Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Series

Educational Assessment, Evaluation, and Research

2006

Institution
Keyword
Publication
File Type

Articles 1 - 30 of 187

Full-Text Articles in Education

Common Data Set 2005-06, Kirk England Dec 2006

Common Data Set 2005-06, Kirk England

Office of Survey Research

Common Data Set


The Teaching American History Project: An Assessment Of Student Performance, Lewis Karstensson, James E. Davis Nov 2006

The Teaching American History Project: An Assessment Of Student Performance, Lewis Karstensson, James E. Davis

Economics Faculty Publications

This study examines selected effects of a teaching program in American history on fifth grade students in the Elk Grove (California) Unified School District.


The Motion Picture Industry: Critical Issues In Practice, Current Research, And New Research Directions, Jehoshua Eliashberg, Anita Elberse Nov 2006

The Motion Picture Industry: Critical Issues In Practice, Current Research, And New Research Directions, Jehoshua Eliashberg, Anita Elberse

Operations, Information and Decisions Papers

The motion picture industry has provided a fruitful research domain for scholars in marketing and other disciplines. The industry has high economic importance and is appealing to researchers because it offers both rich data that cover the entire product lifecycle for many new products and because it provides many unsolved “puzzles.” Although the amount of scholarly research in this area is rapidly growing, its impact on practice has not been as significant as in other industries (e.g., consumer packaged goods). In this article, we discuss critical practical issues for the motion picture industry, review existing knowledge on those issues ...


Involving University Science Faculty In The Preparation Of Teachers: The Call And The Challenge Of Participation, Philip I. Kramer Nov 2006

Involving University Science Faculty In The Preparation Of Teachers: The Call And The Challenge Of Participation, Philip I. Kramer

OARCA Staff Publications

No abstract provided.


Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark Nov 2006

Western Alumni, Class Of 2005 - Spring 2006 Survey Findings, Gary (Gary Russell) Mckinney, Sara Jones, Richard Bulcroft, Linda D. (Linda Darlene) Clark

Office of Survey Research

Western’s first Alumni Survey was conducted in 1988; it’s development and administration was in response to the Higher Education Coordinating Board (HEC Board) requirement to survey graduates every biennially. Western was done so diligently and reliably since. Twenty years on, as academic concerns have changed, so has the survey; however, the original “fourteen common items” proscribed by the HEC Board have remained. Similarly, the administration of the survey adapted: from a paper-and-pencil only mail-out form to the current on-line and telephone method. Yet regardless of the type of administration, satisfactory response rates have been attained. The current report ...


A Pakistani Teacher Educator’S Self-Study Of Teaching Self-Study Research, Ayesha Bashiruddin Nov 2006

A Pakistani Teacher Educator’S Self-Study Of Teaching Self-Study Research, Ayesha Bashiruddin

Institute for Educational Development, Karachi

This paper describes a teacher educator’s self-study of work with her M.Ed. students at a private international university in Pakistan. This systematic inquiry highlights changes and improvements in teaching drawn from experiences of practice based on autobiographies. Analysis shows that improvement in teaching came from the author’s learning through self-study. Analysis also reveals implications for teacher educators and teacher education in general.


Measuring Unprofessional Behavior During An 8-Station Osce, Mary L. Zanetti, Sarah M. Mcgee, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Eric J. Alper, Michele P. Pugnaire Nov 2006

Measuring Unprofessional Behavior During An 8-Station Osce, Mary L. Zanetti, Sarah M. Mcgee, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Eric J. Alper, Michele P. Pugnaire

Office of Institutional Research, Evaluation, and Assessment Publications and Presentations



Standardized patients (SPs) are widely used in medical education but their use to assess professionalism is limited. This study investigated the utility of SPs assessing unprofessional behavior during an annual end of third year Objective Structured Clinical Examination (OSCE).

