Large‐scale diagnostic assessment: comparison of eighth graders’ mathematics performance in the United States,Singapore and Israel     

Menucha Birenbaum  Curtis Tatsuoka  Tao Xin 《Assessment in Education: Principles, Policy & Practice》2005,12(2):167-181

A diagnostic model for large‐scale assessment was applied to TIMSS data to compare mathematics performance of eighth graders from three countries—the US, Singapore, and Israel. Compared were attribute mastery probabilities for content, skills and cognitive processes underlying students’ performance on the 1999 TIMSS‐R mathematics test. Also compared were the proportions of students from the three samples in each of eight hierarchically ordered clusters of knowledge states. The results indicated significant differences in favour of the Singaporean sample on most attributes underlying the test. The results were discussed in light of the cultural context of education in the respective countries.  相似文献   

State of the Nation or Community of Spirit? Schooling for Civic and Ethnic‐Religious Nationalism in Insurrectionary Canada     

Bruce Curtis 《History of education quarterly》2003,43(3):325-349

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Self-directed learning in MOOCs: exploring the relationships among motivation,self-monitoring,and self-management     

Zhu  Meina  Bonk  Curtis J.  Doo  Min Young 《Educational technology research and development : ETR & D》2020,68(5):2073-2093

Educational technology research and development - Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and...  相似文献   

Communication: One key to mainstreaming success     

Marsha A. Schubert  Mary F. Landers  Michael J. Curtis  Thomas E. Anderson  Vicki Curtis 《International Journal of Disability, Development & Education》1984,31(1):46-53

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication (Schubert & Glick, 1981). This article describes the collaborative consultation model as one approach to attaining good, effective communication.  相似文献   

The Performance-based Research Fund,gender and a cultural cringe     

Bruce Curtis 《Globalisation, Societies & Education》2016,14(1):87-109

This article explores ways the Performance-based Research Fund (PBRF) produces gendered results and expresses a cultural cringe. It is argued that the research evaluation is fixated with being ‘world-class’ at the expense of academic practice that focuses on New Zealand. In this context, disadvantage faced by female academics under the PBRF can be re-imagined as an exemplar of a broader experience faced by all New Zealand-trained and focused academics. At the same time, the PBRF has produced some embarrassing results for neoliberal policy-makers and somewhat empowers academics as arbiters of excellence by reifying elements of peer review.  相似文献   

Faculty Members' Intentions to Leave: A National Study on Their Worklife and Satisfaction   总被引：1，自引：4，他引：1  

Rosser  Vicki J. 《Research in higher education》2004,45(3):285-309

Despite the importance of faculty retention, there is little understanding of how demographic variables, professional and institutional worklife issues, and satisfaction interact to explain faculty intentions to leave at a national level. Using the National Study of Postsecondary Faculty (NSOPF:1999) database, this study proposes (a) to extend our previous conceptualization and understanding of those issues that comprise the dimensions of faculty worklife, satisfaction, and intentions to leave, (b) to examine relationships between these three dimensions, and (c) to determine the extent to which demographic variables and the quality of worklife have an impact on satisfaction, and faculty members' intentions to leave. Using structural equation modeling, the findings indicate that the perceptions faculty members have of their worklife have a direct and powerful impact on their satisfaction, and subsequently their intentions to leave. That is, a combination of worklife perceptions of faculty members' professional and institutional issues and satisfaction initiates individuals' behavioral intentions and the desire to leave for another position and/or career alternative.  相似文献   

Opening or closing doors for students? Equity and data use in schools     

Amanda Datnow  Vicki Park 《Journal of Educational Change》2018,19(2):131-152

Ensuring equitable opportunities and outcomes for all students is a top priority of many educators and policymakers across the globe. Data use can be an important lever for achieving equity, but how this can occur is not well understood. In this article, we draw upon knowledge gained in a decade of in-depth qualitative research to examine the ways in which data use helps to open or close doors for students. We discuss data use practices that influence equity goals: (1) accountability-driven data use and data use for continuous improvement; (2) using data to confirm assumptions and using data to challenge beliefs, and (3) tracking and flexible grouping to promote student growth. Along each of these dimensions, there are active decision makers, complex processes of data use at play, and a great deal of variation both within and across contexts. Ultimately, educators and policymakers are faced with critical choices regarding data use that can profoundly affect students’ daily educational experiences and trajectories.  相似文献   

Using Portfolios of Student Work in Instruction and Assessment   总被引：4，自引：0，他引：4  

Judith A. Arter  Vicki Spandel 《Educational Measurement》1992,11(1):36-44

The tern portfolio has become a popular buzz word. Unfortunately, it is not always clear exactly what is meant or implied by the term, especially when used in the context of portfolio assessment. This training module is intended to clarify the notion of portfolio assessment and help users design such assessments in a thoughtful manner. We begin with a discussion of the rationale for assessment alternatives and then discuss portfolio definitions, characteristics, pitfalls, and design considerations.  相似文献   

The technology classroom     

E. Curtis Fawson  D. Dean VanUltert 《TechTrends》1990,35(4):28-34

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Is Janet Viewing Porn in Class!?!!     

Dr. Vicki Napper  chair of the AECT Professional Ethics Committee  Dr. Kristin Hadley  and Dr. Andrew R. J. Yeaman  Column Editor 《TechTrends》2010,54(2):22-23

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