Reflective Teaching and Learning: Children's and Teachers'     

Janet Wilde Astington 《Teaching Education》2013,24(1):95-103

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The Choice of Response Probability in Bookmark Standard Setting: An Experimental Study     

Peter Baldwin  Melissa J. Margolis  Brian E. Clauser  Janet Mee  Marcia Winward 《Educational Measurement》2020,39(1):37-44

Evidence of the internal consistency of standard-setting judgments is a critical part of the validity argument for tests used to make classification decisions. The bookmark standard-setting procedure is a popular approach to establishing performance standards, but there is relatively little research that reflects on the internal consistency of the resulting judgments. This article presents the results of an experiment in which content experts were randomly assigned to one of two response probability conditions: .67 and .80. If the standard-setting judgments collected with the bookmark procedure are internally consistent, both conditions should produce highly similar cut scores. The results showed substantially different cut scores for the two conditions; this calls into question whether content experts can produce the type of internally consistent judgments that are required using the bookmark procedure.  相似文献   

Improving the reading skills of young people with Duchenne muscular dystrophy in preparation for adulthood     

Janet Hoskin  Angela Fawcett 《British Journal of Special Education》2014,41(2):172-190

Duchenne muscular dystrophy (DMD) is a progressive genetic condition that affects both muscle and brain. Children with DMD are at risk of psycho‐social difficulties such as poor academic achievement and behavioural and socio‐emotional problems. This article by Janet Hoskin and Angela Fawcett, both from the University of Swansea, describes how 34 participants with DMD took part in a 36‐week online literacy intervention which was delivered in partnership between home and school. The key objective was to improve reading skill. Participants were re‐tested at 36 weeks for single word and text level reading, comprehension, fluency, processing and timed single word reading. Pre and post results indicated that children who followed the intervention for 36 weeks made significant improvement in their single word reading (p = <0.0001), timed single word reading (p = <0.0001) and text level reading (p = <0.004). They also made significant improvement in their fluency and comprehension scores. The results showed that children with DMD and related literacy difficulties benefit from a regular, structured and systematic synthetic phonics programme. With young people with DMD increasingly living into adulthood, early literacy intervention is particularly important to ensure optimum career and training opportunities.  相似文献   

Depression and Anxiety in the Postnatal Period: An Examination of Infants’ Home Language Environment,Vocalizations, and Expressive Language Abilities     

Ruth Brookman  Marina Kalashnikova  Janet Conti  Nan Xu Rattanasone  Kerry-Ann Grant  Katherine Demuth  Denis Burnham 《Child development》2020,91(6):e1211-e1230

This longitudinal study investigated the effects of maternal emotional health concerns, on infants’ home language environment, vocalization quantity, and expressive language skills. Mothers and their infants (at 6 and 12 months; 21 mothers with depression and or anxiety and 21 controls) provided day-long home-language recordings. Compared with controls, risk group recordings contained fewer mother–infant conversational turns and infant vocalizations, but daily number of adult word counts showed no group difference. Furthermore, conversational turns and infant vocalizations were stronger predictors of infants’ 18-month vocabulary size than depression and anxiety measures. However, anxiety levels moderated the effect of conversational turns on vocabulary size. These results suggest that variability in mothers’ emotional health influences infants’ language environment and later language ability.  相似文献   

Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds   总被引：1，自引：0，他引：1  

Stacey Storch Bracken  Janet E. Fischel 《Early education and development》2008,19(1):45-67

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.  相似文献   

The JEAH and the millennium     

Janet Coles 《Journal of educational administration and history》2008,40(1):49-53

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Using Natural Language Processing to Predict Item Response Times and Improve Test Construction     

Peter Baldwin  Victoria Yaneva  Janet Mee  Brian E. Clauser  Le An Ha 《Journal of Educational Measurement》2021,58(1):4-30

In this article, it is shown how item text can be represented by (a) 113 features quantifying the text's linguistic characteristics, (b) 16 measures of the extent to which an information‐retrieval‐based automatic question‐answering system finds an item challenging, and (c) through dense word representations (word embeddings). Using a random forests algorithm, these data then are used to train a prediction model for item response times and predicted response times then are used to assemble test forms. Using empirical data from the United States Medical Licensing Examination, we show that timing demands are more consistent across these specially assembled forms than across forms comprising randomly‐selected items. Because an exam's timing conditions affect examinee performance, this result has implications for exam fairness whenever examinees are compared with each other or against a common standard.  相似文献   

CLARIFYING THE "ADEQUATE EVIDENCE CONDITION" IN EDUCATIONAL ISSUES AND RESEARCH: A LAKOFFIAN VIEW     

Steven I. Miller  Janet Fredericks 《Educational theory》1992,42(4):461-472

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Training program in child abuse for community health workers     

Stuart Copans  Helen Krell  John Gundy  Frances Field  Janet Rogan 《Child abuse & neglect》1979,3(1):123-130

A wide range of health workers in the community provide care for families that abuse or have a potential for abusing their children. Frequently these workers are unable to work effectively because of difficulty dealing with feelings aroused by contact with such families.An experimental child abuse training program for community health workers was designed by a pediatrician, a social worker, a public health nurse and two child psychiatrists. This program included a six-month study group which met weekly to focus on feelings and conflcts aroused during the course of work with abusing or potentially abusing families.Through analysis of the group experience, the leaders identified eleven sets of feelings or conflicts which seemed to interfere consistently with effective delivery of care: 1)anxieties about a) being physically harmed by angry parents and b) about the effects of a decision; 2) denial and inhibition of anger; 3) need for emotional gratification from clients; 4) lack of professional support; 5) feelings of incompetence; 6) denial and projection of responsbility; 7) feeling total responsibility for assigned families; 8) difficulty separating personal from professional responsibility; 9) feelings of being a victim; 10) ambivalent feelings a) toward clients and b) about one's professional role; 11) need to be in control.This type of group experience seems to be an effective method for exploration and resolution of feelings and conflicts.  相似文献   

“Blockers” do not block recall during tip-of-the-tongue states     

Nate Kornell  Janet Metcalfe 《Metacognition and Learning》2006,1(3):248-261

Tip-of-the-Tongue experiences (TOTs) are often accompanied by incorrect answers (blockers) that come to mind persistently and seem to block recall. According to the blocking hypothesis, blockers cause retrieval difficulty during TOTs. We predicted that delay would allow participants to forget their blockers, and thereby enhance TOT resolution. In Experiment 1 participants were asked trivia questions and then retested on the ones that elicited TOTs, either immediately or after a delay. There was an incubation effect overall, with greater TOT resolution after a delay than on an immediate test. Contrary to the blocking hypothesis, however, delay did not enhance resolution of blocked TOTs more than non-blocked TOTs. In Experiment 2, during the retest, participants were reminded of their previous blockers on some questions, but the reminders did not affect TOT resolution. These findings suggest that blockers may be a side effect, not a cause, of retrieval difficulty during TOTs. This paper is based on the first author’s Master’s thesis.  相似文献