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1.
A brief commentary from the Museum Association of New York (MANY) on the unprecedented gap posed by baby-boomer retirement. Based, in part, on MANY's white paper, “Who's Next? Questioning the Future of Museum Leadership in New York State,” this essay deals with questions of succession, leadership and general differences in New York's museum community. 相似文献
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Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation
may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can
use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However,
the results of Experiment 4 showed that a subset of adults—namely, those more successful at identifying actions that had been seen more frequently than
comparison sequences—were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing
of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical
learning in other domains, including language. 相似文献
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Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs. 相似文献
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An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed. 相似文献
8.
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
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The aim of this paper is to grasp the influence of the newsroom on frame-building processes. First, journalists’ own understanding of “frames” and “framing” is discussed. Second, from an academic interpretation of these concepts, journalists’ framing practices are studied. To this end an ethnographic study was conducted at two newsrooms, one in Belgium and one in the Netherlands. The findings reveal that while the noun “frame” is sporadically used as a tool, the verb “framing” is considered as something from which a journalist should refrain. This is explained by the associations journalists make with strategic framing from sources as well as by the newspapers’ explicit attempt to no longer view the world from a single ideological frame. It is argued that the studied newsrooms have replaced ideology by, respectively, a counterframing strategy that strives to disprove existing frames (deframing) and a narrative approach that, one the one hand, sharpens existing frames but, on the other hand, offer more opportunities to create alternative frames (reframing) for events. 相似文献
10.
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