Does the Rasch Model Really Work for Multiple-Choice Items? Take Another Look: A Response to Divgi     

Grant I-leaning 《Journal of Educational Measurement》1989,26(1):91-97

Divgi's (1986) study concludes, largely on the basis of a proposed test o f fit that is designed to be more powerful than Wright and Panchapakesan's (I 969) test, that the Rasch model is never appropriate for use with multiple-choice type test items. This paper is an attempt to refute the conclusions of Divgi's study.  相似文献   

Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape          下载免费PDF全文

Holly Case  Natasha Howard  Maria J. Grant 《Health information and libraries journal》2017,34(3):183-186

Health care library and knowledge services (LKS) are now expected to contribute to the provision of Patient and Public Information (PPI). The challenges of an ageing population, prevalence of long‐term conditions and the encouragement of patients to self manage give added impetus. The Knowledge for Health care PPI Task and Finish Groups developed strategic partnerships with national organizations and produced a suite of resources to support LKS staff. Outputs include guidance, workshop materials, an Ideas Bank and Guide to NHS Choices. The work of the PPI Task and Finish groups will continue to support staff as they develop activities and evidence its impact.  相似文献   

Celebrating the role of health information          下载免费PDF全文

Maria J. Grant 《Health information and libraries journal》2017,34(3):263-265

This inaugural virtual issue of the Health Information and Libraries Journal (HILJ) celebrates the contribution of health information in informing health and social care library and information provision. It has been drawn together to reflect the 2010 biennial Health Libraries Group conference theme of Keeping Information Centre Stage Amid Changing Scenery and includes a series of eleven key papers published in the journal over the last two years. This virtual issue mirrors the usual format of a journal issue with a review article, original articles and regular features on Learning and Teaching in Action, Using Evidence in Practice and International Perspectives and Initiatives. All papers included in this virtual issue of Health Information and Libraries Journal are available free online.  相似文献   

Child-related cognitions and affective functioning of physically abusive and comparison parents     

Haskett ME  Smith Scott S  Grant R  Ward CS  Robinson C 《Child abuse & neglect》2003,27(6):663-686

OBJECTIVE: The goal of this research was to utilize the cognitive behavioral model of abusive parenting to select and examine risk factors to illuminate the unique and combined influences of social cognitive and affective variables in predicting abuse group membership. METHODOLOGY: Participants included physically abusive parents (n=56) and a closely-matched group of comparison parents (n=62). Social cognitive risk variables measured were (a) parent's expectations for children's abilities and maturity, (b) parental attributions of intentionality of child misbehavior, and (c) parents' perceptions of their children's adjustment. Affective risk variables included (a) psychopathology and (b) parenting stress. A series of logistic regression models were constructed to test the individual, combined, and interactive effects of risk variables on abuse group membership. RESULTS: The full set of five risk variables was predictive of abuse status; however, not all variables were predictive when considered individually and interactions did not contribute significantly to prediction. A risk composite score computed for each parent based on the five risk variables significantly predicted abuse status. Wide individual differences in risk across the five variables were apparent within the sample of abusive parents. CONCLUSIONS: Findings were generally consistent with a cognitive behavioral model of abuse, with cognitive variables being more salient in predicting abuse status than affective factors. Results point to the importance of considering diversity in characteristics of abusive parents.  相似文献   

S + T + M = E as a Convergent Model for the Nature of STEM     

Quinn  Candice M.  Reid  Joshua W.  Gardner  Grant E. 《Science & Education》2020,29(4):881-898

Science & Education - The paper provides a theoretical synthesis that addresses the multiple calls to consider the existence of an integrated nature of STEM (science, technology, engineering,...  相似文献   

Challenges in deepening prospective teachers’ understanding of multiplication through justification     

Jane-Jane Lo  Theresa J. Grant  Judith Flowers 《Journal of Mathematics Teacher Education》2008,11(1):5-22

This article reports challenges faced by prospective elementary teachers as they revisited whole number multiplication through a sequence of tasks that required them to develop and justify reasoning strategies for multiplication. Classroom episodes and student work are used both to illustrate these challenges, as well as to demonstrate growth over time. Implications for the design of mathematics courses for prospective teachers’ are discussed. Although the study is situated in the context of multiplication, it has implications for teachers reasoning and justification in other areas of mathematics.

