Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Arts and Humanities (29)
- Teacher Education and Professional Development (29)
- Educational Methods (28)
- Other Education (25)
- Feminist, Gender, and Sexuality Studies (23)
-
- English Language and Literature (22)
- Literature in English, British Isles (20)
- Social and Behavioral Sciences (17)
- Curriculum and Instruction (15)
- Dramatic Literature, Criticism and Theory (15)
- Theatre and Performance Studies (15)
- Higher Education (10)
- Science and Mathematics Education (9)
- Medicine and Health Sciences (8)
- Elementary Education (7)
- Higher Education and Teaching (7)
- Business (6)
- Educational Assessment, Evaluation, and Research (6)
- International and Comparative Education (6)
- Secondary Education (6)
- Educational Administration and Supervision (5)
- Educational Technology (5)
- Elementary Education and Teaching (5)
- Life Sciences (5)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (5)
- Bilingual, Multilingual, and Multicultural Education (4)
- Educational Psychology (4)
- Other Teacher Education and Professional Development (4)
- Physical Sciences and Mathematics (4)
- Keyword
-
- Education (6)
- Teaching (6)
- Anne Finch (4)
- Literacy (4)
- Mary Prince (4)
-
- Quantitative literacy (4)
- Action research (3)
- Assessment (3)
- COVID-19 (3)
- Early childhood education (3)
- Education in Other Specialties (3)
- Global Competence (3)
- International Education (3)
- Online learning (3)
- Pandemic (3)
- Policy (3)
- Professional development (3)
- Professional learning (3)
- Quantitative reasoning (3)
- Artificial intelligence (2)
- Biomechanics (2)
- Caribbean (2)
- Curriculum and Instruction Development (2)
- Digital humanities (2)
- Diversity (2)
- English (2)
- Equity (2)
- Gender (2)
- Higher Education & Educational Leadership (2)
- Identity (2)
- Publication
- Publication Type
Articles 121 - 124 of 124
Full-Text Articles in Education
Artificial Intelligence, Basic Skills, And Quantitative Literacy, Gizem Karaali
Artificial Intelligence, Basic Skills, And Quantitative Literacy, Gizem Karaali
Numeracy
The introduction in November 2022 of ChatGPT, a freely available language-based artificial intelligence, has led to concerns among some educators about the feasibility and benefits of teaching basic writing and critical thinking skills to students in the context of easily accessed, AI-based cheating mechanisms. As of now, ChatGPT can write pretty convincing student-level prose, but it is still not very good at answering quantitatively rich questions. Therefore, for the time being, the preceding concerns may not be shared by a large portion of the numeracy education community. However, as Google and WolframAlpha are definitely capable of answering standard and some …
Establishing The Validity And Reliability Of The Locus Assessments, Tim Jacobbe, Bob Delmas, Brad Hartlaub, Jeff Haberstroh, Catherine Case, Steven Foti, Douglas Whitaker
Establishing The Validity And Reliability Of The Locus Assessments, Tim Jacobbe, Bob Delmas, Brad Hartlaub, Jeff Haberstroh, Catherine Case, Steven Foti, Douglas Whitaker
Numeracy
The development of assessments as part of the funded LOCUS project is described. The assessments measure students’ conceptual understanding of statistics as outlined in the GAISE PreK–12 Framework. Results are reported from a large-scale administration to 3,430 students in grades 6 through 12 in the United States. Items were designed to assess levels of understanding as well as components of the statistical problem solving process as articulated in the GAISE framework. We discuss details of how the model used to develop the LOCUS assessments guided the gathering of evidence for validity and reliability arguments. Three types of validity evidence are …
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Numeracy
Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 …
Exploring The Relationship Between Quantitative Reasoning Skills And News Habits, Bennett Attaway, John Voiklis, Jena Barchas-Lichtenstein, Eric Hochberg, Jim Hammerman, Uduak Grace Thomas, Nicole Lamarca, Laura Santhanam, Patti Parson
Exploring The Relationship Between Quantitative Reasoning Skills And News Habits, Bennett Attaway, John Voiklis, Jena Barchas-Lichtenstein, Eric Hochberg, Jim Hammerman, Uduak Grace Thomas, Nicole Lamarca, Laura Santhanam, Patti Parson
Numeracy
Because people are constantly confronted with numbers and mathematical concepts in the news, we have embarked on a project to create journalism that can support news users’ number skills. But doing so requires understanding (1) journalists’ ability to reason with numbers, (2) other adults’ ability to do so, and (3) the attributes and affordances of news. In this paper, we focus on the relationship between adults’ news habits and their quantitative reasoning skills. We collected data from a sample of 1,200 US adults, testing their ability to interpret statistical results and asking them to report their news habits. The assessment …