Mapping the landscape of writing instruction in New Zealand primary school classrooms     

Judy M. Parr  Rebecca Jesson 《Reading and writing》2016,29(5):981-1011

Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context. There are no mandated tests, nor external examinations until the last three years of school. Schools report to the Ministry about achievement in Years 1–8 against national standards in writing, based on overall teacher judgements. The nature of this context supports the notion of drawing on several sources to describe the current landscape of writing instruction: policy documents, specifically the curriculum and standards; national tools and resources for professional learning; the limited existing research base relating to writing in New Zealand, and a study designed to extend this latter body of work by surveying teachers about their practices. The existing research largely concerns the practices of exemplary teachers or relates to investigating the effects of professional development interventions. The survey reported provides the most direct evidence of actual practice. Survey responses (N = 118) came from, on average, moderately experienced teachers who reported a relatively high level of confidence regarding aspects of teaching writing. Results suggest that surveyed teachers reflected the themes identified in the New Zealand teacher based and intervention research, which in turn reflected policy initiatives. The combined evidence indicates the influence of the ‘teaching as inquiry’ approach on writing pedagogy.  相似文献   

Toward extending the educational interpreter performance assessment to cued speech     

Krause JC  Kegl JA  Schick B 《Journal of deaf studies and deaf education》2008,13(3):432-450

The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.  相似文献   

The Effect of Various Factors on Standard Setting     

John J. Norcini  Judy A. Shea  D. Theresa Kanya 《Journal of Educational Measurement》1988,25(1):57-65

This paper reports two studies of standard setting using Angoff's method. Results of the first study suggest that specialization within broad content areas does not affect an expert's estimates of the performance of the borderline group. This is reassuring because the knowledge base of many professions is so large that no individual can be considered an expert in all aspects of it. Results of the second study support the recommendation that performance data be provided during the standard-setting process. They are frequently used by experts, but will not have an impact on the standard unless the distribution of item difficulties is skewed markedly. It also increases the correspondence between p-values and estimates of borderline group performance, thereby reducing errors in pass/fail decisions. Overall, the results support recommendations often made in standard-setting literature, but they need to be replicated with other groups of experts  相似文献   

The new Soviet computer literacy campaign     

Richard W. Judy  Jane M. Lommel 《Educational technology research and development : ETR & D》1986,34(2):108-123

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An Interview with Frank Pajares     

Judy Madewell  Michael F. Shaughnessy 《Educational Psychology Review》2003,15(4):375-397

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Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students   总被引：7，自引：0，他引：7  

C R Greenwood 《Exceptional children》1991,57(6):521-535

This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades as follows: (a) an at-risk experimental group of low-socioeconomic status (SES) students for whom teachers implemented classwide peer tutoring (CWPT) beginning with the second semester of first grade continuing through Grade 3; (b) an equivalent at-risk control group; and (c) a non-risk comparison group of students of average- to high-SES. In both the control and comparison groups, teachers employed conventional instructional practices over Grades 1 through 3. Results indicated significant group differences in the time spent in academic instruction, engagement, and gains on the subtests of the Metropolitan Achievement Test that favored the experimental and comparison groups over the control group. Implications include the effectiveness of CWPT for at-risk students and the continuing vulnerability of at-risk students whose daily instructional programs provide less instructional time and foster lower levels of active academic engagement.  相似文献   

Learning communities and fair trade in doctorates and development: report of a collaborative project     

Janinka Greenwood  Safayet Alam  Abu Nayeem Mohammad Salahuddin  Mollah Mohammed Haroon-Ar Rasheed 《Globalisation, Societies & Education》2016,14(1):49-67

This article reports the second stage of a study examining an academic partnership in which Bangladeshi doctoral students in a western university focus their research in the grounded context of Bangladesh and investigate the processes for change. After briefly outlining the previous published stage which examined the academic trade in higher education with developing countries, the article builds on the concept of fair academic trade to critically reflect on the development of a doctoral learning community, a publication project and three specific doctoral studies. The methodological approach is one of participatory action research, with focus on critical reflection on practice.  相似文献   

Choosing Chemistry at Different Education and Career Stages: Chemists,Chemical Engineers,and Teachers     

Shwartz  Gabriella  Shav-Artza  Or  Dori  Yehudit Judy 《Journal of Science Education and Technology》2021,30(5):692-705

Journal of Science Education and Technology - In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in...  相似文献   

Investigating the impact of flexible furniture in the elementary classroom     

Attai  Shanna L.  Reyes  Jorge C.  Davis  John L.  York  Judy  Ranney  Kerri  Hyde  Truell W. 《Learning Environments Research》2021,24(2):153-167

Learning Environments Research - Educators are beginning to consider the physical learning environment as an additional resource in meeting learning outcomes in modern classrooms. In order to...  相似文献   

Collecting student feedback: a comparison of questionnaire and other methods     

Mark Huxham  Phyllis Laybourn  Sandra Cairncross  Morag Gray  Norrie Brown  Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation.  相似文献