Hearing the Difference: Mockingbird Novel Inspires Student-Led Anti-Racism Video Project     

Cindy A. Coe 《Multicultural Perspectives》2017,19(4):239-243

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The Sonic Turn and Theory’s Affective Call     

Michael Eng 《Parallax》2017,23(3):316-329

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Guide to New Resources     

Ming Fang He  Maria José Botelho  Betty Christine Eng  William F. Dejean  Jill Aguilar  Isabel Nuñez 《Multicultural Perspectives》2013,15(3):175-186

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An Empirical Investigation Demonstrating the Multidimensional DIF Paradigm: A Cognitive Explanation for DIF     

Cindy M. Walker  S. Natasha Beretvas 《Journal of Educational Measurement》2001,38(2):147-163

Differential Item Functioning (DIF) is traditionally used to identify different item performance patterns between intact groups, most commonly involving race or sex comparisons. This study advocates expanding the utility of DIF as a step in construct validation. Rather than grouping examinees based on cultural differences, the reference and focal groups are chosen from two extremes along a distinct cognitive dimension that is hypothesized to supplement the dominant latent trait being measured. Specifically, this study investigates DIF between proficient and non-proficient fourth- and seventh-grade writers on open-ended mathematics test items that require students to communicate about mathematics. It is suggested that the occurrence of DIF in this situation actually enhances, rather than detracts from, the construct validity of the test because, according to the National Council of Teachers of Mathematics (NCTM), mathematical communication is an important component of mathematical ability, the dominant construct being assessed. However, the presence of DIF influences the validity of inferences that can be made from test scores and suggests that two scores should be reported, one for general mathematical ability and one for mathematical communication. The fact that currently only one test score is reported, a simple composite of scores on multiple-choice and open-ended items, may lead to incorrect decisions being made about examinees.  相似文献   

    

Eng Thye Jason Tan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(4):387

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Education and Development: Era of Hope and Disillusionment     

Eng Soo Peck 《Asia Pacific Journal of Education》1983,5(1):14-19

It seems almost superfluous to have to highlight formal education as a social and moral institution (historically that has been its main role) but for the fact that after the Second World War greater consciousness on the part of rich industrialized countries spawns fresh concepts and notions that education is an economic enterprise. The human capital concept popularized by the Chicago School of economics as reflected in the works of Schultz and the seminal work of Denison catapulted education into the forefront as an engine of economic development for the so-called Third World countries. Heavy physical capital investment, with the exception of Japan and Germany, which is thought to be a sufficient stimulus for economic development in classical economic theory fails to deliver the goods. The frantic search for an efficacious solution to Third World Poverty unearths the forgotten dimension of educated and trained manpower as the missing variable in the economic development equation. Education becomes the new faith for Third Worlds in their attempts to banish poverty and join the rich industrial clubs. Needless to say, the new faith which holds sway for more than a decade ends in disillusionment (reflected in the Belagio Conference of 1974) for trained manpower is a necessary but not sufficient condition for national development. The complementarity and substitutability of physical and human capital have been overlooked. But whilst the human capital formation theory holds sway, formal education becomes predominently an economic enterprise and correspondingly its function as a social and moral enterprise is reduced in importance.  相似文献   

Validating a computerized scoring system for assessing writing and placing students in composition courses     

Cindy L. James   《Assessing Writing》2006,11(3):167-178

How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores.  相似文献   

Curriculum Design of a Flipped Classroom to Enhance Haematology Learning     

Pauline?A.?Porcaro  Denise?E.?Jackson  Patricia?M.?McLaughlin  Cindy?J.?O’MalleyEmail authorView author&#;s OrcID profile 《Journal of Science Education and Technology》2016,25(3):345-357

A common trend in higher education is the “flipped” classroom, which facilitates active learning during class. The flipped approach to teaching was instituted in a haematology ‘major’ class and the students’ attitudes and preferences for the teaching materials were surveyed. The curriculum design was explicit and involved four major components (1) the preparation of the students; (2) the weekly pre-class work; (3) the in-class active learning strategies and (4) closing the learning loop using formative quizzes. Each of these components is discussed in detail and was informed by sound pedagogical strategies. Several different sources of information and several freely available software tools to engage the students are discussed. Two iterations are reported here, with improved pass rate for the final examination from 47 to 48 % in the traditional class to 56–65 % in the flipped classroom approach. The majority of students (93 and 89 %) came to the class prepared, after viewing the screencasts and engaged fully with the activities within the face-to-face time. The students perceived that solving case studies (93 %) was the most beneficial activity for their learning and this was closely followed by the production of essay plans (71 %). The majority of students recommended that this approach be repeated the following year (69 and 75 %).  相似文献   

The locker room : Eroticism and exoticism in a polyphonic text     

Greg Tanaka Cindy Cruz 《International journal of qualitative studies in education》2013,26(1):137-153

Critical race theory now encompasses a polyphonic telling of story in which multiple, shifting identities are seen in relation to each other and situated within historical contexts. Locating the fictive voice of an administrator forced to deal with change at a small private university, the article begins with a flashback to confrontations demanding that he reexamine his positions in relation to both work and social life. The second part of the article is an analytic discussion of the voices of narrator and other actors and concludes with a critical reconceptualization of polyphony. Much in the same way that critical race theorists have injected story-telling into legal scholarship in order to deconstruct and then reconstruct knowledge, the authors urge education researchers to move away from methodologies and systems of analysis that derive from white liberal discourse and ironically serve to maintain the status quo by leaving in place conservative structures and reward mechanisms.  相似文献   

Electroosmotic flow hysteresis for dissimilar ionic solutions     

An Eng Lim  Chun Yee Lim  Yee Cheong Lam 《Biomicrofluidics》2015,9(2)

Electroosmotic flow (EOF) with two or more fluids is commonly encountered in various microfluidics applications. However, no investigation has hitherto been conducted to investigate the hysteretic or flow direction-dependent behavior during the displacement flow of solutions with dissimilar ionic species. In this investigation, electroosmotic displacement flow involving dissimilar ionic solutions was studied experimentally through a current monitoring method and numerically through finite element simulations. The flow hysteresis can be characterized by the turning and displacement times; turning time refers to the abrupt gradient change of current-time curve while displacement time is the time for one solution to completely displace the other solution. Both experimental and simulation results illustrate that the turning and displacement times for a particular solution pair can be directional-dependent, indicating that the flow conditions in the microchannel are not the same in the two different flow directions. The mechanics of EOF hysteresis was elucidated through the theoretical model which includes the ionic mobility of each species, a major governing parameter. Two distinct mechanics have been identified as the causes for the EOF hysteresis involving dissimilar ionic solutions: the widening/sharpening effect of interfacial region between the two solutions and the difference in ion concentration distributions (and thus average zeta potentials) in different flow directions. The outcome of this investigation contributes to the fundamental understanding of flow behavior in microfluidic systems involving solution pair with dissimilar ionic species.  相似文献