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Meeting Challenges In Caring For Patients With Disabilities: An Interclerkship Course, Julie A. Jonassen, Susan V. Barrett, Linda M. Long-Bellil, Candace Cassin, Darlene M. O'Connor, Mai-Lan A. Rogoff, Martin H. Young Nov 2006

Meeting Challenges In Caring For Patients With Disabilities: An Interclerkship Course, Julie A. Jonassen, Susan V. Barrett, Linda M. Long-Bellil, Candace Cassin, Darlene M. O'Connor, Mai-Lan A. Rogoff, Martin H. Young

Office of Institutional Research, Evaluation, and Assessment Publications and Presentations

Purpose: People with disabilities use healthcare services more than those without disabilities, yet healthcare systems often fail these individuals. Understanding the needs of those with physical and cognitive disabilities is crucial in providing them with appropriate healthcare. A one-day Interclerkship introduced third-year medical students to key challenges for physicians who care for disabled patients: (1) building trust and confidence, (2) communication, (3) anticipating secondary medical conditions, (4) appropriately modifying clinical encounters, and (5) identifying appropriate community resources.

Methodology: Essential elements of patient-centered care for disabled individuals were presented in plenary sessions. In small groups, students met with individuals with physical ...


Residents Report On The Importance Of An Undergraduate End Of Life Interclerkship, Stacey J. Kadish, Mary L. Zanetti, Laura A. Sefton, Susan V. Barrett, Marjorie Clay, David M. Clive, Julie A. Jonassen, Michele P. Pugnaire Nov 2006

Residents Report On The Importance Of An Undergraduate End Of Life Interclerkship, Stacey J. Kadish, Mary L. Zanetti, Laura A. Sefton, Susan V. Barrett, Marjorie Clay, David M. Clive, Julie A. Jonassen, Michele P. Pugnaire

Office of Institutional Research, Evaluation, and Assessment Publications and Presentations

Does the perceived value of a third year End of Life (EOL) Interclerkship change after medical students complete their first year of residency? Several research studies indicate students’ perceptions about specific learning experiences change after graduating from medical school.

The value that medical students put on their education of end of life issues increases after they leave medical school. This finding highlights the importance of teaching end of life issues to undergraduate medical students.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Increasing The Depth Of The Recruitment Pool For Future Women Academic Leaders: Should We Begin With Medical School Electives?, Stacey J. Kadish, Susan V. Barrett, Michele M. Carlin, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire Nov 2006

Increasing The Depth Of The Recruitment Pool For Future Women Academic Leaders: Should We Begin With Medical School Electives?, Stacey J. Kadish, Susan V. Barrett, Michele M. Carlin, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire

Office of Institutional Research, Evaluation, and Assessment Publications and Presentations

A 2002 report from the AAMC Project Implementation Committee indicated, “The pool from which to recruit women academic leaders remains shallow” (Bickel, et al., 2002). Since hen, much attention has been focused on improving conditions for women at the faculty level. Yet, few studies address the possibility that the medical school experience could impact the initial depth in this recruitment pool. Is there a trend in medical school that may be negatively impacting women’s success in pursuing a career in academia?

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter Oct 2006

Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Office for Education Policy (OEP) has recently revisited Act 35 of the Arkansas General Assembly’s second extraordinary session of 2003 to highlight the Act’s provisions and assess the Arkansas Department of Education (ADE) and the State Board of Education’s progress in addressing those accountability measures. This report is part of the OEP’s continuing effort to keep our constituents informed of the extent to which reforms are being implemented in Arkansas. What follows is a description of the Act and of the report card; for the itemized and detailed complete report card, please see the table ...


Panels On Assessment, Training, Help And Support: "Implementing Sustainable And Useful Assessment-So What's The Problem? ", Office Of Assessment And Undergraduate Studies Oct 2006

Panels On Assessment, Training, Help And Support: "Implementing Sustainable And Useful Assessment-So What's The Problem? ", Office Of Assessment And Undergraduate Studies

Assessment Publications & Presentations

No abstract provided.


