Is Empirical Quantitative Educational Research Worthless?     

Joshuo A. Kirby  Christopher M. Hoadley  Alison A. Carr-Chellman 《TechTrends》2007,51(5):72-72

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Faculty Members’ Scholarly Learning Across Institutional Types     

Vicki L. Baker  Aimee LaPointe Terosky  Edna Martinez 《ASHE Higher Education Report》2017,43(2):9-138

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Ideal knowing: logics of knowledge in primary school curricula     

Vicki Macknight 《British Journal of Sociology of Education》2011,32(5):717-728

This paper is written to draw attention to the ideal knower and the logic of knowledge embedded in curricula. New logics and new knowers, I argue, are conjured with the hope they will be capable of succeeding in curriculum designers’ imagined future. I frame this discussion in terms of debates about the place of knowledge in the sociology of education. Knowledge and knowers are produced together in curriculum, and it is useful to keep them together in studying classrooms. The bulk of the paper is a detailed comparison of two curricula written for the Australian state of Victoria. I will show that one – the 2000 Curriculum Standards Framework, second edition – follows a logic of truth. The second – the 2007 Victorian Essential Learning Standards – follows a logic of realisation. These contrasting logics require and instantiate quite different types of knower.  相似文献   

Observing the process of mathematics teacher change: part 2     

David Reid  Vicki Zack 《Journal of Mathematics Teacher Education》2010,13(6):441-444

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Processing of derived forms in high-functioning dyslexics   总被引：1，自引：0，他引：1  

Deacon SH  Parrila R  Kirby JR 《Annals of dyslexia》2006,56(1):103-128

We report on an experiment designed to evaluate processing of derived forms in high-functioning dyslexics, defined as university students with a history of reading difficulties who have age-appropriate reading comprehension skills. We compared high-functioning dyslexics with a group of normal adult readers in their performance on a lexical decision task with derived items (such as cloudy and ably) and pseudo-derived items (such as belly and gravy). Some items contained an orthographic change (such as able-ably and gravy) and others did not (such as cloud - cloudy). The results indicated that although control participants’ response times varied systematically as a function of morphological complexity, those of high-functioning dyslexics did not. Further, there was some evidence of a relationship between derivational processing and reading. It seems that high-functioning dyslexics have persistent difficulties in processing one particular aspect of morphology; that of derived forms.  相似文献   

Basic list of veterinary medical serials,third edition: using a decision matrix to update the core list of veterinary journals     

Ana G Ugaz  C. Trenton Boyd  Vicki F Croft  Esther E Carrigan  Katherine M Anderson 《Journal of the Medical Library Association》2010,98(4):282-292

Objective:

This paper presents the methods and results of a study designed to produce the third edition of the “Basic List of Veterinary Medical Serials,” which was established by the Veterinary Medical Libraries Section in 1976 and last updated in 1986.

Methods:

A set of 238 titles were evaluated using a decision matrix in order to systematically assign points for both objective and subjective criteria and determine an overall score for each journal. Criteria included: coverage in four major indexes, scholarly impact rank as tracked in two sources, identification as a recommended journal in preparing for specialty board examinations, and a veterinary librarian survey rating.

Results:

Of the 238 titles considered, a minimum scoring threshold determined the 123 (52%) journals that constituted the final list. The 36 subject categories represented on the list include general and specialty disciplines in veterinary medicine. A ranked list of journals and a list by subject category were produced.

Conclusion:

Serials appearing on the third edition of the “Basic List of Veterinary Medical Serials” met expanded objective measures of quality and impact as well as subjective perceptions of value by both librarians and veterinary practitioners.

Highlights

• The 123 journals on the “Basic List of Veterinary Medical Serials” include 117 journals with a decision matrix score of 15 points or higher, with an additional 6 journals included for more complete subject representation.
• Subject categories with the greatest number of journals are internal medicine, food animal medicine, and research.
• Updates for the third edition of the “Basic List” include 59 new titles and 13 new subject categories.

Implications

• The third edition of the “Basic List” provides a useful collection development and assessment tool for veterinary libraries, as well as general libraries with a need to develop a core collection of veterinary resources.
• The decision matrix approach, using standard quantitative and focused qualitative measures, provides a useful methodology for creating core lists in other disciplines.

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Benefits of omega‐3 supplementation for schoolchildren: Review of the current evidence     

Amanda Kirby  Amelia Woodward  Sarah Jackson 《British Educational Research Journal》2010,36(5):699-732

Despite the potential impact nutrition may have on learning, there have been surprisingly few papers published directed towards the educational research community. In contrast, omega‐3 supplementation studies are being frequently cited in the media, leading to parents asking for advice and guidance. The purpose of this article is to review the evidence to date for any effect of using omega‐3 supplementation in school‐aged children. This article focuses on the research that has been undertaken, particularly in relation to behaviour, education and cognitive development, in both typically developing populations as well as in children with specific learning difficulties and developmental disorders. Recommendations for future studies in this area have been highlighted in view of current knowledge. In conclusion, it was found that there is a shortage of properly controlled omega‐3 supplementation trials, particularly with typically developing children, to advocate the supplementation of all children with omega‐3 fatty acids, but due to the known importance of omega‐3 fatty acids in the brain and early development, further research is required.  相似文献   

From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change     

Haney  Jodi J.  Lumpe  Andrew T.  Czerniak  Charlene M.  Egan  Vicki 《Journal of Science Teacher Education》2002,13(3):171-187

Journal of Science Teacher Education -  相似文献   

Development and Validation of Professional Development Resource Materials for Teachers Cbvering Commwnicathg and Interpreting Assessment Results     

Barbara S. Plake  James C. Impara  Vicki L. Wise 《Educational Measurement》1997,16(2):19-24

How were the materials tested? How did the reactions of teachers compare to those of measurement students? How can these materials be used effectively?  相似文献   

BIG CHANGE QUESTIONS. "SHOULD LARGE-SCALE ASSESSMENT BE USED FOR ACCOUNTABILITY?" -- The Fusion of Pressure and Support     

Michael Barber  Vicki Phillips 《Journal of Educational Change》2000,1(3):277-281

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