SciDev.Net: An essential science resource     

Timothy Caulfield  Amy Zarzeczny 《Resonance》2006,11(10):95-95

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An NCME Instructional Module on Multistage Testing     

Amy Hendrickson 《Educational Measurement》2007,26(2):44-52

Multistage tests are those in which sets of items are administered adaptively and are scored as a unit. These tests have all of the advantages of adaptive testing, with more efficient and precise measurement across the proficiency scale as well as time savings, without many of the disadvantages of an item-level adaptive test. As a seemingly balanced compromise between linear paper-and-pencil and item-level adaptive tests, development and use of multistage tests is increasing. This module describes multistage tests, including two-stage and testlet-based tests, and discusses the relative advantages and disadvantages of multistage testing as well as considerations and steps in creating such tests.  相似文献   

Until somebody hears me: parent voice and advocacy in special educational decision making     

Robyn S. Hess  Amy M. Molina  Elizabeth B. Kozleski 《British Journal of Special Education》2006,33(3):148-157

When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. The research study reported here presents the findings from focus groups conducted in the United States of America with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Amy Molina and Elizabeth Kozleski bring their collective past experiences, as a school psychologist, bilingual counsellor and special education teacher respectively, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with families around their needs, as well as assisting them in their efforts to advocate for their child, is the first step in creating more equal partnerships between parents of children with special needs and educational professionals.  相似文献   

Journal of Research in Science Teaching annual report: January 1, 2007 to December 31, 2007     

J. Randy McGinnis  Angelo Collins  Amy Dai  Wayne Breslyn  Elaine Henry 《科学教学研究杂志》2008,45(5):525-528

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Contemporary trends in East Asian higher education: dispositions of international students in a Taiwan university   总被引：1，自引：0，他引：1  

Amy Roberts  Prudence Chou  Greg Ching 《Higher Education》2010,59(2):149-166

This article details a mixed methods study conducted during the 2007–2008 academic year at the National Chengchi University (NCCU) in Taipei Taiwan. It contributes to discourse examining the opportunities and challenges of international student enrollments in institutions of higher learning around the globe. In scope it details an empirical study exploring the dispositions of NCCU international students in terms of their academic and social spheres. Trends in Taiwan reflect traditional East Asian patterns; substantial numbers of university students from Taiwan studied in the United States and Britain while very few incoming international students chose the island nation as a host destination. In recent years the influx of international students to Taiwan has increased significantly, rising from 6,380 in 2001 to 21,005 in 2007 (Ko, , 2008). The use of both quantitative and qualitative methods provided clarity and extended critical interpretations of the issues and dilemmas surrounding the international student experience in Taiwan. Results indicate that the capability of the NCCU as a host institution to sustain and attract increasing numbers of incoming international students is linked to factors such as the unique opportunity to study traditional as opposed to simplified Chinese characters, the availability and accessibility of Taiwan government sponsored scholarships, and the high standard of the NCCU Mandarin Studies program. Implications suggest that universities committed to internationalization are called to address the realities—both positive and negative—of operating as globally competitive institutions. As such, attracting the right kind of international students at the NCCU and determining standards for their contribution to campus life are more important goals than the total number of international students.  相似文献   

Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf     

Easterbrooks SR  Lederberg AR  Connor CM 《American annals of the deaf》2010,155(4):467-480

Specific characteristics of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.  相似文献   

Making formative assessment discernable to pre‐service teachers of science     

Gayle A. Buck  Amy Trauth‐Nare  Juliann Kaftan 《科学教学研究杂志》2010,47(4):402-421

The purpose of this pragmatic action research study was to explore our re‐conceptualization efforts in preparing pre‐service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re‐conceptualization efforts lead to a more informed understanding of formative assessment by pre‐service teachers and did strategies enacted in the re‐conceptualized methods course foster or hinder pre‐service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre‐ to post‐methods course difference was realized in the pre‐service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre‐service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre‐service teachers' understanding of the reflexive nature of formative assessment; and (4) a field‐based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre‐service teacher education on formative assessment. To foster pre‐service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402–421, 2010  相似文献   

Duck and corn     

Amy 《高中生》2010,(11):41-41

A duck walks into a bar and asks the bartender for corn.The bartender says,＂We have no corn,get out of here.＂So the duck leaves.The next day he comes back and asks for corn again,  相似文献   

Knowledge for whose society? Knowledge production, higher education, and federal policy in Canada     

Amy Scott Metcalfe  Tara Fenwick 《Higher Education》2009,57(2):209-225

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Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K     

Amy Claessens  Greg Duncan  Mimi Engel 《Economics of Education Review》2009

Children enter kindergarten with disparate rudimentary reading and mathematics skills; capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry.  相似文献