共查询到20条相似文献，搜索用时 515 毫秒
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Laura Castro-Schilo Kevin J. Grimm Keith F. Widaman 《Structural equation modeling》2016,23(6):798-818
We introduce an approach for ensuring empirical identification of the correlated trait–correlated method (CT–CM) model under a variety of conditions. A set of models are referred to as augmented correlated trait–correlated method (ACT–CM) models because they are based on systematically augmenting the multitrait–multimethod matrix put forth by Campbell and Fiske (1959). We show results from a Monte Carlo simulation study in which data characteristics lead to an empirically underidentified standard CT–CM model, but a well-identified fully augmented correlated trait–correlated method (FACT–CM) model. This improved identification occurs even for a model in which equality constraints are imposed on loadings on each trait factor and loadings on each method factor—a specific case shown to lead to an empirically underidentified CT–CM model. 相似文献
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A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts. 相似文献
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Urjit A. Yajnik 《Resonance》2016,21(1):49-69
In this second part of the article, we present how S N Bose’s 1924 paper provided a systematic derivation of Planck’s formula using the conception of photons, filling the major lacuna that was preventing the acceptance of the photon concept by the physics community. This derivation further widened the chasm between classical conceptions and the actual behaviour of the microscopic world as already heralded by the photon proposal. In particular, the very concept of a quantum as an ‘independent’ entity even when not interacting with other entities was rendered invalid. Classical intuition was subverted in Bose’s derivation by a new rule, regarding counting of independent states of the system rather than counting individual quanta. We discuss the implications of the quantum mechanics that eventually emerged, showing that the seeds of some of its uncanny conceptual content were already foreshadowed in Einstein’s proposal. While he was instrumental in setting off the revolution, the full implications of the revolution became unpalatable to him. We may expect that as experiments make the quantum world more familiar, the currently projected enigmas will gradually disappear. 相似文献
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Andrew Wilkinson 《Education 3-13》2013,41(2):10-35
This article examines the implications of the Primary Strategy for primary school teachers. It focuses on the framework for learning and teaching across the curriculum (DfES, 2003, Chapter 3 ‘Excellent primary teaching’) and questions whether the new framework is in fact a return to a ‘whole’ curriculum approach. The key issues explored are: curriculum and assessment; and sharing practice; all of which present challenges for primary teachers. The downward impact of curriculum and assessment issues on the early years is considered. 相似文献
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There is a dearth of research on the work–life balance experiences of academics who undertake short-term international teaching assignments. Academics who teach offshore are also accountable for onshore activities including lecturing, research, supervision of higher degree students, mentoring, publishing and administrative obligations inter alia. These responsibilities pose further challenges to work and life. Within the context of a qualitative design, 11 academics were interviewed in depth regarding their short-term international teaching experiences. Specific issues relating to family separation, excessive work hours, poor assignment planning and lack of organisational recognition were identified. Findings have important implications for academics, and university policy and practice. 相似文献
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Rosario Ruiz-Olivares M. José Pino Javier Herruzo 《European Journal of Psychology of Education - EJPE》2013,28(2):189-199
The aim of this study is to evaluate the differences in prosocial altruistic behavior between children and young students who belong to the scout movement and those who do not belong to this or any other similar movement. The prosocial altruistic behavior has been assessed with questionnaires for the school: self-evaluation, teacher, classmate, and parents. By means of a prospective design of case–control, every scout has been compared with another non-scout matched in variables like age; number of siblings; whether he/she is the oldest, the youngest, etc.; sex; the order between the siblings; if the mother works inside or outside the home; and if he/she lives with his/her two parents. The results show that significant differences exist between one group and another in the questionnaires of self-evaluation, for the teacher and for the classmate. It seems that children and young people who are scout members are better assessed than the non-scouts in prosocial altruistic behavior. 相似文献
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In this study,we investigated the effects of 6-benzylaminopurine(6-BA)–calcium chloride(CaCl_2)–salicylic acid(SA) treatment on the yellowing and reactive oxygen metabolism of harvested broccoli heads. We dipped fresh broccoli heads in a compound solution(0.6 mmol/L 6-BA + 40 mmol/L CaCl_2 + 3 mmol/L SA) for 5 min and then stored them at 23 °C for 4 days. The results showed that the 6-BA–CaCl_2 –SA postharvest treatment effectively retarded the increase in color values(e.g.,variations from black to white,from green to red,and from blue to yellow) and the decline in chlorophyll content of the broccoli heads. Compared with the control broccoli,the rate of superoxide anion radical(O_2~( ·-)) production and the hydrogen peroxide(H_2O_2) content were lowered by the treatment. We also found significant diff erences in the activities of superoxide dismutase(SOD),catalase(CAT) and peroxidase(POD) in the treated broccoli. Based on these results,we consider 6-BA–CaCl_2 –SA to inhibit the accumulation of reactive oxygen,delay the degradation of chlorophyll,and prolong the shelf life of broccoli heads at 23 °C. 相似文献
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Manoj K. Harbola 《Resonance》2008,13(2):134-171
In this article we discuss how the concept of quantum of energy came into being from the analysis of black-body spectrum.
