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Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

systems. Sustainability Science , 11 (1), 91–102. Axelsson, R., Angelstam, P., Degerman, E., Teitelbaum, S., Andersson, K., Elbakidze, M., & Drotz, M. K. (2013). Social and cultural sustainability: Criteria, indicators, verifier variables for measurement and maps for visualization to support planning. AMBIO , 42 (2), 215–228. Baquete, A. M., Grayson, D., & Mutimucuio, I. V. (2016). An exploration of Indigenous knowledge related to physics concepts held by senior

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Freedom and obedience in western education

. Pedagogies: An international journal , 2 (4), 233-250. Ruiz, M., Bernal, A., Gil, F., & Escámez, J. (2012). Being one’s self. Rethinking autonomy and responsibility as mainstays in today’s education. Teoría de la Educación, 24 (2), 59-81. Rumberger, R. W. (2010). Education and the reproduction of economic inequality in the United States: An empirical investigation. Economics of Education Review , 29 (2), 246-254. Sanderse, W., Walker, D. I., & Jones, C. (2015). Developing the whole child in an age of academic measurement: Can this be done according to

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Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

., & Lim, W. (2016). Culturally responsive dispositions in prospective mathematics Tteachers. Discourse and Communication for Sustainable Education , 7 (2), 17–33. Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and test scores: Accounting for observed differences. Journal of Educational Measurement , 39 (1), 1–37. Yazdan Pour, H. (2015). Constructing and validating a teacher stroke scale and examining its relationship with burnout (Unpublished master’s thesis). Ferdowsi University of Mashhad, Iran.

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Culturally Responsive Dispositions in Prospective Mathematics Teachers

, Dz., & Fortono, C. (2010). Sustaining self-regulated students’ learning through inquiry-driven mathematics and science instruction. Discourse and Communication for Sustainable Education , 1 (1),3–17. Gershenson, S., Holt, S., & Papageorge, N. (2016). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209–224. Giles, M. B., & Sherman, T. M. (1982). Measurement of multicultural attitudes of teacher trainees. Journal of Educational Research, 75 (4), 205–209. Gillette, M

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The Role of Physical Activity and Physical Therapy on Muscle Relaxation and Pain in Neck Disorders

Conventional Physical Therapy. J Manipulative Physiol Ther, 30: 31-37. 14. Lariviere C., Arsenault A.B., Gravel D., Gagnon D., Loisel P. (2002) Evaluation of measurement strategies to increase thereliability of EMG indices to assess back muscle fatigue and recovery. J Electromyogr Kinesiol, 12: 91–102. 15. Holtermann A., Søgaard K., Christensen H., Dahl B., Blangsted A.K. (2008) The influence of biofeedback training on trapeziusactivity and rest during occupational computer work: a randomized controlled. Eur J Appl Physio, 104:983–989. 16. Brattberg G

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The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

. J., & Caretta, T. R. (1996). Cognitive-components tests are not much more than g: An extension of Kyllonen’s analysis. Journal of General Psychology, 123, 193-205. Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. New York, NY: Cambridge University Press. Sternberg, R. J., Grigorenko, E. L., Birney, D. P., Fredine, N., Jarvin, L., & Jeltova, I. (2007). Dynamic instruction for and assessment of developing expertise in four ethnic groups. In E. J. Gubbins (Ed.), Research

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Web-Based Intervention for Developing Long-Term Health Literacy of Individuals: Possibilities and Limitations

. International Journal of Eating Disorders, 40, 692-704. Perle, J. G., Langsam, L. C. & Nierenberg, B. (2011). Controversy clarified: An updated review of clinical psychology and tele-health. Clinical Psychology Review, 31(8), 1247-1258. Pleasant, A. (2009). Health literacy measurement: A brief review and proposal. Retrieved from Institute of Medicine of the National Academies Portnoy, D. B., Scott-Sheldon, L. A., Johnson, B

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From dynamic assessment of cognitive abilities to educational interventions: Trends in cognitive education

measurement of learning potential. Cambridge: Cambridge University Press. Stevenson C. E. (2012). Puzzling with potential. Dynamic testing of analogical reasoning in children (Doctoral dissertation, Leiden University). Amsterdam, the Netherlands: Ipskamp Drukkerij. Swanson, H. L., & Lussier, C. M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71(2), 321-363. Taub, G., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (2008). Effects of general and broad cognitive

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Important Aspects of Testing Knowledge and Skills of Third Grade Students in Light of Omnibus Survey: Polish Experience


This article deals with important aspects regarding the checking and assessment of the knowledge and skills of third-graders (more specifically pupils ending the third grade of primary school). The text makes use of the Omnibus research reports: M. Czajkowska, B. Szurowska (2016). It is worth noting that conducting tests in children of this age should be different than in adults (for example due to their emotional development, motivation, and self-esteem). The article is innovative in nature, because the authors pay attention to certain behaviors of the teachers and the children which have not been considered noteworthy before, such as: preparation of students, consisting not only of the key skills and knowledge determined by the requirements of the obligatory educational program but also providing emotional support, providing a pleasant atmosphere, indicating ways and methods of talking with children and parents about test results and supporting the children’s development in the specific areas that need improvement. The behavior of the children during tests, e.g. the possibility of using the available tools (e.g. ruler, scissors, dictionary, etc.) and the ability to solve the problem and apply different strategies in an emotionally difficult situation. The data presented in the article allows to determine both the amount of skills and knowledge that third grade students have in the field of Polish and mathematics as well as to open a discussion about a new approach to conducting tests among young students (focused on the child, its needs and feelings, and understanding how important teacher-parent cooperation is for the development of children at this age).

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