Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Kimberlee C. Everson"'
Autor:
Kimberlee C. Everson
Publikováno v:
Journal of Statistics and Data Science Education, Vol 0, Iss 0, Pp 1-16 (2022)
This study aims to identify some perceived gaps in a selection of statistical skills and software abilities of professors of education in United States colleges and universities. In addition to a general U. S. sample, a sample of education professors
Externí odkaz:
https://doaj.org/article/d7c5bf34face4a0fb2f5255bf2786dd6
Autor:
Joseph S. Rino, Ross Larsen, Damon L. Bahr, Jared Robinson, Richard R. Sudweeks, Kimberlee C. Everson, Eula Ewing Monroe
Publikováno v:
Investigations in Mathematics Learning. 13:91-106
In this paper the authors review the validity claims of a survey published in 2003, A Survey Measuring Elementary Teachers’ Implementation of Standards-Based Mathematics Teaching. Though the origin...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::614541af037a1aa40f882cb0df7e6751
https://doi.org/10.1080/19477503.2020.1846967
https://doi.org/10.1080/19477503.2020.1846967
Publikováno v:
Measurement and Evaluation in Counseling and Development. 51:163-178
Research focused on student belonging has sometimes used available measures in a unidimensional way despite evidence of multidimensionality in these scales. This study introduces a new unid...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d4b636129d56f7dae7551ee03d784b6c
https://doi.org/10.1080/07481756.2017.1358057
https://doi.org/10.1080/07481756.2017.1358057
Autor:
Kimberlee C. Everson
Publikováno v:
Review of Educational Research. 87:35-70
Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d997844f9000e098741d5bf234189ca0
https://doi.org/10.3102/0034654316637199
https://doi.org/10.3102/0034654316637199
Publikováno v:
Bilingualism: Language and Cognition. 20:886-902
This study uses a discontinuous-linear regression methodological approach to test the Linguistic Threshold Hypothesis (LTH). Specifically, we investigate the following hypotheses: (1) the rate of transfer of literacy skills from L1 to L2 is a functio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fa06b5f2f2e82190abe8437620f11e1
https://doi.org/10.1017/s1366728916000626
https://doi.org/10.1017/s1366728916000626
Publikováno v:
Harvard Educational Review. 83:349-370
In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quali
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::803abb3c713fc7e8790e0e12ed285e9b
https://doi.org/10.17763/haer.83.2.m32hk8q851u752h0
https://doi.org/10.17763/haer.83.2.m32hk8q851u752h0