How to guarantee the failure of assessment at any institution by following 17 easy,proven rules     

Steven M. Culver  Dennis R. Ridley 《Assessment Update》1995,7(4):3-3

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Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2002,21(1):2-4

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Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(1):2-4

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What is Art in Education? New Narratives of Learning     

Dennis  Atkinson 《Educational Philosophy and Theory》2007,39(2):108-117

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Support Teams in New Zealand Schools: A National Survey of Establishment and Practice     

Dennis W. Moore  Ted Glynn  Max Gold 《International Journal of Disability, Development & Education》1993,40(3):193-204

Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery.  相似文献   

Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(2):116-118

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Microbial madness     

Hackett D 《New scientist (1971)》1984,104(1429):41

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Are “no-drug” cues discriminated during drug-discrimination training?     

Donald A. Overton  Dennis A. Merkle  Mark L. Hayes 《Learning & behavior》1983,11(3):295-301

Rats were trained in a two-lever operant chamber to discriminate the presence versus the absence of a drug. During drug sessions, the training procedure involved reinforcing presses on lever 1 with saccharin-sweetened water but not reinforcing presses on lever 2. During no-drug sessions, only presses on lever 2 were reinforced. After this discrimination was learned, each rat was trained to discriminate presence versus absence of a second drug. All rats learned this second discrimination. Finally, the rats were tested to determine whether they could still discriminate the first drug, as well as other pharmacologically related compounds; most rats could. Training drugs were phenobarbital 30–35, nicotine 0.4, amphetamine 0.4, cyproheptadine 7, phencyclidine 4, cyclazocine 1.5, fentanyl 0.04, and scopolamine 0.2 mg/kg. The results indicate that drug versus no-drug discrimination training does not disrupt discriminative control previously established with a different drug. When considered in combination with the results obtained during substitution tests conducted after drug-versus-no-drug training, the data suggest that, instead of discriminating drug cues versus no-drug cues, rats discriminate presence versus absence of particular drug cues.  相似文献   

Degree Performance as a Function of Age,Gender, Prior Qualifications and Discipline Studied     

Sherria L. Hoskins  Stephen E. Newstead  Ian Dennis 《Assessment & Evaluation in Higher Education》1997,22(3):317-328

The computerised records of a large university were analysed in an attempt to determine which variables served as predictors of degree performance. Age was a powerful predictor: mature students gained better degrees on average than younger students; and mature students with non‐traditional qualifications obtained the best degrees of all. Gender, year of graduation, and type of qualification were weak predictors of performance, but degree classifications were found to differ significantly across disciplines. The results are broadly consistent with previous studies, and suggest that opening access to mature students and to those with non‐traditional qualifications has not led to any diminution of standards. However, variations between disciplines and, in national statistics, between different years, suggest that steps may need to be taken to standardise degree classifications.  相似文献   

BLIND MARKING AND SEX BIAS IN STUDENT ASSESSMENT     

Stephen E. Newstead  Ian Dennis 《Assessment & Evaluation in Higher Education》1990,15(2):132-139

Three studies are reported which investigated the existence of sex bias in the marking of undergraduate degrees. Study 1 failed to find any evidence that females were marked less extremely than males by second markers, as has been found in previous research. Study 2 found that marker disagreements were not resolved upwards more frequently for male candidates, again contradicting the results of some previous research. Study 3 failed to find any of the expected differences between an institution using blind marking and one using non‐blind procedures. In the light of this negative evidence and of the confusing picture presented by. previous research, it is concluded that there is little firm evidence for sex bias in marking. Despite this, it is likely that there will be increasing pressure to adopt blind marking in the future.  相似文献