New Challenges and Opportunities for Institutional Researchers in Assessment and Accreditation     

Anne Marie Delaney 《Tertiary Education and Management》2013,19(1):61-72

Increased focus on assessment of student learning in the accreditation of higher education institutions offers new, challenging opportunities for institutional researchers. This article explores how institutional researchers can maximize these opportunities by offering methodological guidance in the assessment process and by designing new studies to produce assessment results. The article discusses the importance of methodological expertise, highlights the relevance of lessons learned from assessment literature, and provides a model for designing studies relevant for assessment.  相似文献   

Assessing undergraduate education from graduating seniors' perspective: Peer institutions provide the context     

Anne Marie Delaney 《Tertiary Education and Management》2013,19(3):255-276

Abstract

This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary institution with five types of comparable institutions. The value of this statistical/ methodological evaluation model was shown. Results are based on Class of 1998 survey responses from 244 graduating seniors at the primary institution and 1481 students at 39 peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact on students' technological skill as strengths and students' knowledge of arts and foreign languages and campus social life as areas for improvement at the primary institution. Recommendations advocated publicising students' superior satisfaction with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing efforts to enhance campus social life.  相似文献   

EXAMINATION OF A ONE‐TRIAL BRIEF EXPERIMENTAL ANALYSIS TO IDENTIFY READING FLUENCY INTERVENTIONS     

Melissa N. Andersen  Edward J. Daly III  Nicholas D. Young 《Psychology in the schools》2013,50(4):403-414

This study sought to evaluate whether a one‐trial brief experimental analysis (OTBEA) would reliably and validly identify effective treatments to improve oral reading fluency for 6 elementary school students referred for reading problems. An OTBEA was conducted with each participant to assess the effects of skill‐ and performance‐based treatment components. Following the OTBEA, an extended analysis was conducted using an alternating treatments design to experimentally assess whether predictions generated by the OTBEA would be accurate across sessions, time, and stimulus materials. OTBEA results suggested that 3 participants required a treatment package containing both performance‐based and skill‐based instructional components and that the other 3 participants might only need performance‐based interventions. Results indicate that predictions were accurate for those participants requiring both types of intervention components, but that predictions for the remaining participants met with mixed results in the extended analysis. Results are discussed in terms of further refining brief experimental analysis methods to make them more efficient for educators while ensuring valid results.  相似文献   

Muscle force adaptation to changes in upper body position during seated sprint cycling     

Rodrigo Rico Bini  Luke Daly  Michael Kingsley 《Journal of sports sciences》2013,31(19):2270-2278

ABSTRACT

Sprint cycling performance depends upon the balance between muscle and drag forces. This study assessed the influence of upper body position on muscle forces and aerodynamics during seated sprint cycling. Thirteen competitive cyclists attended two sessions. The first session was used to determine handlebar positions to achieve pre-determined hip flexion angles (70–110° in 10° increments) using dynamic bicycle fitting. In the second session, full body kinematics and pedal forces were recorded throughout 2x6-s seated sprints at the pre-determined handlebar positions, and frontal plane images were used to determine the projected frontal area. Leg work, joint work, muscle forces and frontal area were compared at three upper body positions, being optimum (maximum leg work), optimal+10° and optimal-10° of hip flexion. Larger hip (p = 0.01–0.02) and reduced knee (p = 0.02–0.03) contribution to leg work were observed at the optimal+10° position without changes at the ankle joint (p = 0.39). No differences were observed in peak muscle forces across the three body positions (p = 0.06–0.48). Frontal area was reduced at optimum+10° of hip flexion when compared to optimum (p = 0.02) and optimum-10° (p < 0.01). These findings suggest that large changes in upper body position can influence aerodynamics and alter contributions from the knee and hip joints, without influencing peak muscle forces.  相似文献   

A comparison of the intra-cyclic velocity variation in breaststroke swimmers with flat and undulating styles     

Veronique Colman  Ulrik Persyn  Daniel Daly  Valere Stijnen 《Journal of sports sciences》2013,31(7):653-665

The aim of this study was to establish differences in intra-cyclic horizontal velocity variation of the body's centre of mass in breaststroke swimmers with flat and undulating styles. Vertical eel-like body waving and trunk rotations were measured to distinguish styles. To reconstruct trunk extension and kyphosis in the poorly visible zone close to the water surface, a semi-automated video-analysis system was developed. From 45 internationallevel swimmers examined, two groups of women and two groups of men were identified, those using the most undulating and those using the flattest styles. Among the men with the flattest style, the maximum and minimum horizontal velocity of the body's centre of mass differed by 76% from the mean swimming velocity; among the women with the most undulating style, the figure was 53%. In the most undulating style, less horizontal velocity variation of the body's centre of mass could be explained by movements of the body parts above the water surface, creating a transfer of momentum: a quick backward upper trunk rotation generates resistance and a quick forward shoulder girdle and upper arm movement, followed by a quick forward upper trunk and head rotation, generates propulsion. In addition, during an upward leg kick, some swimmers generated propulsion similar to that seen in eels.  相似文献   

You are Admitted! Early Evidence on Enrollment from Idaho’s Direct Admissions System     

Odle  Taylor K.  Delaney  Jennifer A. 《Research in higher education》2022,63(6):899-932

Research in Higher Education - In 2015, Idaho adopted the nation’s first direct admissions system and proactively admitted all high school graduates to a set of public institutions. This...  相似文献   

BOOK REVIEW     

Peter Daly  John Ainley 《School Effectiveness & School Improvement》2013,24(1):131-143

Critical reviews from “outside”, notably educational sociologists arguing mainly from a British context, have caused some ripples, and maybe even waves, among school effectiveness researchers. To a large extent these external criticisms and the overall nature of the response from school effectiveness researchers are neatly summarized in the following quote from Townsend: “be like us”, say the critics, and the answer is “no thanks”. In this article the arguments form the “external” critics and the response from school effectiveness researchers will not be repeated. Some of the topics in the debate will be revisited, however. The first one is the discussion with respect to the impact of “contextual” or composition effects concerning the average socioeconomic background of students in schools and classrooms. This is one area, that bears upon the foundations of the school effectiveness concept, although it is not, as the critics would have it, a neglected area. The second one concerns conceptualization and theoretical explanation of school effectiveness, as the debate may not have been sufficiently explicit on this issue. The rest of the paper deals with “foundational” issues in school effectiveness research that have not been settled decisively and with changes in perspectives on learning and instruction and educational technology that provide serious challenges. On these issues there is reason for self-criticism and realism in the way school effectiveness research can make progress.  相似文献   

Reading Boys     

Caroline Daly 《Changing English: An International Journal of English Teaching》1999,6(1):7-17

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Whose World? Ideological struggle in teachers’ and pupils’ experience of literary texts     

Caroline Daly 《Changing English: An International Journal of English Teaching》1996,3(2):177-187

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Children's distributive justice judgments: aversive racism in Euro-American children?     

McGillicuddy-De Lisi AV  Daly M  Neal A 《Child development》2006,77(4):1063-1080

Euro-American 2nd- and 4th-grade children (Ms=7.67 and 9.82 years) heard stories about Black and White characters who produced artwork yielding a windfall reward. Children allocated rewards to characters, justified their allocations, and judged the fairness of patterns representing different justice principles. Older children allocated more money to Black than White productive characters and to White than Black needy characters, consistent with predictions from aversive racism theory. Rationales most often relied on equality principles; older children gave more equity-based justifications for Black than for White characters. Fairness ratings of patterns representing 4 justice principles revealed effects for age and character race. Implications for understanding the developmental course of moral judgments as they apply to racial differences are discussed.  相似文献