2006-2007 Common Data, Morehead State University. Institutional Research & Analysis. Oct 2006

2006-2007 Common Data, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archives

2006-2007 issue of the Common Data.


The Western Scholar, Editors Oct 2006

The Western Scholar, Editors

WKU Scholar

No abstract provided.


Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer Oct 2006

Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer

OARCA Staff Publications

This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state’s public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the ...


Australian Students Achievement In The Timss 2002 Mathematics Cognitive Domains, Sue Thomson Oct 2006

Australian Students Achievement In The Timss 2002 Mathematics Cognitive Domains, Sue Thomson

TIMSS Australia Monograph Series

The TIMSS assessment materials are organised on the basis of two domains: a content domain and a cognitive domain. The content domain describes the content that is intended to be assessed; while the cognitive domain describes the cognitive abilities students use to answer the items. The content domains are fairly consistently and readily found in the curricula of the participating countries, and are the subject of the major international and national reports for TIMSS. Developing reliable and valid achievement scales for the cognitive domains is not as straightforward, and differences among students across and within countries in their mathematical knowledge ...


Fact Book 2006, Uno Office Of Institutional Effectiveness Oct 2006

Fact Book 2006, Uno Office Of Institutional Effectiveness

Fact Book

The Fact Book has been designed to present a variety of information and data about the University, in a concise, easily-used format. Included are details regarding student and faculty. Generally, data are broken out by college, rank, level, gender, age and ethnicity for both spring and fall semesters.


Common Data Set 2006, Uno Office Of Institutional Effectiveness Oct 2006

Common Data Set 2006, Uno Office Of Institutional Effectiveness

Common Data Sets

Common Data Set (2006 - 2007) for the University of Nebraska at Omaha.


2006 Fall Nutshell, Morehead State University. Institutional Research & Analysis. Oct 2006

2006 Fall Nutshell, Morehead State University. Institutional Research & Analysis.

Office of Institutional Research & Analysis Publication Archives

Fall 2006 issue of the Nutshell.


Enrollment Report - Fall 2006, Uno Office Of Institutional Effectiveness Oct 2006

Enrollment Report - Fall 2006, Uno Office Of Institutional Effectiveness

Enrollment Reports

The Enrollment Report provides administrative and delivery-site information on enrollment headcount and student credit hours, as well as the demographic characteristics of enrolled students. The purpose of this profile is to provide the undergraduate and graduate enrollments and student credit hour information by college or equivalent academic unit, class, gender and ethnicity.


Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton Oct 2006

Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton

Educational, School, and Counseling Psychology Faculty Publications

It's mostly performance based. It assesses students in teams as well as individually. What's more, students like it.


The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano Sep 2006

The Freshmen Interest Group (Figs) Program Report: Fall, 2006, Gary (Gary Russell) Mckinney, Chris Stark, Patricia M. Fabiano

Office of Survey Research

INTRODUCTION In the fall, 2006, the Freshman Interest Group (FIGs) Program entered its eighth interation. To use assessment terminology, the program has passed through its beginning and emergent stages and has entered maturity. Its mission has been crafted, student learning outcomes (SLO's) have been identified, and its identity has solidified. (Please see Appendix One to read the FIGs mission statement, course criteria, student learning outcomes, and other FIGs-related documents.) Yet while maturity has wrought a degree of self-confidence, it has not brought complacency.The program remains one of the most assessed academic programs on campus. Yearly, FIGs administrators and ...


Hitting The Trifecta: A Professional Development Model For Creating, Using And Disseminating Open Education Resources., Sarah Giersch, Andrew Walker, Mimi Recker, Rena Janke Sep 2006

Hitting The Trifecta: A Professional Development Model For Creating, Using And Disseminating Open Education Resources., Sarah Giersch, Andrew Walker, Mimi Recker, Rena Janke

The Instructional Architect Research Group

This session presents a teacher professional development model developed by the Digital Libraries go to School project. Presenters will discuss the curriculum, which utilizes the Instructional Architect and the National Science Digital Library. Presenters will share preliminary data, lessons learned, and discuss future work including evaluation and scaling.


