Cross-national themes in the assessment of quality in higher education     

Patrick T. Terenzini 《Assessment Update》1993,5(3):1-13

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The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System     

Panayota Mantzicopoulos  Brian F. French  Helen Patrick  J. Samuel Watson  Inok Ahn 《Educational Assessment》2018,23(1):24-46

To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness.  相似文献   

Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom     

Patrick L. Brown  James P. Concannon 《International Journal of Science Education》2016,38(3):391-408

This study investigated eighth-grade science students’ (13–14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students’ perceptions of vocabulary knowledge, students’ perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students’ perceptions of vocabulary knowledge were compared before and after instruction to see whether students believed they gained knowledge and the ability to explain categories of technical science terms. Students’ perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed the literacy approaches were important for their developing science knowledge. In addition, students’ content achievement was compared to a national data set. Students in this study outperformed a national data set on all content knowledge items assessed. Students’ perceptions of their knowledge and vocabulary and reading strategies were congruent with their content achievement. This study is one of the first to highlight the pivotal role students’ perception of vocabulary knowledge and vocabulary and reading strategies plays in science content learning.  相似文献   

Observed peer victimization during early elementary school: continuity, growth, and relation to risk for child antisocial and depressive behavior     

Snyder J  Brooker M  Patrick MR  Snyder A  Schrepferman L  Stoolmiller M 《Child development》2003,74(6):1881-1898

The rate at which 266 boys and girls ages 5 to 7 years old were victimized by peers was observed on multiple occasions in kindergarten and first grade. Individual differences in victimization were observed at kindergarten entry and in growth over the subsequent 2 years. Victimization increased for some children but decreased for others. Growth in victimization was reciprocally related to growth in teacher-reported antisocial and depressive behavior for boys. For girls, kindergarten victimization was related to growth in parent-reported antisocial behavior, teacher-reported depressive behavior to growth in victimization, and growth in victimization to parent-reported depression. At a short-term group level, antisocial behavior had a lagged suppressive effect on victimization for boys but a facilitating effect for girls.  相似文献   

Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms     

Patrick R. McGuire  Mable Kinzie  Kateri Thunder  Robert Berry 《Early education and development》2016,27(1):89-109

Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors.  相似文献   

A status report on child advocacy in the United States     

Patrick C. Lee 《Interchange》1977,8(1-2):21-38

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Twenty years of research on college students: Lessons for future research   总被引：1，自引：0，他引：1  

Patrick T. Terenzini  Ernest T. Pascarella 《Research in higher education》1991,32(1):83-92

Based on a comprehensive review of the last twenty years of research on the influences of college on students, this article discusses conceptual and methodological recommendations for enhancing future assessment and college impact studies. The recommendations deal with isolating net college effects, studying the timing of change, estimating college effect sizes, examining indirect and conditional effects, and the potential benefits of qualitative approaches. Areas for future inquiry are also identified.Presented at the Annual Forum of the Association for Institutional Research, Louisville, KY, May 13–16, 1990.  相似文献   

The cost of higher education : Howard R. Bowen. San Francisco: Jossey-Bass, 1980. Pp. 287. $15.95 (cloth)     

W. Patrick Leonard 《Economics of Education Review》1982,2(4):395-398

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ACTT now: A collaboration reshaping teacher technology training     

Daniel E. Curry-Corcoran  Patrick M. O’Shea 《TechTrends》2003,47(3):16-19

Conclusion While the FBMP has had to go through many of the growing pains that often come with a new program, it is continuing to develop to meet the changing needs that teachers have in regards to both technology training and implementing technology-infused lessons within their daily classroom activities. As uncertified teachers work toward their particular subject area credentials, they are also working to develop the skills that will make them into the types of teachers that will be better able to help their students experience many of the technological advancements that may provide them with the skills necessary to compete in an ever-changing marketplace. While the goal is to create a teaching staff grounded in the belief and understanding that technology has the potential to fundamentally change how teachers teach and students learn, the FBMP recognizes the fact that teachers themselves are all moving on their own integration continuum. Some are just starting to become familiar with different technological applications, and others are already manipulating technology and using it effectively to benefit their own subject area lessons. Helping teachers move along this continuum is the overarching goal of the program, and by providing a systematic structure for both training and support, the FBMP is working to revamp the educational process in Brunswick County and ultimately raise the standards of both teachers and students across the County as a whole.  相似文献   

A Case Study in the Cultural Origins of a Superpower: Liberal Individualism, American Nationalism, and the Rise of High School Life, A Study of Cleveland's Central and East Technical High Schools, 1890–1918     

Patrick J. Ryan 《History of education quarterly》2005,45(1):66-95

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