The effects of computer-assisted instruction on number combination skill in at-risk first graders     

Fuchs LS  Fuchs D  Hamlet CL  Powell SR  Capizzi AM  Seethaler PM 《Journal of learning disabilities》2006,39(5):467-475

The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.  相似文献   

Instructional design approaches for improving a course in productivity and work measurement     

Pamela Lowry 《Performance Improvement》2007,46(8):8-12

This article explores the teaching styles of the professor, learning styles of the students, characteristics of the students, comparisons of Pearson's correlation coefficients between student grades earned in the course versus their cumulative grade point averages, and factors to consider for future Web‐enhanced courses. The objectives of the course were to develop students' understanding of productivity and work measurement. It also explored the ability to understand and apply systems thinking and innovative planning for the purpose of improving personal productivity, the productivity of other people, and the productivity of systems and organizations.  相似文献   

Education as Citizenship: Appropriating a new social space     

Pamela Heath 《高等教育研究与发展》2000,19(1):43-57

This article presents a reflection on teaching and curriculum which promotes citizenship education and raises the issue of the purpose of higher education. I embrace a concept of education as action and reflection upon a world in order to change it - or as bell hooks calls it, education as a practice of freedom. I argue for the need to conceptualise students first as citizens, then as employable graduates. My experience involved a shift in focus from what is taught and an emphasis on examinations and essays, to how and what students learn and the process of learning. The article argues, however, that teaching and learning which attempts to balance tensions between values of the market-place and values of education as a practice of citizenship requires more than better teaching and assessment: it requires broader institutional support to be truly effective.  相似文献   

The Role of Consequences in validity Theory   总被引：1，自引：0，他引：1  

Pamela A. Moss 《Educational Measurement》1998,17(2):6-12

How do individuals make sense of and use the products and practices of testing in their everyday lives? What is the responsibility of the educational measurement community to take these issues into consideration in assessing what it is that we do?  相似文献   

An Integrative Approach to Portfolio Evaluation for Teacher Licensure   总被引：3，自引：0，他引：3  

Pamela A. Moss  Aaron M. Schutz  Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161

The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.  相似文献   

World wide web sites for instructional design and human performance technology     

Pamela Loughner  William D. Milheim 《Performance Improvement》1999,38(1):32-36

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Walkway length determination for steady state walking in young and older adults     

Macfarlane PA  Looney MA 《Research quarterly for exercise and sport》2008,79(2):261-267

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Ökonomische Perspektiven von Sport und Gesundheit Jahrestagung des Arbeitskreises Sportökonomie e. V. am 19. und 20. Juni 2008 in Kiel     

Pamela Wicker  Christoph Breuer 《Sportwissenschaft》2008,38(4):485-489

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Students' reports of misbehavior in physical education     

Cothran DJ  Kulinna PH 《Research quarterly for exercise and sport》2007,78(3):216-224

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Teachers' reports of student misbehavior in physical education   总被引：1，自引：0，他引：1  

Kulinna PH  Cothran DJ  Regualos R 《Research quarterly for exercise and sport》2006,77(1):32-40

Classroom management, and, more specifically, the management of student behavior, is an essential skill for and central concern of physical education teachers. Surprisingly little information is known, however about the specific nature of student behaviors that might negatively affect the class environment. The purpose of this study was to examine teachers' reports of student behaviors that may create management issues in physical education classes. Over 300 teachers representing a range of grade levels and school contexts completed a survey related to the frequency of potentially negative student behaviors. Many types of misbehaviors were reported, but the most common were mild. Teachers' reports varied by sex, years of teaching experience, and school context.  相似文献