Myths And Poor Policy Affecting The Future Of School Superintendents, Theodore J. Kowalski Sep 2006

Myths And Poor Policy Affecting The Future Of School Superintendents, Theodore J. Kowalski

Educational Leadership Faculty Publications

Across the country, state policymakers are acting to weaken professional standards for school superintendents. Nine states no longer require a license for this position and among the remaining 41 states, over half (54%, including Ohio) have provisions for waivers or emergency certificates and 15 states (37%, including Ohio) sanction alternative preparation programs for licensure (Feistritzer, 2003). Sadly, this trend toward de-professionalizing the most influential position in public education is being fueled by myths and unless it is curtailed, it will seriously damage our public education system.


Accreditation Chronicle, Volume 3, Issue 1, Cedarville University Aug 2006

Accreditation Chronicle, Volume 3, Issue 1, Cedarville University

2006-2007 Accreditation Documents

No abstract provided.


Making The Most Of Your Sabbatical, Jennifer R. Galovich, Charles R. Hampton, William A. Marion, Thomas Q. Sibley Aug 2006

Making The Most Of Your Sabbatical, Jennifer R. Galovich, Charles R. Hampton, William A. Marion, Thomas Q. Sibley

Mathematics Faculty Publications

No abstract provided.


Standards For School Leadership : A Critical Review Of The Literature, Lawrence Ingvarson, Michelle Anderson, Peter Gronn, Andrew Jackson Aug 2006

Standards For School Leadership : A Critical Review Of The Literature, Lawrence Ingvarson, Michelle Anderson, Peter Gronn, Andrew Jackson

Teaching Standards and Teacher Evaluation

This document contains the review of literature, which maps recent and current developments in relation to standards for school leadership, professional learning and purposes for standards, such as professional development and certification, in Australia and overseas. It also provides a brief review of contemporary theory and research on leadership relevant to leadership standards. There is widespread concern about the recruitment, preparation, continuing professional development and recognition of school leaders. Leadership standards are a central component of most proposals for addressing these concerns.


The Quality Movement Discourse In The Higher Education Sector: A General Review, Aidan Kenny Aug 2006

The Quality Movement Discourse In The Higher Education Sector: A General Review, Aidan Kenny

Articles

This paper – the first of a series of three – describes some of the macro milestones in the evolution of the Quality Movement in the industrial environment. The emphasis then shifts to reviewing the discourse relating to quality in the higher education sector in the UK. Attention is given to Quality Assessment, Quality Assurance and Quality Enhancement models. The interface or tension lines between quality as a controlling mechanism or as a tool for development are outlined. Predominant concerns and issues as expressed by academics are clustered into macro questions, the answers to which will require further longitudinal research.


Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe Jul 2006

Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe

Student Learning Processes

Following a contextual introduction and a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging evidence-based research findings and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress. The paper argues that the monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed empirical scales (or quantitative ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute ...


Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe Jul 2006

Effective Teaching Practices For Students With And Without Learning Difficulties: Constructivism As A Legitimate Theory Of Learning And Of Teaching?, Ken Rowe

Student Learning Processes

Much of what is commonly claimed as ‘effective teaching practice’ and implemented during the early and middle years of schooling in Australian schools, for either mainstream students or for those experiencing learning difficulties, is not grounded in findings from evidencebased research. Of particular concern is that despite a lack of supporting evidence for its utility, the prevailing educational philosophy of constructivism (a theory of self-directed learning rather than a theory of teaching) continues to have marked influences on shaping teachers’ interpretations of how they should teach – aided and abetted by the content emphasis given during pre-service teacher education, as well ...