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Firestone William A. Donaldson Morgaen L. 《Educational Assessment, Evaluation and Accountability》2019,31(3):289-314
Educational Assessment, Evaluation and Accountability - Most recent research on teacher evaluation examines evaluation’s measurement properties and accountability uses. Less research studies... 相似文献
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Teacher evaluation’s relationship with instructional improvement is under-theorized in the literature. To address this gap, this paper uses a conceptual framework rooted in human, social, and material capital to analyze and synthesize findings from research conducted since 2009 on whether and under what conditions teacher evaluation stimulates change in teachers’ instruction. We find that teacher evaluation can facilitate instructional improvement if evaluators understand teaching and the teacher evaluation system and teachers and evaluators trust each other and have opportunities to develop social capital regarding instruction. In addition, adequate time and a userfriendly online data system appear to facilitate the use of teacher evaluation to stimulate changes in teachers’ practice. This paper thus presents a theoretical framework, rooted in theory and empirical research, that may prove useful to scholars and practitioners.
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Yuliya Ardasheva Sarah N. Newcomer Jonah B. Firestone Richard L. Lamb 《The Journal of educational research》2017,110(6):665-674
The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed. 相似文献
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James D. Halloran Michael Gurevich Katherine Shervis O.J. Firestone 《Communication Booknotes Quarterly》2013,44(6):11-12
James D. Halloran and Michael Gurevich (eds.) Broadcaster/Researcher Co-Operation in Mass Communication Research (Centre for Mass Communication Research, University of Leicester, England, 1971 -- price not known, paper) Global Communications in the Space Age (New York: Twentieth Century Fund, 1972 -- $1.00, paper) Katherine Shervis (comp.) Satellite Teleconferencing: An Annotated Bibliography (Edsat Center, Space Science and Engineering Center, University of Wisconsin, Madison 53706 -- $2.00, paper) 0.J. Firestone's The Public Persuader: Government Advertising (Toronto: Methuen, 1970 -- $12.70) Telenation (Canadian Broadcasting League, Box 1504, Ottawa, Canada KIP 5R5 -- $8.00 per year/12 issues) 相似文献
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William A. Firestone Roberta Y. Schorr 《Assessment in Education: Principles, Policy & Practice》2004,11(1):67-88
As testing becomes more prevalent as a policy tool in the Anglo‐Saxon world, debates continue as to whether it supports central reforms of instruction or leads to a kind of ‘teaching to the test’ that invalidates results and undermines more challenging instruction. This paper reports on a three‐year study of mathematics testing of nine‐year‐olds in New Jersey. Using a mix of surveys and direct observations with interviews, we conclude that New Jersey's testing policies contributed to both results. Where teachers feel more pressure, they respond with short‐term test preparation and focus on more didactic instructional strategies. When they know more about state and national standards and have the opportunity to learn more, they are inclined to use more inquiry‐oriented approaches and integrate test preparation with regular instruction. 相似文献
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Richard L. Lamb Jonah B. Firestone 《International Journal of Science and Mathematics Education》2017,15(3):473-486
Conflicting explanations and unrelated information in science classrooms increase cognitive load and decrease efficiency in learning. This reduced efficiency ultimately limits one’s ability to solve reasoning problems in the science. In reasoning, it is the ability of students to sift through and identify critical pieces of information that is of paramount importance in science and learning. Unfortunately, the ability to accomplish the identification of critical ideas is not one that develops without practice and assistance form teachers or tutors in the classroom. The purpose of this paper is to examine how the application of an evolutionary algorithm works within a cognitive computational model to solve problems in the science classroom and simulate human reasoning for research purposes. The research question is: does the combination of optimization algorithms and cognitive computational algorithms successfully mimic biological teaching and learning systems in the science classroom? Within this computational study, the author outlines and simulates the effects of teaching and learning on the ability of a “virtual” student to solve a science task. Using the STAC-M computational model the author completes a computational experiment that examines the role of cognitive retraining on student learning. The author also discusses the important limitations of this powerful new tool. 相似文献
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Ian Manion Philip Firestone Paula Cloutier Malgorzata Ligezinska Joanne McIntyre Ron Ensom 《Child abuse & neglect》1998,22(12):1285-1304
Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families. 相似文献