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1.
Multiple measures taken on subjects are usually classified along two dimensions: (1) measures on the same dependent variable taken at different periods of time or occasions; and (2) measures on different dependent variables taken at one testing or observation period. In this paper an appropriate procedure for the analysis of “multivariate repeated measures” designs, i.e. designs in which measures are taken along both dimensions simultaneously, is discussed. Examples are given of the application of the procedure to quasi-experimental time-series designs and to the problem of determining rater agreement when a group of individuals are rated on more than one variable.  相似文献   

2.
Abstract

Thin study examined the effects of Interaction with “warm” teachers or “friendly” peer leaders on the scholastic achievement and conformance of underachievers. One experimental group of 28 seventh, ninth and tenth grade underachievers was assigned to “warm” teachers for nine months; each member of a second group of 31 underachievers was paired with a friendly peer leader for four months. Following treatment periods, experimental and control groups were compared on achievement and conformance variables. Significant differences were noted In teachers’ grades, tardinesses and severity of disciplinary offenses for the peer leader treatment and In frequency and severity of disciplinary offenses for the “warm” teacher condition.  相似文献   

3.

This article addresses the question of what is entailed in enhancing teacher quality and student achievement through university-school partnership. It compares two different secondary schools working in partnership with Clark University in Worcester, Massachusetts. University Park Campus School (UPCS) is a small, neighborhood-based school that spans grades 7–12 and serves 215 students. South High School is a large comprehensive high school, with grades 9–12, and 1500 students. UPCS has attained an exceptional level of effectiveness, as reflected in student achievement; all students have passed the statewide test on their first try, with most scoring in the top two performance categories (“proficient” and “advanced”), and qualified for postsecondary education. In contrast, South High, committed to a major restructuring initiative, marks improvement more slowly and incrementally. While scale looms large as a factor in explaining the effectiveness of each school (an instrumental factor), the story of the differences between the two schools is more complex. The comparison focuses on the most salient dimensions in an effort to understand critical cultural dimensions of effectiveness.  相似文献   

4.
Abstract

The Median Test was employed to test null hypotheses relevant to the perception of the college experience and variables related to academic motivation. Statistically significant differences were found for academic motivation variables, i.e., direction of aspirations, influence of precollege peer group, influence of the home, independence In planning, persistence, and self-control in terms of the type of “philosophy” of education endorsed by a random sample of 280 entering freshmen at a private midwestern university. The dominant perceptions, or “philosophies” endorsed were the “academic”, the “vocational”, or the “collegiate”. In general, on those academic motivation variables where statistically significant differences were obtained, the “collegiate” were lower while the “academics” were higher. The “vocational” tended not to depart from the grand population median value. Implications for student personnel workers in higher education are indicated and suggestions for further study are made.  相似文献   

5.
Abstract

We exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.  相似文献   

6.
Abstract

Successful prediction of achievement involves, as a minimum, selecting significant variables, measuring them accurately, and finding a way of combining them to account for maximum achievement variance. Extending earlier work, this report is of two studies-one on developing a refined combination of predictors including ability, “likability,” and “motivation”; and the other aimed at validating this multiple regression equation against actual school achievement, Prediction is in terms of whether students would fall in “good” or “poor” categories determined by dichotomizing the rank-ordered list of actual achievement at a grade point average of 3.33. The biserial r between the dichotomized variable of actual achievement and predicted achievement scores is .882, which is highly significant. The importance and shortcomings of the method are discussed.  相似文献   

7.
ObjectiveThe aims of this cross-sectional survey were to examine the prevalence, type and intensity of abuse in street children in Jaipur city, India.MethodBased on purposive random sampling, 200 street children, inclusive of equal number of boys and girls, were selected from the streets of Jaipur city, India, and administered an in-depth interview schedule which included five areas of abuse, namely, “general abuse,” “health abuse,” “verbal abuse,” “physical abuse,” and “psychological abuse.” Data was interpreted using percentages, t-test and correlations.ResultsStreet children reported experiences of abuse in all the five areas under study. Larger numbers of children (61.8%) scored in the “moderate” category of abuse while 36.6% children indicated abuse in “severe” and “very severe” categories on the intensity of abuse. Highest mean scores were obtained on the “verbal” and “psychological” area of abuse. Gender differences were significant in health and overall abuse, indicating boys to be significantly more abused than girls. There were significant positive correlations of abuse with increasing “age” and “income” of street children; and the occurrence of “multi-type” maltreatment and neglect in street children was clearly present.ConclusionDifferent forms of abuse are prevalent in street children in India. This area of study needs attention both by the researchers and the social workers.Practice implicationschildren who are identified in severe and very severe categories of abuse should be worked with in a follow up study with the help of governmental and nongovernmental agencies working in the field for child welfare.  相似文献   

