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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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Ashleigh M. Day Sydney O’Shay-Wallace Matthew W. Seeger Shawn P. McElmurry 《Communication Studies》2019,70(3):352-376
Safe, clean water is necessary for health and well-being. Water issues affect minority and vulnerable populations at disproportionate rates, including the poor and racial and ethnic minorities. An investigation of the relationships of race, social media use, and informational sources during the municipal water crisis in Flint, Michigan, reflects an instrumental view of communication and uses and gratifications theory in this study. Data from 208 Flint residents in 2016 indicated that African American respondents favored interpersonal networks and resources and were more likely than other racial groups to obtain current information about the water crisis via Instagram. Preferred channels and sources to receive additional crisis information varied on the basis of race. 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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Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories.
The challenge is to understand the interplay between such features in different learning environments. This study focused
on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions,
three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion
styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test,
underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video
recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions
were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate
questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research
and practice are discussed. 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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