Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assessment (1)
- Correlational studies (1)
- Curriculum based measurement (1)
- Educational psychology (1)
- Ethics and Multinational Enterprises (1)
-
- External knowledge (1)
- Faculty (1)
- First-year experience (1)
- Global (1)
- Global Poverty Alleviation (1)
- Haiti (1)
- Investment (1)
- KRs (1)
- Knowledge and learning (1)
- Microfinance (1)
- Modeling techniques (1)
- Poverty (1)
- Reading comprehension (1)
- Reading fluency (1)
- Reading instruction (1)
- Role playing (1)
- Rural schools (1)
- Sme (1)
- Statistical modeling (1)
- Student Development & Student Affairs (1)
- Student Engagement and High-Impact Practices (1)
- Student affairs (1)
- Student engagement (1)
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Education
The Not-So-Quiet Revolution: Cautionary Comments On The Rejection Of Hypothesis Testing In Favor Of A “Causal” Modeling Alternative, Daniel H. Robinson, Joel R. Levin
The Not-So-Quiet Revolution: Cautionary Comments On The Rejection Of Hypothesis Testing In Favor Of A “Causal” Modeling Alternative, Daniel H. Robinson, Joel R. Levin
Curriculum and Instruction Faculty Publications
Rodgers (2010) recently applauded a revolution involving the increased use of statistical modeling techniques. It is argued that such use may have a downside, citing empirical evidence in educational psychology that modeling techniques are often applied in cross-sectional, correlational studies to produce unjustified causal conclusions and prescriptive statements.
Stimulating Investments In Haitian Smes, Laura Hartman
Stimulating Investments In Haitian Smes, Laura Hartman
Laura Hartman
A Peer-to-Project site to link lenders, donors and investors with SMEs and social projects in Haiti.
Goals: Long-term sustainable operation, Increased access to development capital for entrepreneurs, Spurring large-scale economic development in Haiti.
Engagement For All: The First-Year Experiences Program At The University Of Minnesota's College Of Education And Human Development, Michael J. Stebleton, Rashne Jehangir
Engagement For All: The First-Year Experiences Program At The University Of Minnesota's College Of Education And Human Development, Michael J. Stebleton, Rashne Jehangir
Michael J. Stebleton
This article details the FYE program in the College of Education and Human Development, located at the University of Minnesota-TC. The focus is on student engagement strategies and learning objectives for first-year students.
The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman
The Efficacy Of Repeated Reading For Building Reading Fluency Of Fourth-Grade Students At A Rural Elementary School In South Carolina, Clarice B'Yonca Norman
Theses and Dissertations
The Efficacy of Repeated Reading for Building Reading Fluency of Fourth-Grade Students at a Rural Elementary School in South Carolina. Clarice B. Norman, 2010: Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services. ERIC Descriptors: Reading Fluency, Reading Comprehension, Reading Instruction, Curriculum Based Measurement, Rural Schools.
This applied dissertation study was designed to examine the effects of a repeated reading strategy on the oral reading fluency and reading comprehension of fourth-grade students in a rural South Carolina school. In addition, it examined the hypothesis that repeated reading of connected text would build reading fluency and increase comprehension. …
On The Roles Of External Knowledge Representations In Assessment Design, Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, Fielding I. Winters
On The Roles Of External Knowledge Representations In Assessment Design, Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, Fielding I. Winters
Curriculum and Instruction Faculty Publications
People use external knowledge representations (KRs) to create, identify, depict, transform, store, share, and archive information. Learning to work with KRs is central to becoming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: 1. An assessment is itself a KR, which makes explicit the knowledge that is valued, ways it is used, and standards of good work. 2. The analysis of any domain in which learning is to be assessed must include the identification and analysis of the KRs in that domain. 3. …