Group items tagged

The author here thinks that technology should b used in all the classrooms and it diferentiates instruction. When mentioned to students they seem more enthused about learning. The author conducted a lot of research on how to incorporate testing into assessment. They give all the posiives about online testing and the advantages to it. The article also gives places where teachers can creat online tests and implement it into their classroom more.

This article explains how graphing calculators can be used in calculus to benefit students, and also how graphing calculators are changing the way that calculus is being taught. One issue that sets this article apart from the other articles is its assessment of how students are required by most schools to purchase their own calculators. This article analyzes the effect this can have on how the class should be taught, and how calculators put students at advantages and disadvantages depending on how they are used, and how students with more computing power excelled or failed compared to those with the less powerful model of calculator.

This article discusses the assessment of a class of girls who were issued a certain type of graphics calculator. The teacher of this class was known for his integration of calculators in his course curriculum, and his classes were known for achieving above average on tests. The primary study was to investigate the effects of learning with the use of a graphing calculator. Classroom conversation was recorded and analyzed in order to determine how well the class understood the curriculum. This article while limited only to certain number of students delves deeply into how they were taught, and their response to the use of graphics calculators in the classroom.

Clark turns to philosophy to assess the relationship between naturalism and supernaturalism. In a political sense, all debates must deal with the physical world, for that is all that we know. Religious doctrines are acceptable as moral implicates, but in order to extend universality in the public realm, the language cannot be theological. The issue is essentially linguistic; by using a common language grounded in empiricism, we can better tackle the issues at hand. Clark suggests that the best mode of pacifying these views is to turn toward empiricism, which is grounded in evidence rather than faith. There is no way to "prove" faith. However, it is important to guard against the threat of "totalitarian empiricism" in which uniformity replaces consciousness. We live in a pluralistic society, and so it is to remain. Extending this thinking to the evolution-creation debate can perhaps shed light on a very plausible and practical solution.

This article is about a woman named Barbara Thomas. She has her early childhood classroom set up to encourage literacy. She has a large book corner with a circle rug. She uses the The Environmental Literacy Scan which is a program that develops as an outgrowth of a survey of kindergarten teachers' beliefs and practices is designed to assess literacy opportunities. The scan is all about how a room is setup for learning.

In this prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent-child cooperation facet, and a social-emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4-year-old children, living in inner-city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents and observations of parent-child book reading interactions when the target children were ages 4, 5, and 6 years. At age 7, by the end of Grade 1, after nearly 1 year of formal reading instruction, vocabulary, word decoding, and reading comprehension were assessed using standard tests. Vocabulary at age 4 and an index of the predominant language used at home were also measured in order to be used as covariates. Correlational and multiple regression analyses supported the hypothesis that home literacy is multifaceted. Home literacy facets together predicted more variance in language and achievement measures at age 7 than each of them separately. Structural equations analysis also supported two additional hypotheses of the present research. First, the effects of background factors (SES, ethnicity, parents' own literacy practices) on language development and reading achievement in school were fully mediated by home literacy, home language, and early vocabulary. Second, even after controlling for the effects of early vocabulary and predominant home language, there remained statistically significant effects of home literacy, in particular, opportunity, instruction quality, and cooperation quality. (Abstract taken from JSTOR.)

Kraus proposes a reform program that will reform low-income Minneapolis schools. Then he observes how urban schools attract low-income students and creates a problem of low achievement in these types of schools. This reform wanted no school to have more than 70% of any racial or minority group. He noticed that students in urban schools have lower test scores, so in order to change this they are implementing transfer programs into suburban schools. Most students showed improvement and to test their improvement the students were assessed. This program may improve academic achievement in some schools, but it does not exactly improve urban schools.

The author examines differences between data they have collected of 13 urban schools. They collected this data by using test scores, surverys, and case studies, in which other people cmae into schools and watched them. They found very inconsistent information because of the small sample size they had. The only assessed low and high scoring students, which may have caused problems. The teachers use assesment in the classroom to see what students needs are and to have them achieve the goals.

Assessing how boys and girls influence each other. It might be worth looking up the article the author references.

A film on OhioLINK. For decades, IQ tests have been the gold standard for measuring intelligence. But is one standardized test really adequate for every taker? This program advocates a different approach, creating an array of unusual challenges to assess brainpower and positing an argument for the interplay of multiple intelligences. Assisted by the insights of Harvard's Howard Gardner and experts using brain scanning technology at UC Davis' M.I.N.D. Institute, the program brings together a group of obviously bright and talented people and presents them with trials of all shapes and sizes. The results establish the validity of measuring not just what people know but also the equally important ways in which they exercise their practical, creative, emotional, and kinesthetic IQs. A BBCW Production. (50 minutes)

The Educational Testing Service, the nonprofit group behind the SAT, Graduate Record Examination and other college tests, has developed a new test that it says can assess students' ability to make good critical evaluations of the vast amount of material available to them.

The Authors of this article have conducted a study on 710 college students who were taking Pre-Calculus class. They were split into a controlled group, and a test group. The control group took the course using basic technology, and text books. The test group used graphics calculators and textbooks geared towards learning with graphics calculators. At the end of the course the students were required to take a comprehensive exam. The results showed that the students who took the course with the graphics calculators scored much higher than those who took the course in the traditional fashion. This study was conducted over a period of three semesters, and will prove very useful in my argumentation.