Changes in Friendship Commitment: Comparing Geographically Close and Long-Distance Young-Adult Friendships     

Amy Janan Johnson  Jennifer A. H. Becker  Elizabeth A. Craig  Eileen S. Gilchrist  Michel M. Haigh 《Communication quarterly》2013,61(4):395-415

The existence of long-distance (LD) friendships throws into question assumptions that scholars of interpersonal communication often make about commitment to relationships, the development of relationships, and friendships. An analysis of turning points comparing commitment changes in young-adult geographically close and LD same-sex friendships revealed high and fluctuating levels of commitment over the history of the friendships for both types. Over 80% of those having LD friends reported their levels of commitment were currently increasing, rather than decreasing. Women were more likely than men to report nonlinear trajectories for their friendships, more downturns in commitment to their friendships, and more turning points related to changes in commitment to their friendships.  相似文献   

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes     

Kristin M. Perrone  Stephen L. Wright  Tracy M. Ksiazak  Amy L. Crane  Aarika Vannatter 《Roeper Review》2013,35(2):127-139

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.  相似文献   

Use of Generalizability Theory Within K–12 School-Based Assessment: A Critical Review and Analysis of the Empirical Literature     

Amy M. Briesch  Sandra M. Chafouleas  Austin Johnson 《教育实用测度》2013,26(2):83-107

ABSTRACT

Generalizability Theory (GT) offers several advantages relevant to educational contexts, including the fact that it can be used to estimate multiple sources of variance (e.g., raters, forms) simultaneously and to derive coefficients for the purposes of both relative and absolute decision making. Although GT has been increasingly applied in recent years to assessment data in K–12 school settings, analysis and critique of its application has not yet taken place. The goals of the current article were therefore to (1) undertake a systematic review of the school-based assessment literature in order to identify relevant applications of this statistical framework and (2) assess the degree of consistency between methodological recommendations for use of GT and reporting practices within this literature. In addition to describing the current state of this literature, suggestions for strengthening future applications are provided.  相似文献   

Comparing effects of different writing activities on reading comprehension: A meta-analysis     

Michael Hebert  Amy Simpson  Steve Graham 《Reading and writing》2013,26(1):111-138

The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure.  相似文献   

Investigating the impact of automated feedback on students’ scientific argumentation     

Mengxiao Zhu  Hee-Sun Lee  Ting Wang  Ou Lydia Liu  Vinetha Belur  Amy Pallant 《International Journal of Science Education》2013,35(12):1648-1668

ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献   

Estimating Linear Size and Scale: Body rulers     

Gail Jones  Amy Taylor  Bethany Broadwell 《International Journal of Science Education》2013,35(11):1495-1509

The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.  相似文献   

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks     

Bradley J. Morris  Amy M. Masnick  Katie Baker  Angela Junglen 《International Journal of Science Education》2013,35(16):2708-2720

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USING SELF‐MANAGEMENT INTERVENTIONS TO ADDRESS GENERAL EDUCATION BEHAVIORAL NEEDS: ASSESSMENT OF EFFECTIVENESS AND FEASIBILITY     

Amy M. Briesch  Brian Daniels 《Psychology in the schools》2013,50(4):366-381

A comprehensive self‐management intervention was utilized to increase the on‐task behavior of three African American students within an urban middle‐school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on‐task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self‐management interventions within general education secondary‐level settings are discussed.  相似文献   

The Need for Critical Media Literacy In Teacher Education Core Curricula     

Michele S. Moses  Amy N. Farley 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):260-279

The "information era" has brought up new literacies, although most of them are still not part of the K–12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However, currently we are witnessing an unprecedented concentration of for-profit media into conglomerates, in alliance with the government and especially with the federal regulating agency—Federal Communications Commission—and other powerful institutions and corporations. Starting with this big picture, we examine and document specific cases that illustrate how these conglomerates and their allies work to keep and to expand their power, by means of filtering information, manufacturing consent, and controlling what the public watch, listen to, read, think, believe, taste, dress, look like, speak, and how they perceive themselves. The propaganda behind the banning of bilingual education in California is a clear example in the educational arena of the role of media in helping powerful people to manufacture voters' consent through fabricated stories, misleading ballot question, biased polls, etc. The second dimension of critical media literacy refers to the active involvement of every person, including school children, to support and advocate for alternative, nonprofit, public service-driven media. Given the reasons and the evidence presented, the authors consider that there is an urgency for including critical media literacy in the K–12 school curricula, and therefore in the teacher education core curriculum.  相似文献   

A Matter of Friendship: Educational Interventions into Culture and Poverty     

Amy B. Shuffelton 《Educational theory》2013,63(3):299-316

Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's “aha! Process,” and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child‐raising practices other than those associated with the contemporary middle class.  相似文献