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Dawn Francis 《Cambridge Journal of Education》2004,34(3):265-277
This paper takes a critically reflective look at field research done in the early career of an academic and in so doing uncovers the dilemmas of a novice researcher that are rarely acknowledged in texts that address qualitative methods. It addresses issues of power in research associations surrounding different paradigms and the ways in which the study changed as boundaries were increasingly blurred. It also examines lessons learned about interviewing and challenges the notion of an un‐analytical informant as being necessary to quality and depth of data. 相似文献
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Anne W. Graves Russell Gersten Diane Haager 《Learning disabilities research & practice》2004,19(4):262-272
This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed. 相似文献
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Russell Holden 《Sport in History》2017,37(2):228-230
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Annie Dupuis Maheshan Indralingam Andre Chevrier Jennifer Crosbie Paul Arnold Christie L. Burton Russell Schachar 《Child development》2019,90(2):e263-e272
Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments. 相似文献
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The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use. 相似文献
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