8.
Abstract

The study investigated the effect of two testing approaches on informational achievement in a technical industrial education course. Two equated groups of students were administered either a high difficulty or low difficulty form of unit achievement examinations which served as the experimental factor. Informational achievement was measured by pretest-posttest gain of each testing approach. Comparisons were made (1) between the total populations of the treatment groups, (2) of the ability levels between the treatments, and (3) of the ability levels within each treatment. The findings revealed that while significant gains were found in the informational achievement of both groups, the gains associated with the “low difficulty testing approach” were significantly higher than those of the “high difficulty testing approach.”  相似文献   

9.

In this article, we build on arguments in risk communication that the predominant linear risk communication models are problematic for their failure to consider audience and additional contextual issues. The “failure”; of these risk communication models has led, some scholars argue, to a number of ethical and communicative problems. We seek to extend the critique, arguing that “risk”; is socially constructed. The claim for the social construction of risk has significant implications for both risk communication and the roles of technical communicators in risk situations. We frame these implications as a “critical rhetoric”; of risk communication that (1) dissolves the separation of risk assessment from risk communication to locate epistemology within communicative processes; (2) foregrounds power in risk communication as a way to frame ethical audience involvement; (3) argues for the technical communicator as one possessing the research and writing skills necessary for the complex processes of constructing and communicating risk.  相似文献   

10.
BackgroundResearch about online child sexual exploitation material (CSEM) users focuses on psychological assessments, demographics, motivations, and offending rates. Little is known about their understandings of children in CSEM.ObjectiveFrom an anthropological perspective, examine CSEM users’ constructions of children and childhood online and offline, and explore how these factor into their crimes.Participants and settingCSEM users in UK group programs.MethodsIn-depth ethnography, including 17 months of participant observation in group programs with 81 CSEM users, 31 semi-structured interviews with group participants, and inductive analysis of themes illuminated by childhood theory from anthropology.ResultsWhen referring to children offline, many participants claimed to align with Euro-American norms and constructions surrounding children’s learning, protection, irrationality, inexperience, asexuality, and innocence. However online, many constructed children differently: as less or not “real,” and as sexualized. This rendered children in CSEM fundamentally different, which facilitated offending, assisted in overcoming barriers, and allowed participants to hold conventional beliefs about children and childhood while engaging in incongruent online activity. Vital in this process was Internet use and associated distancing, detachment, anonymity, and cultural othering. The program used victim empathy to restore dominant norms to online children, for which participants invoked feelings, recognized their role in abuse, extrapolated consequences for victims, and reinforced norms.ConclusionsConstructions of children and childhood were central in offending. The complexities of negotiating “real” versus “not real” in both offending and victim empathy are discussed, as are conceptual distinctions between “constructions” and “cognitive distortions,” and implications for treatment and prevention.  相似文献   

11.
An entire elementary school system with 60% white and 40% black pupils was given several abiity tests group-administered by 12 white and eight black examiners (Es). The tests measured verbal and nonverbal IQ, perceptual-motor cognitive development, “speed and persistence” under neutral and motivating instructions, listening-attention, and short-term rote memory for numbers. With the exception of the “speed and persistence” test, on which white Es yielded significantly and consistently higher mean scores than black Es for both white and black pupils across grades one to six, the results for the various cognitive ability tests showed that the race of the E did not produce large or consistent effects in the testing of white and black pupils.  相似文献   

12.
ABSTRACT

Dynamic assessment (DA) is appealing to educational psychologists (EPs) due to: its flexibility, allowing EPs to adjust materials and processes to fit the assessment context; its usefulness, revealing ideas about how the next steps for learning might be achieved; and its focus on strengths. In Feuerstein’s words, “it is the instances of success of the individual that are the focal point for analysis for the reasons of success and failure”. Given the appeal of DA, it is frustrating that it has not been taken up more by practitioners. This paper will explore what DA is, and what it is not, summarise its advantages, consider why it is not more widely used, and introduce one way in which EPs can receive support for DA; using video of an EP “doing” DA within supervision in order to reflect on “good” DA.  相似文献   

13.

