Lights up! Assessing standards-based performance skills in drama education     

《Studies in Educational Evaluation》2023

With the recent release of the National Core Arts Standards (NCAS), educators need new consistent, fair assessments of drama learning. As an initial starting point, this paper reports on the creation of the LATA Drama Performance Rubric, a standards-based assessment to measure learning occurring under real drama classroom conditions that we hope evaluators will find to be useful. A widespread group of drama instructors coordinated with researchers to create a rubric containing four categories: (1) Diction and Volume; (2) Movement and Gesture; (3) Group Coordination; and (4) Stage Presence. Field testing of the instrument with 97 students in the treatment group and 80 students in the control group demonstrated its ability to distinguish between fourth-grade classrooms that had and had not received long-term drama instruction. Reliability, validity, and NCAS alignment are discussed, along with limitations and future recommendations.  相似文献   

我国大规模英语水平考试偏重选择题的倾向亟待纠正（二）     

孔德惠 《通化师范学院学报》2003,(10):14-18

要实施素质教育，首先必须克服应试教育。但这决不意味着取消考试，关键是要改善考试质量，使之有利于素质教育的贯彻。本第二部分明确指出客观测试倾向与素质教育理念之间的冲突，分析了外语测试内容可能片面反映语言实际的原因，批评了因客观测试潮流影响而造成的教与学相脱节现象以及间接测试方式在体现人理念方面的局限。  相似文献   

隐喻的认知能力与跨文化翻译     

龙江华 《培训与研究》2006,23(5):125-128

隐喻不仅是一种语言现象,更是人们认知世界的一种重要的思维与行为方式。由于语言中隐喻的普遍使用,从某种程度上来说,跨文化翻译就是将原语中的隐喻转换成目的语中的隐喻的一种活动。因此,译者的隐喻认知能力对翻译的质量和效率具有决定性作用。译者可以从文化习得、概念隐喻的习得和语境分析三个方面来提高其隐喻的认知能力。  相似文献   

Family communication patterns,sex of subject,and communication competence     

《Communication monographs》2012,79(2):226-244

Two hundred ninety‐nine subjects completed the Revised Family Communication Patterns instrument (Ritchie & Fitzpatrick, ) and the Interpersonal Competence Questionnaire (ICQ; Buhrmester, Furman, Wittenberg, & Reis, ). Results indicate that both family communication patterns and sex of subject influence the ability to enact certain communication skills in both same‐sex friendships and romantic partnerships. Those growing up in a strong conversation‐oriented family are more likely to report the ability to enact a greater number of interpersonal skills in both types of relationships. Women were more likely to report the ability to self‐disclose in a same‐sex friendship; however, a family communication environment that stresses a lower conversation orientation (consensual) diminishes the likelihood of acquiring that skill for women. Women were also more likely to report being able to offer emotional support in both same‐sex friendships and romantic partnerships. Men were more likely to report being able to assert themselves negatively in a same‐sex friendship, and to self‐disclose and manage conflict in a romantic partnership. Additionally, this study found that men and women employ different communication skills depending on the sex of their relational partner. Implications and future research directions are discussed.  相似文献   

职业教育教学的价值导向：两种本位观的比较     

徐信贵 《江西广播电视大学学报》2012,(2):33-35

“能力本位”教学模式以胜任岗位要求为出发点,强调以能力为中心进行教学,其核心是如何使受教育者具备从事某一职业的实际能力,为我国职业教育注入新的活力。但这种教学模式忽视对人格素质的培养．难以适应岗位的变化。“人格本位”教学模式适应实现职教目标的需要,同时它更能满足学生自身全面发展的需要。  相似文献   

Frame Diversity and Citizen Competence: Towards a Critical Approach to News Quality     

Mauro P. Porto 《Critical Studies in Media Communication》2013,30(4):303-321

This article identifies two basic models of citizen competence (the ignorant citizen and the rational citizen) in which normative theories of journalism and standards of news quality are grounded. I propose the interpreting citizen as an alternative view of citizen competence. According to this model, the availability of diverse interpretive frames in the public realm, particularly in the news media, is an important precondition for enhancing citizen competence. Given flaws in existing standards for evaluating journalism quality, the news media should be judged in terms of their performance in presenting diverse interpretive frames, rather than in terms of informational goals.  相似文献   

Evaluating Physician Communication Competence Scales: A Replication and Extension     

Gwen A. Hullman  Mark Daily 《Communication Research Reports》2013,30(4):316-322

Academic entitlement, a term used to reflect students' expectation for success regardless of personal effort, has become a growing issue at many universities. This study examined the relationship between college students' academic beliefs (i.e., academic entitlement, grade orientation, learner orientation, self-efficacy) and their motives for communicating with their instructor. Participants were 184 undergraduate students who completed a series of self-report scales. Students' level of academic entitlement was positively related to their grade orientation but negatively related to their self-efficacy. Results of a canonical correlation revealed that students who were learning oriented, but not grade oriented, and possessed self-efficacy communicated with their instructor for relational and participatory reasons. Students who were academically entitled and grade oriented communicated with their instructor for sycophantic reasons and to a lesser extent for participatory reasons but not for functional reasons.  相似文献   

Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels     

Bridget E. Hatfield  Linda L. Hestenes  Victoria L. Kintner-Duffy  Marion O’Brien 《Early childhood research quarterly》2013

Accumulating evidence suggests children enrolled in full-time child care often display afternoon elevations of the hormone cortisol, which is an indicator of stress. Recent advances in immunoassays allow for measurement of activity in the hypothalamic–pituitary–adrenal axis and the autonomic sympathetic nervous system from saliva, and measurement of both systems provides a more complete understanding of activity in the stress response system. This study is the first to examine both cortisol and alpha-amylase in children attending child care and focuses on the influences of specific indicators of classroom process quality. A diverse sample of 63 preschool children nested in 14 classrooms of varying quality participated in this study; child salivary cortisol and alpha-amylase were collected at six times over 2 days. Results indicate that children in classrooms with higher Emotional Support displayed a greater decline in cortisol from morning to afternoon. Further, children in classrooms with higher Emotional Support exhibited lower total alpha-amylase output while attending child care. Implications for professional development for early childhood teachers and measurement of classroom quality are discussed.  相似文献   

Measuring perceived competence and social acceptance in children with cerebral palsy     

Vanessa Scholtes  Adri Vermeer  Geoffrey Meek 《欧洲特需教育杂志》2013,28(1):77-87

The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample. This scale was developed to assess the child's perception on cognitive, physical and social domains. Thirty-two children, aged 4 to 9 years, were tested twice. The results indicate good test/retest reliability and good internal consistency. The results on the intercorrelations between the four sub-scales supported internal validity of the pictorial scale. It is concluded that the pictorial scale for young children with cerebral palsy is a reliable and valid instrument for determining the perception of children with cerebral palsy, and application in clinical and class settings is discussed.  相似文献   

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework     

Juliane Grünkorn  Annette Upmeier zu Belzen  Dirk Krüger 《International Journal of Science Education》2013,35(10):1651-1684

Research in the field of students’ understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11–19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice.  相似文献