Digital Module 35: Through-Year Assessment     

Nathan Dadey  Brian Gong  Yun-Kyung Kim  Edynn Sato 《Educational Measurement》2024,43(1):97-98

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The natural sciences,the social sciences and politics     

Don K. Price 《Minerva》1988,26(3):416-428

Conclusion The social sciences stand at a strange crossroads. There is a greater need for disciplined inquiry into the issues of policy facing the United States. Yet the incentives in the political system, and in the professional guilds of those performing social research, discourage a close involvement of many prominent social scientists with policy. The political system, fearing an elite imposing its values on society, welcomes the natural scientist who seems to conform to the model of the politically neutral expert who solves problems and addresses facts. This model also fits the higher ranks of the civil service, made up of specialists rather than generalist administrators, and the outside advisers serving officials concerned with high policy. Likewise, to protect themselves from changes of partisanship, leading academic social scientists forsake policy concerns for topics within the analytic traditions of Weberian Wertfreiheit. Just as Weber sought to avoid censorship by value neutral scholarship, the modern social scientist disdains the normative concerns of policy in favour of more tractable, morally neutral issues defined as the core of the discipline.The country needs to draw some of the best analytical talent in the social science community into the policy process and advisory roles. Disciplined inquiry cannot be left only to technicians whose professional interests are far removed from political, economic, social and other human sciences. To promote better policy and better social science, we should encourage serious, professionally grounded inquiry into social values, the directions of policy, and the role and proper limits of state power. In the clamour of American politics, there is little danger that policy will be monopolised by an elite group, but considerable danger that debate on policy will be impoverished by the absence of those most knowledgeable about social and economic reality.A revised and expanded version of the first Dael L. Wolfle Lecture given on 6 October, 1987, at the Graduate School of Public Affairs, University of Washington, Seattle. Don K. Price was dean of the John F. Kennedy School of Government, Harvard University, and is the author ofGovernment and Science (1954),The Scientific Estate (1965) andAmerica's Unwritten Constitution (1983). He has held senior posts in the United States Bureau of the Budget, the Defense Research and Development Board, and the Ford Foundation, and was an adviser to Presidents Eisenhower, Kennedy and Johnson.  相似文献   

The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania     

Margaret C. Moulson  Alissa Westerlund  Nathan A. Fox  Charles H. Zeanah  Charles A. Nelson 《Child development》2009,80(4):1039-1056

Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

How do we rate? An evaluation of online student evaluations     

Elizabeth Davison  Jammie Price 《Assessment & Evaluation in Higher Education》2009,34(1):51-65

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti‐intellectual tone that manifests itself in comments about instructors’ personality, easiness of workload and entertainment value rather than knowledge attained.  相似文献   

BOOK REVIEWS     

Simon Gibbs  Susan Billington  Wendy Penton  Lyndsey Price 《Educational Psychology in Practice》2009,25(4):385-395

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Teaching the process of molecular phylogeny and systematics: a multi-part inquiry-based exercise     

Lents NH  Cifuentes OE  Carpi A 《CBE life sciences education》2010,9(4):513-523

Three approaches to molecular phylogenetics are demonstrated to biology students as they explore molecular data from Homo sapiens and four related primates. By analyzing DNA sequences, protein sequences, and chromosomal maps, students are repeatedly challenged to develop hypotheses regarding the ancestry of the five species. Although these exercises were designed to supplement and enhance classroom instruction on phylogeny, cladistics, and systematics in the context of a postsecondary majors-level introductory biology course, the activities themselves require very little prior student exposure to these topics. Thus, they are well suited for students in a wide range of educational levels, including a biology class at the secondary level. In implementing this exercise, we have observed measurable gains, both in student comprehension of molecular phylogeny and in their acceptance of modern evolutionary theory. By engaging students in modern phylogenetic activities, these students better understood how biologists are currently using molecular data to develop a more complete picture of the shared ancestry of all living things.  相似文献   

The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks   总被引：1，自引：1，他引：0  

Aaron Price  Hee-Sun Lee 《Journal of Science Education and Technology》2010,19(1):90-103

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.  相似文献   

Young people’s views about their involvement in decision‐making     

Hermione J. Aston  Nathan Lambert 《Educational Psychology in Practice》2010,26(1):41-51

This paper reports on research conducted over a two‐year period in a large Educational Psychology Service (EPS) in England. Researchers were keen to ascertain the views of young people and EPS members about young people being directly involved in educational decision‐making and how their genuine involvement in such decision‐making might be best achieved. Focus groups were employed as a means of gathering data which were analysed using Content Analysis. Young people and EPS members ultimately identified “culture”, “attitudes”, “environment”, and “systems” as being the most important factors in ensuring the genuine involvement of young people in decision‐making.  相似文献   

Academic self-concept and emotion relations: Domain specificity and age effects     

Thomas Goetz  Hanna Cronjaeger  Anne C. Frenzel  Oliver Lüdtke  Nathan C. Hall 《Contemporary educational psychology》2010

The present study investigated the relations between academic self-concepts and the emotions of enjoyment, pride, anxiety, anger, and boredom as experienced in mathematics, physics, German, and English classes (N = 1710; grades 8 and 11). In line with our hypotheses derived from appraisal-based emotion theories and self-efficacy research, within-domain relations between self-concepts and emotions were relatively strong and notably stronger within quantitative domains (mathematics and physics) than verbal domains (German and English). Also consistent with our hypotheses, stronger relations between self-concepts and emotions were observed among older students. Self-concept and emotion relations further differed as a function of the specific emotion assessed, with pride showing the strongest and boredom the weakest relations with academic self-concepts in the four domains assessed. Methodological and educational implications as well as directions for future research are discussed.  相似文献   

Compression garments and cerebral blood flow: Influence on cognitive and exercise performance     

Brittany A. Smale  Joseph M. Northey  Disa J. Smee  Nathan G. Versey 《European Journal of Sport Science》2018,18(3):315-322

This study aimed to describe the effect of compression garments on middle cerebral artery blood flow velocity (MCA_v) in relation to cognitive and exercise performance whilst cycling. In a randomised-controlled-cross-over design, 15 well-trained male cyclists were recruited to participate in three identical trials wearing loose fitting shorts (control), low-grade, or medium-grade compression garments. The protocol involved four 8?min increments of cycling at 30%, 50%, 70%, and 85% maximal power output and a 4?km time-trial. Participants undertook a cognitive Stroop task at baseline and at the midpoint of each increment. MCA_v was monitored with Transcranial Doppler Ultrasonography. Mean arterial pressure (MAP) and partial pressure of end-tidal CO₂ (P_etCO₂) were measured throughout. MCA_v, MAP, P_etCO₂, and reaction time of the complex Stroop task were influenced by exercise intensity, but not compression garments. Compression garments significantly affected cognitive accuracy in the complex Stroop task such that low-grade compression appeared to enhance cognitive accuracy in comparison to the control condition at the highest intensity (p?=?.010). Time-trial performance did not differ between the control (338.0?±?17.3 s), low-grade (338.7?±?18.7 s), or medium-grade (342.2?±?19.3 s) conditions (p?=?.114). Compression garments did not affect MCA_v during exercise or time-trial performance, but compression may be beneficial for improved cognitive accuracy during high-intensity exercise. Further research is required to elucidate the potential impact on cognitive performance.  相似文献