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In this paper, we discuss curricular implications of item banking and its practical value to teachers and students, and list a variety of working banks with their sources. We also review the psychometric basis of item banking, outline a family of computer programs for accomplishing banking, and give the equations necessary to build a bank. We conclude with a discussion of item quality control and examples of items that misfit because of miskeying, guessing, or carelessness. 相似文献
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Building on evidence from an earlier small-scale study of the discourse of the National Literacy Strategy (NLS) in England, the findings of a more extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers are presented. Using a computerised observation schedule and discourse analysis system, the paper explores the impact of the official endorsement of 'interactive whole class teaching' in the teaching of the NLS to see whether it is promoting higher levels of interaction and cognitive engagement by pupils. The findings support our earlier study and suggest that the NLS is encouraging teachers to use more directive forms of teaching with little opportunities for pupils to explore and elaborate on their ideas. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of teachers who are charged with implementing the national policy-led initiatives like the NLS. 相似文献
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Matthew HOWELLS Ashleigh BELL Nicholas EVERITT Jennifer McMILLAN 《Learned Publishing》2009,22(2):109-112
There are enormous quantities of information available to researchers on the Internet, of varying levels of quality. Now, more than ever, it is important that academic publishers make best use of their journals and provide their readers with access to this high‐value content, in a form that can be easily found and used. To that end, Taylor & Francis have taken up the challenge of satisfying researchers' need to have all relevant content available at their fingertips, by digitizing their older journal content, creating subject‐based collections of backfiles and putting them online. This article provides an insight into the ‘why’ and ‘how’ of the process of digitization of Taylor & Francis's journal archives. The fact that these online backfiles are being requested, purchased, and used demonstrates the added value that publishers may hold in their archives. 相似文献
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SHEENA BELL 《Support for Learning》2009,24(2):73-80
Dyslexia support is likely to be in place for students within educational establishments in England. However, there are a significant number of adults with dyslexia in the English workplace who are no longer involved in education and for whom ongoing support is necessary to enable them to reach their potential in a world of increasing literacy demands. Legislation has led to significant moves towards inclusion in the English workplace, but there has been a lack of public recognition of the concerns and needs articulated by adults with this invisible disability. The formation of local voluntary groups provides one model of support for adults with dyslexia. This article examines the setting up of one such group and highlights issues involved in this process. The nature of the group structure and the support offered is discussed, including its impact on the individuals concerned. Finally, the author makes recommendations for stakeholders in the inclusion of adults with dyslexia. 相似文献
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ABSTRACT This article uses autobiographical writing to explore the ways in which we have experienced, and tried to manage, our identities in the context of employment practices which are increasingly encouraging the use of 'flexible', contracted staff. In seeking to make transparent the identifications we have made with marginality and risk which have been embedded in our experience of 'flexible' careers, we have tried to develop an unconventional texture to this written account of a shared project of inquiry. 相似文献
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