In a departure from the view that characterizes hypertext as a new writing paradigm based on old associationist ideas, Edward Barrett has proposed a model for hypertext that rejects cognitive and associationist language as both unnecessary and inaccurate. In this view, knowledge, reality, and even facts are community generated, “linguistic entities,” and hypertext supports the “social interface” rather than the “deep structure” of thought. This essay considers some of the premises of Barrett's proposal. A central issue is the rejection of the “authorial imperative” of structured information in favor of a view of writing as an open‐ended ever‐changing conversation in which readers and writers collaborate to discover—or generate—reality.  相似文献   

14.
Abstract

In thin study pupil control Ideology was conceptualized along: a continuum ranging from “custodialism” at one “extreme to “humanism” at the other. Hypotheses were deduced from a conceptual framework which emphasized the saliency of client control in organizations with unselected clients. Data for student teachers (N = 282) were collected from students who completed their student teaching experience during the 1065-06 school year at Oklahoma State University; the instruments were administered and completed in group meetings both before and after student teaching. It was hypothesized that student teachers would be significantly more custodial in their pupil control Ideology after the student teaching experience than before; separate tests of the hypothesis were made at both the elementary and secondary levels. Ail hypotheses tested were confirmed at a level of significance beyond the .001 level.  相似文献   

15.
Abstract

Using six waves of data (Grades 7–12) from the Longitudinal Study of American Youth, the author examined the effects of different mathematics course work (pre-algebra, geometry, calculus) on subsequent achievement in, and attitude toward, mathematics, with partial adjustment for student background characteristics. Results showed that in the early grades of high school, algebra courses significantly affected mathematics achievement. Mathematics course work, however, did not play a significant role in mathematics achievement in the middle grades of high schools. There was a “harvest” of significant course-work indicators in the later grades of high school; every advanced mathematics course affected mathematics achievement. Many course-work effects were substantial even after accounting for variables such as prior mathematics achievement and socioeconomic status.  相似文献   

16.
Abstract

Drawing on whiteness literature and over fifty years of combined classroom instruction experience, two professors of race and religion—one black, one white—at predominantly white institutions, answer the question, “How do we as religious educators effectively teach white students to challenge racially distorted assumptions and promote racially just outcomes?” In reply, they call into question the idea of “safe space,” dissect “the white gaze,” and offer three pedagogical principles for preparing white students to be allies in antiracist struggle: principled dislocation, supportive relocation, and sustained cultivation.  相似文献   

17.
ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.  相似文献   

18.
《The Educational forum》2012,76(4):464-478
Abstract

This article defines Twitter tm ; outlines the features, affordances, and common uses; and conceptualizes “tweeting” as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research.  相似文献   

19.
ABSTRACT

A proposed new educational service, the degree upgrade, is targeted toward a new market segment for higher education, graduates who are not seeking advanced degrees. The degree upgrade is accompanied by a new marketing strategy that attempts to build a continuing relationship with the new segment of graduates. Several advantages are achieved by the combined targeting strategy and the upgrade concept, (1) In combination, degree upgrades and the new targeting strategy aim at a sizable market segment that has not been effectively targeted in the past. (2) Economic benefits are strong because the service and strategy builds a continuous and increasing demand for educational services from a market segment that steadily increases in size. (3) The service and strategy redefines traditional concepts of “Lifelong Learning” and “Continuing Education” and suggests the upgrade concept creates more urgency among target market members. The purpose of this discussion is to initiate dialogue about the new service and strategy. Many questions are raised; some are unanswered.  相似文献   

20.

In my technical writing class, I examine two “meanings” from the Challenger disaster to illustrate the social contingency of meaning even in science and technology. These instances are the “anomalous” charring of the O‐rings and the reconceptualized assumption of flightworthiness the night before the launch. The social contingency of these meanings shows that the “object” of technical communication is not the material object as a pre‐existent isolate but in its social interpretation, significance, and meaning. Ultimately, technical communication is about people communicating about and to the interests of other people.  相似文献   

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