Computerized Adaptive Testing With Different Groups     

Sue M. Legg  Dianne C. Buhr 《Educational Measurement》1992,11(2):23-27

How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users?  相似文献   

The place of technology in general education     

Sam Robinson 《Irish Educational Studies》2013,32(1):15-27

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Editorial     

Sue Ralph 《Journal of Research in Special Educational Needs》2008,8(1):1-1

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Seaman H. Knapp,Schoolmaster of American Agriculture by Joseph A. Bailey. Columbia University Press. 307 pp. $3.25     

Wm. McKinley Robinson 《The Educational forum》2013,77(3):366-367

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FOCUS ON PRACTICE: Sexuality and Relationship Education for young people with autistic spectrum disorder: curriculum change and staff support     

Sue Hatton  Angie Tector 《British Journal of Special Education》2010,37(2):69-76

Finding suitable curriculum materials for Sexuality and Relationship Education for young people with autistic spectrum disorder can be a challenge for teaching staff. In this article, Sue Hatton and Angie Tector who both formerly worked at Coddington Court School discuss findings from their research project asking pupils with autistic spectrum disorder in a residential specialist school setting to reflect on their curricular experience and share what would have helped them and prepared them better for relationships. Sue Hatton and Angie Tector have used their research findings to develop materials to support a personalised approach to Sexuality and Relationship Education suitable for both classroom and residential settings. They have also tried to ensure that staff who are responsible for delivering the curriculum are given adequate training. Recommendations from their study have now been incorporated into the training offered across the West Midlands to teaching and support staff in mainstream and educational settings.  相似文献   

Pupil composition and accountability: An analysis in English primary schools     

Hugh Lauder  Daphne Kounali  Tony Robinson  Harvey Goldstein 《International Journal of Educational Research》2010,49(2-3):49-68

This paper examines the role of social class and prior achievement composition effects on pupils’ progress and the judgements made about school performance. It finds that there are small but significant compositional effects on pupil progress raising questions about how pupils can best be allocated to schools. Comparisons between the official contextual value added model and one that includes composition variables show that school rankings are significantly changed in the latter suggesting that official value added analyses are misleading. This study, therefore, poses a fundamental challenge to policy makers over the determinants of pupil progress and school performance and the way schools are judged, pointing to the need for a re-appraisal of policy relating to these matters.  相似文献   

Peer to peer support: the disappearing work in the doctoral student experience   总被引：1，自引：1，他引：0  

Rosemerry Devenish  Sylvia Dyer  Therese Jefferson  Sue van Leeuwen  Victor Fazakerley 《高等教育研究与发展》2009,28(1):59-70

This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.  相似文献   

The faith‐cure in public speaking     

A. T. Robinson 《Quarterly Journal of Speech》2013,99(3):221-228

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Narrative understanding: Developing a theoretical context for understanding how children make meaning in classroom settings     

Sue Lyle 《课程研究杂志》2013,45(1):45-63

Drawing on research in several disciplines, I examine recent developments in social and cultural approaches to understanding child development. I argue the case for considering narrative understanding as a key aspect of meaning-making. The implications of this case are discussed in the context of educational research and classroom practice.  相似文献   

Editorial     

Sue Ralph 《Journal of Research in Special Educational Needs》2011,11(3):151-152

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