We start our discussion with the work of Wien who discovered the general form of black-body spectrum and on the basis of his
discovery proposed a formula to obtain power radiated from a black body as a function of its temperature and the frequency
of radiation. We then focus on the work of Planck who modified Wien’s formula to bring it in close agreement with the experimental
results. However, the real greatness of Planck is displayed in his interpretation of the modified formula that led him to
introduce the revolutionary concept of the quantum of energy. How Planck arrived at this conclusion is described in detail.
We conclude the article with a discussion of the generalization of the concept of quanta by Einstein to propose quantization
of radiation as well as of mechanical vibrations.
Manoj K. Harbola is a professor of physics at the Indian Institute of Technology, Kanpur. His area of research is in the field
of electronic structure of matter and he has contributed significantly to fundamental aspects of density functional theory
and applied it to study atoms, molecules, clusters and solids. 相似文献
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This study examines the anatomy of a teacher–student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway. By conducting a conversation analysis, this research identifies the overall organisation of the encounter. The results reveal that, first, the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement and second, the student approached the teacher's feedback with resistance. The study concludes with pedagogical implications for practice. 相似文献
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This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future
science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course
organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online
searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing
and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered
to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards
STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine
the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects
of the new approach provided significant contributions to the development of more positive attitudes among the students towards
STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher
interest in STS issues; (3) general perceptions regarding importance of STS issues.
相似文献
| Osman Nafiz KayaEmail: |
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Twan Huybers 《Assessment & Evaluation in Higher Education》2014,39(4):496-513
An important purpose of student evaluation of teaching is to inform an educator’s reflection about the strengths and weaknesses of their teaching approaches. Quantitative instruments are one way of obtaining student responses. They have traditionally taken the form of surveys in which students provide their responses to various statements using item-by-item agree/disagree ratings. Previous research has identified shortcomings of such rating scales, including response bias and the associated lack of discrimination amongst the items evaluated. In this paper, best–worst scaling is proposed as a novel method for quantitative teaching evaluation. The way in which best–worst scaling can be used in this context is illustrated in three different applications. Two applications demonstrate how it can be used for evaluations in a small-size classroom environment. The third application is a broader evaluation of university courses on a larger scale. In comparison with conventional rating scales, the best–worst scaling approach enables better highlighting of the differences between evaluation items. In doing so, it can provide enhanced guidance to educators in their reflection about their teaching. Moreover, implementation and analysis of a best–worst scaling evaluation is relatively straightforward, which establishes it a feasible method for teaching practitioners and researchers. 相似文献
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The purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro–macro–symbolic interface in chemistry, (2) to investigate the effect of a macro–micro–symbolic teaching approach on students’ relational understanding of chemical reactions, and (3) to characterize students’ conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro–micro–symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro–micro–symbolic teaching enhanced students’ conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students’ conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings. 相似文献
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Errors are often perceived as undesirable events to be avoided at all costs. However, a growing body of research suggests that making errors is, in fact, beneficial for learning. Building on human resource development literature, the present review proposes a 3P framework of approaches to errors during learning: prevention (avoiding or observing errors), permission (allowing errors), and promotion (inducing or guiding errors). This framework is applied to examine and integrate the empirical evidence on errors that have been commonly investigated in cognitive, educational, and applied psychology research. The psychological mechanisms of each error approach are discussed, and implications for education are considered. This review then concludes by highlighting the ways in which the various error approaches interact with learner characteristics and learning contexts, as well as discussing the role of feedback in error correction and proposing directions for future research toward understanding how errors can be optimized in learning. 相似文献
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N400 Event‐Related Potential and Standardized Measures of Reading in Late Elementary School Children: Correlated or Independent? 
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下载免费PDF全文 We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory. Electrophysiological measures were composed of the amplitude of the N400 component of the event‐related potential waveform elicited by real words, pseudowords, nonpronounceable letter strings, and strings of letter‐like symbols (false fonts). The only significant brain–behavior correlations were between standard scores on the vocabulary test and N400 mean amplitude to real words (r = ?.272) and pseudowords (r = ?.235). We conclude that, while these specific sets of standardized behavioral and electrophysiological measures both provide an index of reading, for the most part they are independent and draw upon different underlying processing resources. 相似文献
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Politics of education researchers have long recognized the role of micropolitics in school decision-making processes. We argue that investigating micropolitical dynamics is key to an important set of school decisions that are fundamental to inequities in access to high-quality teachers: assignments of teachers and students to classrooms. Focusing on the intraorganizational political power of experienced teachers, our analysis of survey and administrative data from a large urban district suggests that more experienced teachers have more influence over which students are assigned to their classrooms. By a variety of measures, we also find that more experienced teachers are assigned fewer disadvantaged students, on average, a pattern inconsistent with goals of ameliorating educational inequality by matching more qualified teachers with the students who need them most. 相似文献
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