Using Statistical Procedures to Identify Differentially Functioning Test Items     

Brian E. Clauser  Kathleen M. Mazor 《Educational Measurement》1998,17(1):31-44

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Specification of a patent for an improvement in the production of artificial light,in the burning of tallow,or oil,and other fatty substances. Granted to Isaiah Jennings,City of New York,May 20th, 1830     

Isaiah Jennings 《Journal of The Franklin Institute》1830,10(2):94-95

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SKIPing with teachers: an early years motor skill intervention     

Ali Brian  Jacqueline D. Goodway  Jessica A. Logan  Sue Sutherland 《Physical Education & Sport Pedagogy》2017,22(3):270-282

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Public understanding of science: from contents to processes     

Robin Millar  Brian Wynne 《International Journal of Science Education》2013,35(4):388-398

Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered.  相似文献   

Development of an informal learning opportunities assay     

Brian L. Gerber  Edmund A. Marek  Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.  相似文献   

In Defense of Mandated School Desegregation Plans     

Brian L. Fife 《Equity & Excellence in Education》2013,46(2-4):100-105

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A Reply to MacCabe     

Brian V. Street 《English in Education》1998,32(3):17-20

This short piece is written in response to a piece by Colin MacCabe in the last issue of English in Education in which he commented on an article that I had written in Vol. 31, No. 3.  相似文献   

Bruce W. Tuckman (1938–2016)     

Lauren Hensley  D'Arcy Oaks  Brian Janssen 《Journal of Experimental Education》2017,85(1):1-2

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Bernstein in the urban classroom: a case study     

Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272

Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.  相似文献   

Patterns of and influences on elementary school attendance in early Victorian industrial Monmouthshire 1839–1865     

David C. James  Brian Davies 《History of education》2017,46(3):290-305

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive.  相似文献