Work in Progress: The PCC Task Group on Metadata Application Profiles     

Jodi Williamschen 《Cataloging & classification quarterly》2020,58(3-4):458-463

Abstract

The Program for Cooperative Cataloging (PCC) Task Group on Metadata Application Profiles was convened in May 2019 to help the PCC understand issues and practices associated with the management of metadata application profiles. Their work, discussed here, will guide future decisions and implementations of metadata application profiles in cataloging.  相似文献   

The Supervisory Relationship: A Conceptual and Psychometric Review of Measures     

Jodi L. Tangen  DiAnne Borders 《Counselor Education & Supervision》2016,55(3):159-181

To date, a comprehensive review of supervisory relationship measures has yet to be published. In this article, the authors explore conceptualizations of the supervisory relationship, describe and critique 11 measures, provide recommendations for researchers and practitioners when selecting measures, and offer suggestions regarding future measure development.  相似文献   

Accounting for Rater Effects With the Hierarchical Rater Model Framework When Scoring Simple Structured Constructed Response Tests     

Ricardo Nieto  Jodi M. Casabianca 《Journal of Educational Measurement》2019,56(3):547-581

Many large‐scale assessments are designed to yield two or more scores for an individual by administering multiple sections measuring different but related skills. Multidimensional tests, or more specifically, simple structured tests, such as these rely on multiple multiple‐choice and/or constructed responses sections of items to generate multiple scores. In the current article, we propose an extension of the hierarchical rater model (HRM) to be applied with simple structured tests with constructed response items. In addition to modeling the appropriate trait structure, the multidimensional HRM (M‐HRM) presented here also accounts for rater severity bias and rater variability or inconsistency. We introduce the model formulation, test parameter recovery with a focus on latent traits, and compare the M‐HRM to other scoring approaches (unidimensional HRMs and a traditional multidimensional item response theory model) using simulated and empirical data. Results show more precise scores under the M‐HRM, with a major improvement in scores when incorporating rater effects versus ignoring them in the traditional multidimensional item response theory model.  相似文献   

Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children     

Mary Ann Evans  Michelle Bell  Deborah Shaw  Shelley Moretti  Jodi Page 《Reading and writing》2006,19(9):959-989

In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada to the first author. Thank you is extended to the participating schools and children and to Ian Newby-Clark for his orientation to AMOS. Michelle Bell, Shelly Moretti and Jodi Page have since graduated from the University of Guelph  相似文献   

Developing a Research Agenda in Science Education     

Patricia?E.?SimmonsEmail author  Herb?Brunkhorst  Vincent?Lunetta  John?Penick  Jodi?Peterson  Barbara?Pietrucha 《Journal of Science Education and Technology》2005,14(2):239-252

The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions.  相似文献   

Book reviews     

Barbara L. Martin  John Wedman  Jodi Bonner Ph.D.  David R. Moore 《Educational technology research and development : ETR & D》1996,44(1):100-108

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Developing an empirically based typology of attitudes of entering students toward participation in learning communities     

Peter R. Jones  Jodi Levine Laufgraben  Nancy Morris 《Assessment & Evaluation in Higher Education》2006,31(3):249-265

Learning communities (LC) seek to strengthen and enrich students’ connections to each other, their teachers, and the subject matter they are studying. Their success depends on the nature of the learning community program, the learning styles of the students who participate and the reasons why students entered the program. This study uses a combination of factor and cluster analysis to develop a typology of student experiences that is used to examine the efficacy of the Learning Community program at Temple University, Philadelphia. The findings identify distinctive types of learning community experience and show that not all types match well with all students. The study questions the common assumption that learning communities are always helpful to student learning and development, and cautions against the belief that benefits will inevitably accrue. The variation in the value and impact on students of this long‐standing learning community program suggests that the evaluative burden of proof is for administrators to clearly demonstrate and not assume a uniformly positive impact of learning communities.  相似文献   

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity          下载免费PDF全文

Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.  相似文献   

Integrating Genomics Research throughout the Undergraduate Curriculum: A Collection of Inquiry-Based Genomics Lab Modules     

LM Banta  EJ Crespi  RH Nehm  JA Schwarz  S Singer  CA Manduca  EC Bush  E Collins  CM Constance  D Dean  D Esteban  S Fox  J McDaris  CA Paul  G Quinan  KM Raley-Susman  ML Smith  CS Wallace  GS Withers  L Caporale 《CBE life sciences education》2012,11(3):203-208

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Stress,Interviewer Support,and Children's Eyewitness Identification Accuracy     

Elizabeth B. Rush  Jodi A. Quas  Ilona S. Yim  Mariya Nikolayev  Steven E. Clark  Rakel P. Larson 《Child development》2014,85(3):1292-1305

Few studies have investigated how stress affects eyewitness identification capabilities across development, and no studies have investigated whether retrieval context in conjunction with stress affects accuracy. In this study, one hundred fifty‐nine 7‐ to 8‐ and 12‐ to 14‐year‐olds completed a high‐ or low‐stress laboratory protocol during which they interacted with a confederate. Two weeks later, they attempted to identify the confederate in a photographic lineup. The lineup administrator behaved in either a supportive or a nonsupportive manner. Participants who experienced the high‐stress event and were questioned by a supportive interviewer were most accurate in rejecting target‐absent lineups. Results have implications for debates about effects of stress on eyewitness recall, how best to elicit accurate identifications in children, and developmental changes in episodic mnemonic processes.  相似文献