The use of think-aloud protocols to compare inferencing abilities in average and below-average readers   总被引：2，自引：0，他引：2  

Laing SP  Kamhi AG 《Journal of learning disabilities》2002,35(5):436-447

In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings.  相似文献   

Campus profiles: Assessment at st. cloud state university     

Philip Keith  Sandra Keith  Linda Lamwers  Karen Schmid 《Assessment Update》1995,7(5):10-11

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Broadening the Definition of Collaboration in Early Care and Education     

Sandra Soliday Hong  Noreen Yazejian  Shannon Guss  Amanda Stein  Maia Connors  Diane Horm 《Early education and development》2019,30(8):1084-1093

ABSTRACT

Research Findings: This article summarizes current peer-reviewed research and conceptualizations of collaboration and presents a new conceptual model. Authors found that the existing peer-reviewed literature does not adequately reflect emerging understandings of the nature of early childhood collaborations or the contributions such collaborations make to outcomes. The paper fills a gap in the literature by presenting a broader conceptualization of collaboration in which stakeholders work together and use data to achieve common goals through engaging in shared activities. Authors provide examples of how collaborations take place within a network of early care and education programs. Practice or Policy: Practitioners can use information presented in this to support collaborations at different levels of an early childhood system. More research needs to be conducted to identify and measure collaborative activities and outcomes across levels of collaboration to align with a broader definition of collaboration.  相似文献   

Online Proctored Versus Unproctored Low-Stakes Internet Test Administration: Is There Differential Test-Taking Behavior and Performance?     

Joseph A. Rios  Ou Lydia Liu 《The American journal of distance education》2017,31(4):226-241

Online higher education institutions are presented with the concern of how to obtain valid results when administering student learning outcomes (SLO) assessments remotely. Traditionally, there has been a great reliance on unproctored Internet test administration (UIT) due to increased flexibility and reduced costs; however, a number of validity concerns have led some researchers to question its implementation and results. To mitigate the limitations of UIT, a relatively new approach, referred to as online proctoring, has been developed to mirror in-person proctoring remotely by capitalizing on technology to create verifiable and secure testing conditions. This study evaluated the comparability of online proctored and unproctored test administration in a low-stakes testing context on user-friendliness, examinee behavior, and mean scores. Results demonstrated improved user-friendliness (e.g., ease of logging in); however, no significant differences were observed in terms of keystroke information, rapid guessing, or aggregated scores between proctoring conditions. Overall, these results suggest that online institutions can implement UIT, which is a cost-effective approach to test administration, and obtain valid group-level inferences from SLO assessments.  相似文献   

Paradoxie der Bildungsexpansion     

Heike Solga  Sandra Wagner 《Zeitschrift für Erziehungswissenschaft》2001,4(1):107-127

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Teachers’ union activism for gender equity: Social movements and policy processes     

Sandra Taylor 《The Australian Educational Researcher》2001,28(1):47-79

This article documents the contribution of teacher union activists in their campaigns to put gender issues on government policy agendas in the 1970s and 1980s in Australia. The collective accounts document the way the activists forged new relationships and alliances, based on common goals and shared feminist values, and worked strategically with femocrats in state bureaucracies. But the effectiveness of the activists depended also on a particular set of political and cultural factors which were present in Australia at the time. Such contextual factors were also significant in the later marginalisation of gender equity issues in education in the 1990s. At a theoretical level, the study illustrates the ways in which social movements challenge dominant discourses to bring about social change, and in particular how they ‘work’ in relation to policy development. It is argued, drawing on Melucci (1989) and Yeatman (1994), that social movement theory can be useful in explaining the waxing and waning of both gender equity activism and gender equity policy development. Within social movement theory, policies need to be viewed as negotiated settlements which are constantly redefined as contexts change, new forms of domination emerge, and new social networks form and coalesce to become new social movements.  相似文献   

Action research: a methodology for transformative learning for a professor and his students in an engineering classroom     

Jillian Seniuk Cicek  Sandra Ingram  Marcia Friesen  Douglas Ruth 《European Journal of Engineering Education》2019,44(1-2):49-70

ABSTRACT

An engineering professor of a first-year thermodynamics course and a PhD student with a focus in engineering education in a large research university in Canada participated in an ethnographic action research study with the intention of increasing active learning in the classroom to enhance student engagement and learning. Unexpected findings included transformative changes to the professor’s epistemology of teaching and learning. Through the action research cycle of planning, implementing, observing, and critically reflecting, modifications were made to the instructional strategies and the learning environment that created a micro engineering community of practice where both students and teaching assistants engaged in deep learning and legitimate peripheral participation on the trajectory to ‘becoming engineers’. Qualitative interview data from the professor, three students, and three teaching assistants are analysed through approaches to learning research and situated learning theory. Engaging in action research had profound repercussions in this case. The authors make the argument for action research as a catalyst for transformative learning required for teachers to engage students in the twenty-first century classroom.  相似文献   

Child psychiatry takes to the streets: a developmental partnership between a university institute and children and adolescents from the streets of Sao Paulo, Brazil     

Scivoletto S  da Silva TF  Rosenheck RA 《Child abuse & neglect》2011,35(2):89-95

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Abusive head trauma at a tertiary care children's hospital in Mexico City. A preliminary study     

Díaz-Olavarrieta C  García-Piña CA  Loredo-Abdala A  Paz F  Garcia SG  Schilmann A 《Child abuse & neglect》2011,35(11):915-923

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Abusive head trauma in Maine infants: medical,child protective,and law enforcement analysis     

Ricci L  Giantris A  Merriam P  Hodge S  Doyle T 《Child abuse & neglect》2003,27(3):271-283

OBJECTIVE: To collect and compare the results of medical, child protective, and law enforcement evaluation of a sample of Maine children who were victims of abusive head trauma (AHT) in order to describe the clinical and evaluative characteristics as they relate to victims, families and perpetrators of such trauma and to improve the professional response to AHT in Maine.METHOD: Retrospective chart review of medical, child protective, and law enforcement records of all AHT victims admitted to two tertiary care hospitals in Maine or seen by the state medical examiner from 1991 to 1994.RESULTS: Nineteen children (age range 2 weeks to 17 months) were identified as victims of AHT (out of a total of 94 head trauma admissions) accounting for 20 hospitalizations during the study period. There was a history of prior injury in 30%, history of prior medical evaluations for possibly abuse related problems in 65%, while, on presentation, 75% had evidence or history of prior injury. The hospitals notified child protective services (CPS) in all 20 cases and correctly identified abuse in 18 (90%). Parental risk factors for abuse identified in CPS records included substance abuse (53%), domestic violence (42%), criminal history (32%), unrealistic expectations (42%), and attachment problems (32%). However, risk factors were inadequately assessed in 53% of homes. Law enforcement identified a likely perpetrator in 79% of cases and in the majority the identified suspect was the father. In the 15 cases where a perpetrator was identified by law enforcement, that person was alone with the child at symptom onset in 14 (93%).CONCLUSIONS: The medical response, at least at the inpatient level, was generally well done with regard to suspicion and reporting. Cases are possibly being missed at the outpatient level. Child protective risk assessment was limited overall yet in a third of the homes where AHT occurred, few if any risk factors were present to aid in identification and prevention. Law enforcement results suggest that a primary suspect for AHT is the caretaker alone with the child at the time of symptom onset.  相似文献