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We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. 相似文献
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To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献
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Quentin L. Burrell 《Journal of Informetrics》2013,7(4):774-783
From the way that it was initially defined (Hirsch, 2005), the h-index naturally encourages focus on the most highly cited publications of an author and this in turn has led to (predominantly) a rank-based approach to its investigation. However, Hirsch (2005) and Burrell (2007a) both adopted a frequency-based approach leading to general conjectures regarding the relationship between the h-index and the author's publication and citation rates as well as his/her career length. Here we apply the distributional results of Burrell, 2007a, Burrell, 2013b to three published data sets to show that a good estimate of the h-index can often be obtained knowing only the number of publications and the number of citations. (Exceptions can occur when an author has one or more “outliers” in the upper tail of the citation distribution.) In other words, maybe the main body of the distribution determines the h-index, not the wild wagging of the tail. Furthermore, the simple geometric distribution turns out to be the key. 相似文献
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Quentin Wheeler‐Bell 《Educational theory》2019,69(3):265-281
In this essay, Quentin Wheeler‐Bell aims to reframe recent attempts to rethink the core principles of critical pedagogy. He argues that these attempts have been unsuccessful because they reproduce a deeper problem — specifically, an identity crisis — within critical pedagogy. The source of this problem, he contends, is that those working in this tradition have, over time, become more distant from and forgetful of its roots in critical theory; as a result, critical pedagogy is now in a state of dilution and fragmentation in which critical pedagogues are unable to bring the plurality of critical education approaches together theoretically around a set of shared principles. In order to address this problem and begin to reframe the core principles of critical pedagogy, Wheeler‐Bell first briefly sketches the debates around Max Horkheimer's classic essay “Critical Theory and Traditional Theory,” focusing on why critical theory grew into an interdisciplinary tradition situated between philosophy and social science. Then he explains why the recent attempts to rethink critical pedagogy rely upon a problematic, albeit dominant, narrative of the critical education tradition — a narrative that only tacitly recognizes a connection between critical education and critical theory. This dominant narrative contributes to the identity crisis within critical education because it supports a collective memory loss regarding the importance of both philosophy and social science to critical theory. Finally, Wheeler‐Bell attempts to develop a thin definition of critical education: one that connects critical education back to its roots in critical theory, while respecting the plurality of critical education approaches. 相似文献
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Danielle Rhodes Quentin A. Fogg Michelle D. Lazarus 《Anatomical sciences education》2018,11(4):410-426
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross‐level, near‐peer and reciprocal‐peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching‐related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self‐assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence‐based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410–426. © 2017 American Association of Anatomists. 相似文献
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Symmetry and other transformation features of Lorenz/Leimkuhler representations of informetric data 总被引：2，自引：0，他引：2
In this paper we develop in particular the use of Lorenz/Leimkuhler concentration curves in an informetric context. Many of the features to be presented are akin to, or are adaptations of, ones that have featured in the econometric literature but not in informetrics. We acknowledge in particular our debt to Lambert [Lambert, P. J. (2001). The distribution and redistribution of income. Manchester: Manchester University Press] and Kleiber and Kotz [Kleiber, C., & Kotz, S. (2003). Statistical size distributions in economics and actuarial sciences. New Jersey: Wiley] for source material in the econometrics literature. Although the development is purely theoretical, the aim is to provide additional and more incisive analytic tools for the practising informetrician. 相似文献
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Three common assumptions concerning bilingual children’s language proficiency are: (1) their proficiency in two languages
is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging
parents to speak some societal language at home will promote its development. Examining the vocabulary scores of 282 bilingual
Singaporean kindergartners (167 Chinese, 70 Malay, and 45 Tamil), the current study found that these young children were evenly
divided among four language profiles: strong in ethnic language (Chinese, Malay or Tamil) or English, strong in both languages,
or weak in both. Children with high proficiency in both languages were proportionally represented in the low, middle and high
SES groups, demonstrating the achievability of strong vocabulary in two languages for children of different SES. However,
low SES children were most at risk for low proficiency in both languages, although many achieved high proficiency in ethnic
language or both. Middle and high SES children were most likely to demonstrate low ethnic language with high English proficiency.
Children mostly exposed to one language from different sources generally showed strength in that language. Children exposed
to both languages at home were most likely to show low proficiency in both languages, although plenty of children exposed
to both languages developed high proficiency in English or both. These results affirm previous findings that SES and home
language exposure influence bilingual children’s proficiency. Implications include the importance of teachers assessing bilingual
children’s proficiency in both languages and collaborating with parents to develop bilingual children’s vocabulary. 相似文献
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Quentin L. Quade 《Academic Questions》1991,4(3):68-72
Quentin L. Quade is professor of political science at Marquette University, Milwaukee, WI 53233. where he served as executive
vice president from 1974 to 1990. 相似文献