Portfolio assessment: direct from the classroom     

Betty McDonald 《Assessment & Evaluation in Higher Education》2012,37(3):335-347

Portfolios have been regarded as a means of personal self‐expression. This study reports on student real‐life experiences with portfolio assessment. The focus group comprised 150 freshmen (100 females) from a small campus of a tertiary educational institution. For two semesters (approximately 30 weeks), students engaged in numerous activities selected to encourage deep learning and understanding of mathematical concepts. Because students were not involved in the experiment, ecological validity was maximised, and observations may be regarded as fairly authentic and worthy of analysis. Generally, students reported learning much from portfolio assessment and felt an integral part of the assessment process. Portfolio assessment appeared to empower students and provide them with the self‐respect they desired. Future research could compare results from everyday observations with those from experiments.  相似文献   

Complexity of Secondary Scientific Data Sources and Students’ Argumentative Discourse     

Steven C. Kerlin  Scott P. McDonald  Gregory J. Kelly 《International Journal of Science Education》2013,35(9):1207-1225

This study examined the learning opportunities provided to students through the use of complex geological data supporting scientific inquiry. Through analysis of argumentative discourse in a high school Earth science classroom, uses of US Geological Survey (USGS) data were contrasted with uses of geoscience textbook data. To examine these differences, we conducted a review of frameworks for argumentation analysis, and through adaptation to the research foci of this study, developed a new analytic approach. Applying this approach to student classroom discourse revealed the affordances and constraints of both the complex USGS datasets and the filtered textbook data sources. The challenges of teaching with complex data are presented.  相似文献   

e-Moderating: the key to teaching and learning online     

Zane Berge 《Distance Education》2013,34(3):391-395

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Bilingual education policy and social justice     

Zane Ma Rhea 《教育政策杂志》2013,28(1):45-66

This paper examines the Australian government’s Indigenous policy by interrogating the concept of partnership between governments and Indigenous communities through three examples. Increasingly, the Australian federal government is focusing attention on the poor literacy and numeracy outcomes for Indigenous children in remote and very remote locations. The three examples examined in this paper occurred between 2002 and 2007 during the development of the government’s policies about partnership accountability. A case study methodological approach evolved into a policy ethnography which was adopted to investigate the central question examined in this paper about the strengths and limitations of partnering as a policy concept. The strongest theme to arise from analysis was that parents and caregivers, and indeed their broader families and communities, had a distinctly different expectation of partnership to that of the government policy. Drawing on social exchange theories, the differences identified were concerned with the asymmetry and reciprocity. Indigenous communities are asserting the right to negotiated agreements that are accountable ‘both ways’ and governments seem to be more focussed on a ‘one way’ process of making Indigenous people accountable for education failure.  相似文献   

A validity study of two paper-pencil tests of concrete and formal operations     

Walter A. Farmer  Margaret A. Farrell  Richard M. Clark  Janet McDonald 《科学教学研究杂志》1982,19(6):475-485

Two group paper-pencil batteries, the Longeot (consisting of three subtests) and three puzzles (KLR) from Science Teaching and the Development of Reasoning, were administered to 607 students from ninth and tenth grade mathematics and science classes. A subsample of 69 students was then administered three Inhelder tasks (chemicals, rods, and shadows). In general, the expected developmental trends were confirmed, with formal status being most difficult to attain on the Inhelder tasks and easiest to attain on the Longeot. The correlations between the KLR and Inhelder (0.61, p < 0.01) and the Longeot and Inhelder (0.55, p < 0.05) were moderately high. According to the method of Shayer (Note 2), it was found that each of five paper-pencil subtests discriminates at or between the 2B (late concrete) and 3A (early formal) levels while the sixth subtest, the mealworm puzzle, was found to discriminate at the 3A level. This study indicates that either group battery may be useful in identifying transitional subjects. However, if a more stringent criterion of “formal” is needed, a “success” rate of four or five out of the six subtests may be required. Both group batteries are relatively easy to administer and score with a minimum of guidance, although the KLR scoring might need to be simplified for use by the practitioner. Sex differences found on the KLR and the Longeot are suggestive of the potential differential use of these tests by researchers investigating sex differences in achievement or aptitude.  相似文献   

The parish registers of Wales     

McDonald RW 《Cylchgrawn Llyfrgell Genedlaethol Cymru. The National Library of Wales journal. National Library of Wales》1976,19(4):399-429

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A comparison of haemolytic responses in fore-foot and rear-foot distance runners     

Stuart Caulfield  Kirsty A. McDonald  Brian Dawson  Sarah M. Stearne  Ben A. Green  Jonas Rubenson 《Journal of sports sciences》2016,34(15):1485-1490

This study examined the haemolytic effects of an interval-based running task in fore-foot and rear-foot striking runners. Nineteen male distance runners (10 fore-foot, 9 rear-foot) completed 8 × 3 min repeats at 90% vVO_2peak on a motorised treadmill. Pre- and post-exercise venous blood samples were analysed for serum haptoglobin to quantify the haemolytic response to running. Vertical ground reaction forces were also captured via a force plate beneath the treadmill belt. Haptoglobin levels were significantly decreased following exercise (P = 0.001) in both groups (but not between groups), suggesting that the running task created a haemolytic stress. The ground reaction force data showed strong effect sizes for a greater peak force (d = 1.20) and impulse (d = 1.37) in fore-foot runners, and a greater rate of force development (d = 2.74) in rear-foot runners. The lack of difference in haptoglobin response between groups may be explained by the trend for fore-foot runners to experience greater peak force and impulse during the stance phase of their running gait, potentially negating any impact of the greater rate of force development occurring from the rear-foot runners’ heel strike. Neither type of runner (fore-foot or rear-foot) appears more susceptible to technique-related foot-strike haemolysis.  相似文献   

Occupational branding for diversity: managing discursive contradictions     

James McDonald  Timothy R. Kuhn 《Journal of Applied Communication Research》2016,44(2):101-117

In line with recent efforts to increase the representation of women in the field of computing and information technology (I.T.), the National Center for Women and Information Technology has spearheaded an occupational branding campaign that seeks to encourage more women to enter this field. We use this campaign as a case study to investigate how representations of work in an occupational branding campaign (“official branding discourse”) compare with the ways in which practitioners represent this work (“unofficial branding discourse”). Through our analysis, we show that whereas the official branding discourse represents computing and I.T. as a field where women are valued, unofficial branding discourse represents this field as hostile to women. We then propose three avenues through which these contradictions can be managed: (1) acknowledging the challenges expressed by practitioners, while simultaneously discussing how to foster a more inclusive occupational culture, (2) changing the primary goal of the campaign from increasing the number of women in computing and I.T. to making the culture of computing and I.T. less hostile, and (3) committing fewer resources into organized branding campaigns and more resources into direct organizational interventions that seek to make work environments inclusive.  相似文献   

Boosting weakened synapses to treat Alzheimer’s disease     

Robert J. McDonald  Scott H. Deibel 《Learning & behavior》2017,45(2):105-106

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Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate     

Linda Vanasupa  Kathryn E. McCormick  Carolyn J. Stefanco  Roberta J. Herter  Margot McDonald 《Innovative Higher Education》2012,37(3):171-184

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