An Investigation of the New York State Regents Examinations in Science     

George Greisen Mallinson  Jacqueline V. Buck 《Journal of Experimental Education》2013,81(1):43-89

This study examined the effects of realism on subjects’ recognition memory for computergraphics. Children and adults in six age groups (N = 189) were presented with pictorial computergraphic materials at three levels of realism: low (abstract or schematic—images reduced to simple flat shapes), medium (linear—simple line drawings), and high (realistic—photographic images and detailed drawings). Pictorial content was sampled widely from existing computer materials with each image containing only one pictorial element: person, animal, or object. Recognition memory was tested at immediate and a week’s delay. Recognition of the three kinds of image showed an unusual pattern of decline over time with the initial advantage for realistic and abstract computergraphics disappearing at a week’s delay, while recognition for linear images was superior to that of realistic and abstract. Although recognition memory increased with age, no interaction between age and realism was found. That is, all age groups, 6 years through middle age, retained the linear computergraphics best. Discussion includes interpretations of these findings and their instructional implications.  相似文献   

An investigation of the relationship between reported results of educational psychologists’ assessments and levels of special needs provision determined by statutory assessment procedures     

D.N. Buck  M. Youngman 《欧洲特需教育杂志》2013,28(3):298-310

ABSTRACT

This study attempts to investigate the relationship between the reported test results within educational psychologists’ (EP) assessments and the actual provision specified on the Statements of Special Educational Needs issued by a local educational authority within the UK under the terms of the 1993 Education Act. Data were drawn from the EPs operating in both rural and urban areas. A discriminant function analysis was applied to the data which indicated cognitive ability and writing speed assessments were correlated with the provision outcomes of the statementing procedures. The relative insignificance of educational attainments, especially reading scores, in affecting these decisions was an unexpected finding of the study. The results raise the significance of the discriminant function analyses’ ability to produce a probability score, given a particular case's test profile, of the most likely provision that will be allocated on the basis of how such profiles have been interpreted in the past. The feedback of such information to the Special Needs Departments would contribute to the quality ‐monitoring process by stimulating consistency in decision‐making as specifically referred to in the recent Code of Practice  相似文献   

Learning pathways between and within vocational and higher education: towards a typology?     

Roger Harris  Linda Rainey 《The Australian Educational Researcher》2012,39(1):107-123

Promotion by governments of the provision of pathways for learners and the principle of seamlessness in post-compulsory education over the past decade may be perceived as both positive and problematic. Seamlessness can provide considerable choice and yet can readily lead to uncertainty and indecision. A number of studies have drawn attention to the phenomenon of indirect transfer, where the movement of tertiary students is not linear but involves several moves within and between sectors. This paper explores patterns in such movements and proposes a typology of five learning pathways. The research involved in-depth interviews held with 69 students in South Australia who had experienced both vocational and higher education sectors. Such research can help educators and researchers understand more fully the experiences in and reasons for moving within and between various pathways. It can also assist policymakers and institutional planners with insights into how best to fashion relationships between sectors and tailor policies and services that help learners navigate through education systems.  相似文献   

Using data for decision-making: perspectives from 16 principals in Michigan, USA     

Jianping Shen  Van E. Cooley  Patricia Reeves  Walter L. Burt  Lisa Ryan  J. Mark Rainey  Wenhui Yuan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(4):435-456

In response to the vast amounts of data associated with the accountability movement and the rhetoric of data-informed decision-making, we interviewed 16 principals to find out what streams of data they used and what decisions they made by using the data. We found that: (a) student achievement data are predominantly used to the extent of neglecting other streams of data such as student and community background data and school process data; (b) student achievement data are used more for accountability purposes—for assessing “of” rather than “for” the learning; (c) different streams of data are rarely used together to derive rich meaning for decision-making; and (d) school districts differ in the extent to which their principals use data to improve curriculum and instruction. The study pointed both to the challenges and to the opportunities of making data-informed decisions to improve our schools.  相似文献   

Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning     

Gayle A. Buck  Amy E. Trauth-Nare 《Journal of Science Teacher Education》2009,20(5):475-494

Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of our study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education. Three categories emerged from the data analysis: (1) questioning the validity of tacit pedagogical understandings, (2) understanding the experiences of the students, and (3) exploring the need to develop a more reflexive classroom. The findings from this study are useful for persons seeking to prepare teachers to guide science learning.  相似文献   

An introduction to the work of the parent self-help groups in the United Kingdom     

S. Buck  M. Dabrowsksa   《Child abuse & neglect》1981,5(4):375-382

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Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties: an fMRI study     

Tzipi Horowitz-Kraus  Catherine Buck  Dana Dorrmann 《Annals of dyslexia》2016,66(3):301-318

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Organizational Integration,Strategic Planning,and Staff Assessment in Publicly Funded Libraries     

William Buck 《Public Services Quarterly》2016,12(4):277-289

Library and information center services are at risk during times of extensive budget reductions. Publicly funded institutions labeled as inessential or as auxiliary departments may lose the revenue necessary to maintain full staffing. Financial circumstances of recent years highlight the importance of strategic planning in library and information center management. Although typically characterized as formal nonprofit organizations that depend on government expenditures and private donations, libraries are also open systems. The operations of an open system can be explained by reference to a levers model. Open systems are sensitive to the external environment and depend upon competent management for successful operation. Assessment measures are necessary for management evaluation. Poor decision making can be attributed to a lack of coherent policies in regards to employee evaluation and retention. A coherent assessment strategy is mutually reinforcing and can be illustrated by examples in the form of tables or other diagrams that locate integration policies vertically, in regards to the chosen strategy, and horizontally, in regards to how the policies support each other. The proper role of HR departments is to fairly implement the policies. Strategic planning and assessments should include standards of conduct and abide by established ethical criteria.  相似文献   

Self‐definition of women experiencing a nontraditional graduate fellowship program     

Gayle A. Buck  Diandra L. Leslie‐Pelecky  Yun Lu  Vicki L. Plano Clark  John W. Creswell 《科学教学研究杂志》2006,43(8):852-873

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献   

Book reviews     

Taylor  William D.  Mellon  Constance A.  Evans  Alan D.  Buck  Stephen C. 《Educational technology research and development : ETR & D》1985,33(1):72-80

Educational technology research and development -  相似文献