Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students     

Kelly B. Cartwright  Timothy R. Marshall  Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

Primary school leadership in Post-Conflict Rwanda: a narrative arc     

Timothy P. Williams 《Compare》2019,49(6):1016-1017

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One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

Food safety in the classroom: Using the Delphi technique to evaluate researcher‐developed food safety curriculum aligned to state academic standards     

Tressie E. Barrett  Yaohua Feng  Hui‐Hui Wang 《Journal of Food Science Education》2020,19(3):152-172

High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components.  相似文献   

Nonshock confinement duration and shock- and safebox similarity during escape training in rats     

Joseph J. Franchina  Timothy E. Schindele 《Learning & behavior》1975,3(4):297-300

Sixty female hooded rats received 70 shock-escape training trials with shock- and safeboxes similar or dissimilar to each other and nonshock (safebox) confinement durations of 5 sec or 20 sec. (Shockbox confinement duration prior to shock onset was 5 sec.) In each confinement condition performance under the similar shock/safe condition was reliably poorer than that under the dissimilar condition. Safebox confinement duration negligibly affected performance under the dissimilar condition, while in the similar condition increasing confinement duration reliably facilitated performance. Comparisons with control data suggest that facilitation of escape was due to the relative shock-safe confinement duration rather than to absolute safebox confinement.  相似文献   

Measuring experiences of interest-related pursuits in connected learning     

Andrew Maul  William R. Penuel  Nathan Dadey  Lawrence P. Gallagher  Timothy Podkul  Emily Price 《Educational technology research and development : ETR & D》2017,65(1):1-28

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance or media production as an essential feature. The survey also elicits information regarding the connections between youths’ interest-related pursuits and academic goals, the involvement of adults as co-participants in pursuits, and youths’ access to technology tools they deem necessary for their pursuits. The paper reports on results from a pilot study and two rounds of field-testing, in which we evaluated the validity and reliability of the instrument and compared results with evidence from interviews with youth. Our aim was to investigate the feasibility of an approach to measuring youths’ interest-related pursuits to inform future research and evaluation of initiatives focused on digital media and learning.  相似文献   

Isolation and distinctiveness in the design of e-learning systems influence user preferences     

Hosam Al-Samarraie  Hassan Selim  Timothy Teo  Fahed Zaqout 《Interactive Learning Environments》2017,25(4):452-466

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the retrieval of learning content – one in which the representation is easy to read and understand. We hypothesized that the representation of content in an e-learning system's design is an important antecedent for learner preferences. The aspects of isolation and distinctiveness were incorporated into the design of e-learning representation as an attempt to promote student cognition. Following its development, the model was empirically validated by conducting a survey of 300 university students. We found that isolation and distinctiveness in the design elements appeared to facilitate the ability of students to read and remember online learning content. This in turn was found to drive user preferences for using e-learning systems. The findings provide designers with managerial insights for enticing learners to continue using e-learning systems.  相似文献   

Amnesia induced by hypothermia as a function of treatment-test interval and recooling in rats     

Charles F. Hinderliter  Timothy Webster  David C. Riccio 《Learning & behavior》1975,3(3):257-263

In Experiment I, a repeated tests procedure was employed to assess hypothermia-induced amnesia of a footshock experience. Rats tested 4 h after training treatment showed no memory loss, but amnesia was present at 24 h. Although recovery of memory was obtained when the same animals were cooled 2 h prior to a 50-h test, repeated testing also tended to attenuate amnesia. In Experiment II, independent groups were tested at 6 or 50 h after training treatment. Again, memory of the footshock was present at the short, but not at the long, interval. Recooling shortly prior to the 50-h test eliminated amnesia. Experiment III indicated that the return of memory produced by recooling did not persist if testing was delayed. These findings suggested that hypothermia may function as an important contextual cue for memory retrieval.  相似文献   

2006 AECT Membership Salary Survey     

James A. Pershing CPT  PhD  Christopher D. Ryan  Nichole M. Harlin  Timothy D. Hammond 《TechTrends》2006,50(5):10-19

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Logistic Discriminant Function Analysis for DIF Identification of Polytomously Scored Items     

Timothy R. Miller  Judith A. Spray 《Journal of Educational Measurement》1993,30(2):107-122

The purpose of this article is to present logistic discriminant function analysis as a means of differential item functioning (DIF) identification of items that are polytomously scored. The procedure is presented with examples of a DIF analysis using items from a 27-item mathematics test which includes six open-ended response items scored polytomously. The results show that the logistic discriminant function procedure is ideally suited for DIF identification on nondichotomously scored test items. It is simpler and more practical than polytomous extensions of the logistic regression DIF procedure and appears to fee more powerful than a generalized Mantel-Haenszelprocedure.  相似文献