Playing with others: Head Start children's peer play and relations with kindergarten school competence     

Natalie D. Eggum-Wilkens  Richard A. Fabes  Sherri CastleLinlin Zhang  Laura D. HanishCarol Lynn Martin 《Early childhood research quarterly》2014

Time-sampled observations of Head Start preschoolers’ (N = 264; 51.5% boys; 76% Mexican American; M = 53.11 and SD = 6.15 months of age) peer play in the classroom were gathered during fall and spring semesters. One year later, kindergarten teachers rated these children's school competence. Latent growth models indicated that, on average, children's peer play was moderately frequent and increased over time during preschool. Children with higher initial levels or with higher slopes of peer play in Head Start had higher levels of kindergarten school competence. Results suggest that Head Start children's engagement with peers may foster development of skills that help their transition into formal schooling. These findings highlight the importance of peer play, and suggest that peer play in Head Start classrooms contributes to children's adaptation to the demands of formal schooling.  相似文献   

Reasons for student dropout in an online course in a rural K–12 setting     

Claire de la Varre  Matthew J. Irvin  Adam W. Jordan  Wallace H. Hannum  Thomas W. Farmer 《Distance Education》2014,35(3):324-344

Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students who dropped the course were asked to provide an email statement detailing their reasons for doing so. On-site facilitators—local staff members situated in the small rural schools where students were enrolled—also provided reasons whenever one of their students dropped the course. Results indicate that the reasons given by students and on-site facilitators for dropping the course often agreed, and tended to fall within the following five categories: scheduling and time constraints, academic rigor and motivation, technology problems, problems with online medium and lack of teacher immediacy, and parental influences.  相似文献   

THE COLLEGE FACULTY AS PERCEIVED BY GRADUATES AND NON-GRADUATES     

Irvin J.  Lehmann 《Journal of Educational Measurement》1966,3(2):169-173

  相似文献   

Effects of Response Format on Difficulty of SAT-Mathematics Items: It's Not the Strategy     

Irvin R. Katz  Randy Elliot Bennett  Aliza E. Berger 《Journal of Educational Measurement》2000,37(1):39-57

Problem-solving strategy is frequently cited as mediating the effects of response format (multiple-choice, constructed response) on item difficulty, yet there are few direct investigations of examinee solution procedures. Fifty-five high school students solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Student performance was videotaped to assess solution strategies. Strategies were categorized as "traditional"–those associated with constructed response problem solving (e.g., writing and solving algebraic equations)–or "nontraditional"–those associated with multiple-choice problem solving (e.g., estimating a potential solution). Surprisingly, participants sometimes adopted nontraditional strategies to solve constructed response items. Furthermore, differences in difficulty between response formats did not correspond to differences in strategy choice: some items showed a format effect on strategy but no effect on difficulty; other items showed the reverse. We interpret these results in light of the relative comprehension challenges posed by the two groups of items.  相似文献   

USING ITEM ANALYSIS TO IMPROVE TESTS   总被引：1，自引：0，他引：1  

Allan  Lange  Irvin J.  Lehmann  William A.  Mehrens 《Journal of Educational Measurement》1967,4(2):65-68

  相似文献   

Creating an effective online distance education program using targeted support factors     

Sherri L. Restauri 《TechTrends》2004,48(6):32-39

  相似文献   

“Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core     

Sherri L. Martinie  Jeong-Hee Kim  Deborah Abernathy 《The Journal of educational research》2016,109(6):658-665

The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment, and second, it helps to explain the need for new professional development approaches.  相似文献   

Tools for Successful Student–Teacher–Scientist Partnerships     

Wormstead  Sherri J.  Becker  Mimi Larsen  Congalton  Russell G. 《Journal of Science Education and Technology》2002,11(3):277-287

Student–teacher–scientist partnership (STSP) programs are cooperative relationships in which students, with the support of their teachers, participate in and contribute to the research of scientists. This paper examines one of the world's largest STSPs—an international environmental science education program called GLOBE (Global Learning and Observations to Benefit the Environment)—and proposes recommendations to scientists about how they can get the most out of their research and teaching relationship with students and their teachers. GLOBE is an international K–12 STSP that engages students in Earth's Systems investigations. Extensive training is needed for students to collect and report accurate data to scientists, and special preparatory curricula are needed to make their partnership effective and motivating. Recognizing these issues, this research was conducted specifically to identify and recommend a set of training material design criteria for implementation of STSPs in the elementary and middle school levels. The conclusions—the result of background research, extensive interviews and consultation with teachers—provide guidance to GLOBE and other STSP programs to enhance the development of effective and engaging training materials.  相似文献   

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?     

Ross H. Nehm  Irvin Sam Schonfeld 《Journal of Science Teacher Education》2007,18(5):699-723

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers’ postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school.  相似文献   

President Irvin J. Lehmann''s Letter to Senator Kenneth P. Lavalle     

Irvin J. Lehmann  Ph.D. 《Educational Measurement》1989,8(1):25-25

  相似文献