Teaching Literature for General Education     

Karl F. Thompson 《College Teaching》2013,61(2):49-51

This study explored the relationship between identity development, as gauged by Marcia's identity development construct, and student perception of instructor political bias. Regression analysis was employed to compare participant responses on the Ego Identity Process Questionnaire, a measure of Marcia's construct, with the Political Bias in the Classroom Survey, a measure gauging perceptions of and reactions to instructor political bias. The EIPQ's commitment scale was found to be a significant positive indicator for the PBCS's perception scale, suggesting that students who are strongly committed to their identity are more likely to perceive an instructor as having a political bias. Recommendations are made for how to address perceptions of political bias.  相似文献   

Books and Publishing     

Donald R. McCoy  Madeleine B. Stern  Susan Otis Thompson 《Communication Booknotes Quarterly》2013,44(7):127-130

Donald R. McCoy The National Archives: America's Ministry of Documents, 1934-1968 (Chapel Hill, Yniversity of North Carolina Press, 1978—$19.00)

Madeleine B. Stern Books and Book People in 19th Century America (New York: R.R. Bowker, 1978—$25.00)

Susan Otis Thompson American Book Design and William Morris (New York: Bowker, 1977—$29.95)  相似文献   

Web-Scale Discovery in an Academic Health Sciences Library: Development and Implementation of the EBSCO Discovery Service     

JoLinda L. Thompson  Kathe S. Obrig  Laura E. Abate 《Medical reference services quarterly》2013,32(1):26-41

Funds made available at the close of the 2010–11 fiscal year allowed purchase of the EBSCO Discovery Service (EDS) for a year-long trial. The appeal of this web-scale discovery product that offers a Google-like interface to library resources was counter-balanced by concerns about quality of search results in an academic health science setting and the challenge of configuring an interface that serves the needs of a diverse group of library users. After initial configuration, usability testing with library users revealed the need for further work before general release. Of greatest concern were continuing issues with the relevance of items retrieved, appropriateness of system-supplied facet terms, and user difficulties with navigating the interface. EBSCO has worked with the library to better understand and identify problems and solutions. External roll-out to users occurred in June 2012.  相似文献   

On Being a Virtual World Librarian: Experiences in Offering Live Reference Services in a Virtual World     

Samantha Thompson Column Editor 《The Reference Librarian》2013,54(2):219-223

The reference collection holds an important place within the library. The proper maintenance of this collection through weeding is a critical yet often overlooked aspect of collection management. This article offers a case study describing a reference collection weeding project, including the development of a reference collection policy, a review of standing orders, the goals and outcomes of the review, and a discussion of the benefits of the project.  相似文献   

Testing Expert-Based Versus Student-Based Cognitive Models for a Grade 3 Diagnostic Mathematics Assessment     

Mary Roduta Roberts  Cecilia B. Alves  Man-Wai Chu  Margaret Thompson  Louise M. Bahry  Andrea Gotzmann 《教育实用测度》2013,26(3):173-195

The purpose of this study was to evaluate the adequacy of three cognitive models, one developed by content experts and two generated from student verbal reports for explaining examinee performance on a grade 3 diagnostic mathematics test. For this study, the items were developed to directly measure the attributes in the cognitive model. The performance of each cognitive model was evaluated by examining its fit to different data samples: verbal report, total, high-, moderate-, and low ability using the Hierarchy Consistency Index (Cui & Leighton, 2009), a model-data fit index. This study utilized cognitive diagnostic assessments developed under the framework of construct-centered test design and analyzed using the Attribute Hierarchy Method (Gierl, Wang, & Zhou, 2008; Leighton, Gierl, & Hunka, 2004). Both the expert-based and the student-based cognitive models provided excellent fit to the verbal report and high ability samples, but moderate to poor fit to the total, moderate and low ability samples. Implications for cognitive model development for cognitive diagnostic assessment are discussed.  相似文献   

Systems Analysis,Interviewing, and the Improv     

Errol Thompson  Kinshuk 《Computer Science Education》2013,23(3):269-287

Interviewing is a critical skill for systems analysts. This article describes an experiment using student actors as interviewees for in‐class exercises to teach interviewing in the junior‐level systems analysis course. The experiment proved beneficial to the class, to the actors, and to the senior IS majors who helped the actors prepare.  相似文献   

Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities     

Virginia L. Walker  Stephanie N. DeSpain  James R. Thompson 《Exceptionality》2013,21(4):262-277

ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.  相似文献   

Researching learning outcomes: building confidence in our conclusions     

Mary James  Andrew Pollard  Gareth Rees  Chris Taylor 《Curriculum Journal》2013,24(1):109-122

The ESRC Teaching and Learning Research Programme is expected to produce knowledge of high social scientific quality and practical pedagogic value. It faces, in a particularly acute form, the issue of how confidence in its conclusions can be built. This article begins with some conceptual clarification of the notion of a ‘warrant’ for research findings and distinguishes between warrants in social research and warrants for educational policy and practice. It then, in the specific context of research on learning outcomes, proposes an integrated model that recognizes the importance of, and relationships among, criteria associated with research design and empirical work, theoretical coherence, relationship with other research, and user affirmation. It concludes by emphasizing the need for continuing debate about, and development of, the roles and relationships of ‘researchers’ and ‘users’.  相似文献   

History in the National Curriculum: a lesson in curriculum devolution     

Gareth Elwyn Jones 《Curriculum Journal》2013,24(4):331-344

This article will focus on an event in the educational history of Wales in the 1980s which still impacts both on school practice and on thinking about concepts of Welsh identity. That event was the creation of the History Committee for Wales which was charged with devising a history curriculum for Welsh schools in the wake of the 1988 Education Act. The story will be told largely by using evidence gleaned in elite interviews with the ministers, senior inspectors and civil servants most closely associated with the decision to support or accept the creation of this committee.

The significance of the decision will be assessed by charting the progress of curriculum devolution in Wales from the beginnings of state education and the implications of this for ideas of Welshness. This background will be briefly sketched, as will the background to the 1988 Education Act on a wider canvas. General reaction to that act in the Welsh Office will be discussed before the detailed implications for the subject of history will be explored in detail.

It will then be argued that wider discussions as to how schools should approach and reflect the history and culture of nations not only shed important light on devolutionary processes which were gathering pace at the time but also reflect the nature of Welshness as perceived by senior figures in the world of education policy-making.  相似文献   

Significance,Effect Sizes,Stepwise Methods,and Other Issues: Strong Arguments Move the Field     

Bruce Thompson 《Journal of Experimental Education》2013,81(1):80-93

The author asserts that editors should publicly declare their expectations and expose the rationales for editorial policies to public scrutiny. He argues that editorial policies ought to require effect size reporting, as those at 17 journals now do. He also argues (a) that score reliabilities should be reported; (b) that stepwise methods should not be used; (c) that structure coefficients should be interpreted; and (d) that if used wisely, confidence intervals differ from hypothesis tests in important ways. The use of noncentral t and F distributions to create confidence intervals about effect sizes also is appealing.  相似文献