Review of measurements used in computing education research and suggestions for increasing standardization     

Lauren Margulieux  Tuba Ayer Ketenci  Adrienne Decker 《Computer Science Education》2019,29(1):49-78

Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.

Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.

Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.

Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.

Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices.  相似文献   

Conceptualizations of nature: An interpretive study of 16 ninth graders' everyday thinking     

William W. Cobern  Adrienne T. Gibson  Scott A. Underwood 《科学教学研究杂志》1999,36(5):541-564

The research reported in this article sought to provide a broader understanding of high school science students as persons by describing the personal thoughts, or everyday thinking, about a question relevant to science: What is Nature? The purpose was to gain an understanding of students' fundamental beliefs about the world on the basis that developing scientific literacy can be successful only to the extent that science finds a niche in the cognitive and cultural milieu of students. The theoretical background for this research came from cultural anthropology and the methodology was interpretive, involving student interviews. The assertions of the study in summary form were: (a) The ninth‐grade students in the study tended to discuss Nature using several different perspectives (e.g., religious, aesthetic, scientific, conservationist). A rich breadth of perspectives typically characterized any one student's discussion of Nature. (b) After 9 years of schooling, however, the level of science integration within everyday thinking remained low for many of these ninth graders. In their discussions of Nature, most volunteered little school knowledge of science. They were aware of school science topics such as the ozone layer, rain forests, and the Big Bang theory. Such topics were voluntarily mentioned but usually without elaboration even when asked. (c) Science grade success was not correlated with the concepts these ninth graders typically chose to use in a discussion about the natural world. The students with the most grade success in science had not necessarily grasped fundamental concepts about Nature and science. (d) Regardless of school grade success, including school science grade success, most of the ninth graders attached considerable importance to personal experiences with Nature. Their environmental inclinations were strong. The article ends with a discussion of the implications. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 541–564, 1999  相似文献   

Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina     

Daniella Ann Cook  Adrienne D. Dixson 《International journal of qualitative studies in education》2013,26(10):1238-1258

Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as “ground zero” for the expansion of charter schools, the disempowerment of teachers’ unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants.  相似文献   

Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe     

Katerina Bodovski  Stephen Kotok  Adrienne Henck 《Compare》2014,44(5):732-755

Although communist ideology claimed to destroy former class stratification based on labour market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations and mathematics achievement of youths in five post-socialist Eastern European countries, comparing them with three Western countries. We employed the 8th-grade data from the Trends in International Mathematics and Science Study (TIMSS) 1995 and 2007. The findings point to the universal associations between parental education and student outcomes, whereas gender comparisons present interesting East-West differences. The theoretical and policy implications of these findings are discussed.  相似文献   

The Effects of Profanity in Violent Video Games on Players' Hostile Expectations,Aggressive Thoughts and Feelings,and Other Responses     

Adrienne Holz Ivory  Christine E. Kaestle 《广播与电子媒介杂志》2013,57(2):224-241

Although effects of violence in video games have been researched extensively, no empirical studies have examined effects of profanity, a form of verbal aggression, in video games. An experiment (N = 321) investigated effects of profanity used by protagonist and antagonist characters in a “first-person shooter” game on players' hostile expectations, accessibility of aggressive thoughts, aggressive feelings, and other responses. Profanity used by both protagonist and antagonist characters increased hostile expectations, a direct precursor to aggressive behaviors. Findings suggest that profanity in video games may affect aggressive outcomes, emphasizing the need for more research investigating effects of profanity in media.  相似文献   

The Internet Is Full of Jerks,Because the World Is Full of Jerks: What Feminist Theory Teaches Us About the Internet     

Adrienne Shaw 《传播与批判/文化研究》2013,10(3):273-277

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Preface to Special Topic: Papers from the 2006 Annual Meeting of the American Electrophoresis Society, San Francisco, CA     

Adrienne R. Minerick  Victor M. Ugaz 《Biomicrofluidics》2007,1(2)

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Contextualizing Gay‐Straight Alliances: Student,Advisor, and Structural Factors Related to Positive Youth Development Among Members          下载免费PDF全文

V. Paul Poteat  Hirokazu Yoshikawa  Jerel P. Calzo  Mary L. Gray  Craig D. DiGiovanni  Arthur Lipkin  Adrienne Mundy‐Shephard  Jeff Perrotti  Jillian R. Scheer  Matthew P. Shaw 《Child development》2015,86(1):176-193

Gay‐straight alliances (GSAs) may promote resilience. Yet, what GSA components predict well‐being? Among 146 youth and advisors in 13 GSAs (58% lesbian, gay, bisexual, or questioning; 64% White; 38% received free/reduced‐cost lunch), student (demographics, victimization, attendance frequency, leadership, support, control), advisor (years served, training, control), and contextual factors (overall support or advocacy, outside support for the GSA) that predicted purpose, mastery, and self‐esteem were tested. In multilevel models, GSA support predicted all outcomes. Racial/ethnic minority youth reported greater well‐being, yet lower support. Youth in GSAs whose advisors served longer and perceived more control and were in more supportive school contexts reported healthier outcomes. GSA advocacy also predicted purpose. Ethnographic notes elucidated complex associations and variability as to how GSAs operated.  相似文献   

Evaluating the Consistency of Angoff-Based Cut Scores Using Subsets of Items Within a Generalizability Theory Framework     

Priya Kannan  Adrienne Sgammato  Richard J. Tannenbaum  Irvin R. Katz 《教育实用测度》2015,28(3):169-186

The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e., probability judgments) from previously conducted standard setting studies were used first in a re-sampling study, followed by D-studies. For the re-sampling study, proportionally stratified subsets of items were extracted under various sampling and test-length conditions. The mean cut score, variance components, expected standard error (SE) around the mean cut score, and root-mean-squared deviation (RMSD) across 1,000 replications were estimated at each study condition. The SE and the RMSD decreased as the number of items increased, but this reduction tapered off after approximately 45 items. Subsequently, D-studies were performed on the same datasets. The expected SE was computed at various test lengths. Results from both studies are consistent with previous research indicating that between 40–50 items are sufficient to make generalizable cut score recommendations.  相似文献   

Music and the music industry     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):27-43

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