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JD Carpentieri 《European Journal of Education》2013,48(4):543-556
As literacy grows in importance, policymakers’ demands for programme quality grow, too. Evidence on the effectiveness of adult and family literacy programmes is limited at best: research gaps abound, and programme evaluations are more often than not based on flawed theories of programme impact. In the absence of robust evidence on the full range of short- and long-term programme impacts, it is difficult to accurately measure intervention effectiveness. Too frequently, researchers and policymakers focus only on short-term, easily measured outcomes, creating a ‘tyranny of effect size’ that may systematically underestimate impact while simultaneously distorting practice. However, the answer does not lie in turning away from quantitative research. Doing so will consign adult and family literacy to the margins of public policy, when they should be in the mainstream. Longitudinal research from Turkey and the US suggests a need for revised, more subtle theories of how adult literacy and family literacy programmes work, and the diverse ways they benefit participants. By working together more closely and intelligently, researchers, policymakers and practitioners can develop evaluation strategies that more accurately measure programme effects. The key is combining methodological rigour with fully fleshed out theories of literacy development and programme impact. 相似文献
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Martha L. Stocking Ida Lawrence Miriam Feigenbaum Thomas Jirele Charles Lewis Thomas Van Essen 《Journal of Educational Measurement》2002,39(3):235-252
This investigation constructed four different kinds of test sections using three methods of test assembly that incorporate the goals of simultaneous moderation of three kinds of impact-gender impact, African-American impact, and Hispanic- American impact. The test sections were administered undetectably to random samples from the appropriate population. The results were evaluated by comparison of the characteristics of moderated sections with those of parallel operational sections. Almost all methods of test assembly produced either moderation of impact in the appropriate direction or no change in impact. Taking impact into account in test assembly tended to lower reliability slightly, raise concurrent validity slightly, and maintain the construct measured by the parallel operational section. It also reduced the relative efficiency for test takers in the middle score range while increasing efficiency for those with more extreme scores. 相似文献
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Anna Feigenbaum 《传播与批判/文化研究》2014,11(1):15-24
From tents to tear gas, objects and architectures of resistance speak to us across the transnational Occupy Movement. More than background scenery or mere props for action, these objects have their own stories to tell about how they mediate and communicate political struggle. Informed by the revitalisation of materialism and object-oriented analyses, this paper draws together affect theory, “post-ANT” scholarship and social movement studies to explore particular nonhuman elements of resistance as “other media.” Beyond those practices already seen to be part of the communications ecology of protest (alternative media, demonstrations, speeches, performative actions), I argue that other technological infrastructures and interfaces make and mediate political communication at sites of resistance in ways that are significant but often overlooked in existing scholarship. 相似文献
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JD Hessinger 《海外英语》2007,(7):58-59
As on every weekday Tom Tuckett was awakened by his annoying, buzzing alarm clock at 5:30. He got out of bed and proceeded to his bathroom for his daily cold shower to wake him up. He turned the knob all the way to the right to make sure the water would be as cold as it could be. He had started this ritual when he moved to New York to take a teaching job at PS 181 in Manhattan. 相似文献
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Jinghua Liu Sandip Sinharay Paul W. Holland Edward Curley Miriam Feigenbaum 《Journal of Educational Measurement》2011,48(4):361-379
This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional “mini” anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a “midi” anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality. 相似文献
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OBJECTIVE: This study aims to test the hypothesis of Holmes, Offen, and Waller (1997) that mental health professionals are not asking male patients about histories of sexual abuse. It also aims to investigate general attitudes and practices of mental health professionals to the issue of male sexual abuse. METHOD: One hundred and seventy-nine questionnaires were given to nurses, psychologists, and psychiatrists asking 10 questions about their attitudes and practice towards male sexual abuse. RESULTS: The majority of staff questioned rarely inquire about sexual abuse in male patients; staff are generally using ineffective and unsystematic methods of enquiry when they do ask; knowledge of prevalence rates of male sexual abuse are extremely variable; and 2/3 of staff report having had no specific training in assessment/treatment of sexual abuse and a similar number do not feel sufficiently trained to be able to inquire about sexual abuse in male patients. CONCLUSIONS: The study provides evidence for Holmes and colleagues' (1997) hypothesis that men are not being asked about sexual abuse histories. It also highlights a need for training professionals about male sexual abuse. 相似文献