Judith FlowersEmail:

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The Dynamic Assessment of Reading Abilities     

John J. Carney  Grant Cioffi 《International Journal of Disability, Development & Education》1992,39(2):107-114

Dynamic assessment uses a response‐to‐instruction paradigm to complement traditional diagnostic assessment of word recognition and comprehension. The process helps the examiner to predict appropriate remedial intervention by exploring a student's responses to a series of instructional episodes in an interactive teaching‐learning relationship. Dynamic and traditional (or static) assessment differ in orientation (process vs product), procedure (response to instruction vs enumeration of existing abilities), and interpretation (patterns of response to instruction vs indices, for example percentiles or stanines). A dynamic approach to assessment provides the opportunity to evaluate systematically the instructional factors that influence reading performance.  相似文献   

University‐Industry Research Partnerships in Australia: Extent,benefits and risks     

Grant Harman 《高等教育研究与发展》2001,20(3):245-264

While official reviews have concluded that Commonwealth Government programs to encourage university - industry research links have been largely successful, studies are needed to explore the extent and nature of such partnerships, and their effects within universities. Further, sections of the academic community and major media warn that industry links and university commercialisation efforts threaten traditional research and scientific values, and accepted norms of academic life including academic freedom. Survey data reported in the paper show that, on balance, industry - research links are working reasonably well for Australian science and technology academics. Some 36.7% of respondents in our sample drawn from three major Australian universities received industry research support and this group tended to be better qualified, more senior and more productive in research than academics without such partnerships. Respondents generally were well aware of both the benefits and risks of industry funding. On the positive side, respondents identified the main benefits as the provision of additional resources, support and enhanced career opportunities for students, opportunities to apply basic research results to industrial problems, less red tape than with government funding, and enhanced university prestige. On the negative side, respondents were concerned about threats to research autonomy, undesirable consequences associated with the commercialisation of knowledge, the low intellectual level of some contract work, reduced time of talented researchers available for teaching, and pressures on researchers to spend increased time on commercial activities.  相似文献   

Extending students’ mathematical thinking during whole-group discussions     

Nesrin Cengiz  Kate Kline  Theresa J. Grant 《Journal of Mathematics Teacher Education》2011,14(5):355-374

Studies show that extending students’ mathematical thinking during whole-group discussions is a challenging undertaking. To better understand what extending student thinking looks like and how teachers’ mathematical knowledge for teaching (MKT) supports teachers in their efforts to extend student thinking, the teaching of six experienced elementary school teachers was explored. During group discussions, all six teachers created opportunities for extending student thinking about important mathematical ideas and solution methods. Findings on the nature of these episodes include identification of individual instructional actions and the ways in which teachers’ MKT was connected to these actions.  相似文献   

Predicting Web 2.0 use among US teens—Expanding the power of the skill,will and tool model     

David G. Grant 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3405-3419

There is a need to understand antecedents to US teens’ use of information and communication technology (ICT). Research on the “digital divide” for access to ICT reports conflicting findings based on gender and demographic factors of parent income and education. This study expanded the “tool-will-skill” framework to examine how demographic factors, access to ICT tools, teen will factors and social networking skill explain variation in Internet use among US teens. The study analyzed national data from Pew Research Center’s survey of 1,060 US teens. Principal component analysis (PCA) identified six latent variables for teen will. A pre-diagram depicts a conceptual framework and causal assumption of relationships between demographic factors, tool factors (ie, Internet access, smartphone access and tablet access), will factors (from PCA) and skill factors (Facebook, Instagram, Snapchat and Twitter). Multiple linear path analysis was conducted, and results reported. Recommendations are suggested for instructional practice, educational policy and future research.  相似文献