  相似文献   

Review of Handbook of Quantitative Methods for Educational Research,edited by Timothy Teo     

Ryan Grimm 《Structural equation modeling》2013,20(4):643-649

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Casual Academic Staff in an Australian University: Marginalised and excluded     

Ryan  Suzanne  Burgess  John  Connell  Julia  Groen  Egbert 《Tertiary Education and Management》2013,19(2):161-169

Abstract

The transition from a planned centralist economy to a market economy over the last decade of the 20th century has presented Russian universities with many profound challenges. These challenges require universities to review and consider their organisational culture and deserve careful study. This paper describes the changes that have taken place at Tomsk Polytechnic University ‐ one of oldest, largest and leading Russian universities.  相似文献   

Play therapy with emotionally damaged adolescents     

Kate Wilson  Virginia Ryan 《Emotional and Behavioural Difficulties》2013,18(3):178-192

Abstract

Adolescence is a critical period of development for all individuals, but particularly for those who have suffered earlier emotional difficulties or abuse. If these problems go unresolved, patterns of behaviour which become established during this period may be more difficult to change later on. However, more traditional talk therapies may be resisted by adolescents. This article argues that non-directive play therapy, given age-appropriate adaptations, offers an approach which, since it encompasses both play and verbal communication, is well suited to addressing adolescent concerns, particularly those of early adolescence.This argument is illustrated by two accounts of therapy with a boy and a girl, both in early adolescence, which show how a more traditional non-directive counselling approach was combined with play therapy by the adolescents themselves, allowing exploration of emotional difficulties on all levels of mental functioning. The cases show how traumatic or painful early memories may be reworked on a bodily and emotional level, without the feeling of over-intrusion risked by a directive or interpretive stance.  相似文献   

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance     

Douglas B. Luckie  Aaron M. Rivkin  Jacob R. Aubry  Benjamin J. Marengo  Leah R. Creech  Ryan D. Sweeder 《CBE life sciences education》2013,12(3):515-529

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.  相似文献