The Technical Quality of Performance Assessments: Standard Errors of Percents of Pupils Reaching Standards     

Wendy M. Yen 《Educational Measurement》1997,16(3):5-15

How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model?  相似文献   

Policies for responding to allegations of fraud in research   总被引：1，自引：0，他引：1  

Greene PJ  Durch JS  Horwitz W  Hooper VS 《Minerva》1985,23(2):203-215

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Analysis of format duplication in an academic library collection     

Amanda Maple  Carol Wright  Robert Seeds 《Library Collections, Acquisitions, and Technical Services》2004,27(4):425-442

The issue of format duplication in academic library collections is increasingly complicated and perplexing in an environment of static or dwindling resources, soaring user expectations, dynamic access models, and inconsistent and changing publisher and vendor pricing structures. The problem is further complicated for libraries serving a university with multiple campus locations. This paper surveys recent investigative projects and highlights the work of a Duplicate Formats Task Force at Pennsylvania State University charged with determining the extent and nature of format duplication at that institution.  相似文献   

The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Restorative Practice in New Zealand Schools: Social development through relational justice     

Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.  相似文献   

Political Incongruity between Students’ Ideological Identity and Stance on Specific Public Policies in a Predominantly White Southeastern State Institution     

Jeremy T. Coles  Brittany A. Carstens  Jennifer M. Wright  Robert L. Williams 《Innovative Higher Education》2015,40(1):5-18

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DIVER     

Linda Wright 《Quest (Human Kinetics)》2013,65(1)

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Being and becoming a university teacher     

Wendy McMillan 《高等教育研究与发展》2017,36(4):777-790

This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.  相似文献   

Expert and Novice in the Pupil‐Teacher System of the later Nineteenth Century     

Wendy Robinson 《Journal of educational administration and history》1996,28(2):129-141

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On the nature of the primacy effect in memory processing: A reply to Gaffan     

Anthony A. Wright  Hector C. Santiago  Stephen F. Sands 《Learning & behavior》1983,11(1):148-150

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