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Howard T. Everson 《Educational Measurement》2018,37(2):3-3

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The education of the Anglican clergy 1780–1839, by Sara Slinn     

Howard J Worsley 《History of education》2018,47(4):580-581

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Authoring Student Voices on College Preparedness: A Case Study     

Terry K. Flennaugh  Tyrone C. Howard  Mei-Ling Malone  Jonli Tunstall  Neshemah Keetin  Tanya Chirapuntu 《Equity & Excellence in Education》2017,50(2):209-221

African American students continue to attend college at much lower rates than their white, Asian, and Latino counterparts. Although researchers have examined this issue from a multitude of vantage points, the voices of students—particularly students of color—have been limited in this research. Using a counter-storytelling narrative approach, this study examines what urban African American high school students identify as the critical factors affecting their educational trajectory and college-going prospects. Findings from the current study reveal that students identified inadequate resources, tracking, lack of AP courses, and poor teachers as factors that influenced their high school to college transition. This study provides much needed insight into the discourse on school reform from the most important constituent in schools—the students.  相似文献   

Student attitudes toward closed-circuit instructional television     

Howard M. Bobren  Sheldon L. Siegel 《Educational technology research and development : ETR & D》1960,8(3):124-128

Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate the course and other related concepts. In addition, their examination grades were obtained. No differences were found with respect to performance. The students taught via television rated the course and their instructors relatively lower than those who received conventional instruction. Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant, College of Education, both at the University of Illinois.  相似文献   

How Well Can We Compare Scores on Test Forms That Are Constructed by Examinees Choice?     

Howard Wainer  Xiang-Bo Wang  David Thissen 《Journal of Educational Measurement》1994,31(3):183-199

When an exam consists, in whole or in part, of constructed-response items, it is a common practice to allow the examinee to choose a subset of the questions to answer. This procedure is usually adopted so that the limited number of items that can be completed in the allotted time does not unfairly affect the examinee. This results in the de facto administration of several different test forms, where the exact structure of any particular form is determined by the examinee. However, when different forms are administered, a canon of good testing practice requires that those forms be equated to adjust for differences in their difficulty. When the items are chosen by the examinee, traditional equating procedures do not strictly apply due to the nonignorable nature of the missing responses. In this article, we examine the comparability of scores on such tests within an IRT framework. We illustrate the approach with data from the College Board's Advanced Placement Test in Chemistry  相似文献   

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning     

Sarah E. Montgomery  Wendy Miller  Page Foss  Denise Tallakson  Maria Howard 《Early Childhood Education Journal》2017,45(1):1-14

Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students’ learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about respect and dignity for others. The present study explored an arts-based project in a kindergarten classroom about the Universal Declaration of Human Rights Article 26—The Right to Education. Over the course of several months, nineteen kindergarten students learned about educational inequities around the world and specifically about an under-resourced partner school in El Salvador. Children’s literature about human rights became the catalyst for critical conversations, written responses, and drawings inspiring action. Students worked to address injustice by screen printing images they drew about their beliefs regarding a child’s right to education on fabric banners to raise awareness about school inequity. These banners were then displayed in their school and in the partner school. Overall findings from students’ discussions, writing, illustrations, and interviews indicated that the kindergartners were able to recognize their own rights and educational privilege. Through the project they demonstrated active citizenship centered on care and sought further connections with children at the partner school. In using arts-based service learning, educators involved in the study discovered how art can be used as a creative process and a teaching method to support young learners raising awareness about global inequities.  相似文献   

On the Reliability of Testlet-Based Tests     

Stephen G. Sireci  David Thissen  Howard Wainer 《Journal of Educational Measurement》1991,28(3):237-247

If a test is constructed of testlets, one must take into account the within-testlet structure in the calculation of test statistics. Failing to do so may yield serious biases in the estimation of such statistics as reliability. We demonstrate how to calculate the reliability of a testlet-based test. We show that traditional reliabilities calculated on two reading comprehension tests constructed of four testlets are substantial overestimates.  相似文献   

Cognitive performance and mental ability: Implications for learning in the later years     

Howard Y. McClusky 《Innovative Higher Education》1980,5(1):18-29

Both cross sectional and longitudinal studies of change with age in mental ability and cross sectional studies of change with age in cognitive performance indicate that the ability to learn generally does not decline in adulthood but continues at a stable and responsive level well into the later years. This conclusion is not only supported by psychological research but also confirmed by the rapidly growing numbers of older persons who are returning to and succeeding in the pursuit of educational activities. If and when decline does occur, it is usually modest, often reversible, rarely extreme, and rarely if ever great enough to preclude the possibility of learning that may be highly meaningful to the older learner.Howard Y. McClusky is the charter President of the Adult Education Association of the U.S.A. and a Fellow of the American Psychological Association. He is currently active as an Adjunct Professor in the Department of Adult and Continuing Education and Faculty Associate in the Institute of Gerontology at the University of Michigan, Ann Arbor, Michigan 48109.  相似文献   

Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure     

Howard M. Reid  Robert L. Collins 《Learning & behavior》1982,10(3):321-324

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.  相似文献   

Do special education teachers use IEPs to guide instruction?   总被引：1，自引：0，他引：1  

Howard Margolis  Lee Ann Truesdell 《The Urban Review》1987,19(3):151-159

Teachers in a large urban school system were surveyed with a self-administered questionnaire and a modified nominal group technique to assess their views about IEPs and identify impediments to implementing the IEPs of their students. Teachers indicated that they viewed the IEP more as a legal requirement than as an important guide for planning instruction. Frequently they were not involved in the development of their students' IEPs. The article specifies reasons given by teachers for not adhering to their students IEPs and provides recommendations for increasing teacher involvement in IEP preparation. It also presents recommendations for improving instructional conditions and practices which may facilitate IEP implementation.  相似文献