Browsing Publications - DO NOT EDIT by Title
Now showing items 3-6 of 6
-
On the Roles of External Knowledge Representations in Assessment Design
(Technology and Assessment Study Collaborative, Caroline A. & Peter S. Lynch School of Education, Boston CollegeDepartment of Curriculum and Instruction, The University of Texas at Arlington, January 20)People use external knowledge representations (KRs) to create, identify, depict, transform, store, share, and archive information. Learning to work with KRs is central to becoming proficient in virtually every discipline. ... -
The Paradox of Increasing both Enrollment and Graduation Rates : Acknowledging Elephants in the Ivory Tower
(Sciedu PressDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2014)The argument is made that increasing enrollments and graduation rates cannot occur while maintaining academic standards. Several U.S. universities are attempting to increase their enrollments to counter the financial ... -
The supporting effects of high luminous conditions on grade 3 oral reading fluency scores
(SpringerPlusDepartment of Curriculum and Instruction, The University of Texas at Arlington, 2014)The universality of the impact of daylight is a common thread that defines humanity. Day light affects us in a variety of ways –visually, psychologically and biologically. Artificial lighting research has explored ways ... -
The Trouble With Interpreting Statistically Nonsignificant Effect Sizes in Single-Study Investigations
(DigitalCommons@WayneStateWayne State University PressDepartment of Curriculum and Instruction, The University of Texas at Arlington, 5-1-2003)In this commentary, we offer a perspective on the problem of authors reporting and interpreting effect sizes in the absence of formal statistical tests of their chanceness. The perspective reinforces our previous ...