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1.
《Learning and individual differences》1998,10(2):103-119
If test scores are collected from an individual pupil at different points in time and a state space model is available for describing latent ability development over time, the Kalman filter and smoother turn out to be the optimal procedures for estimating the pupil's latent curves. The Kalman filter is implemented in the Nijmegen Pupil Monitoring System LISKAL. The essentials of Kalman filtering and smoothing in comparison to traditional cross-sectional factor score estimators are explained, stressing unbiasedness considerations and the initialization problem. The state space model is represented as a SEM model and estimated by means of a SEM program. The value of the Kalman filter and smoother in pupil monitoring is enhanced by specifying a “structured means” instead of the traditional “zero means” SEM model and by introducing random subject effects. 相似文献
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ABSTRACTThe Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of the data set identified the following themes: “Feelings and Emotions”, “Engagement”, “Resilience”, “Hopes and Aspirations” and “Relationships”. The findings suggest the ELSA programme has a perceived positive impact on multiple components of pupil wellbeing. These components include positive emotions, negative feelings, engagement, resilience, optimism, accomplishment and relationships, as described by the New Economics Foundation (NEF) and Seligman’s “PERMA model”. The positive wellbeing changes experienced by the pupils occurred through strategies, talking, and forming a close relationship with the teaching assistant. Overall, this research provides evidence to suggest a positive impact of the ELSA programme on pupil wellbeing. 相似文献
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为改善方案选择式交通感应控制输出的交通信号配时方案滞后于实时交通状态的缺点,提出用状态空间神经网络和扩展卡尔曼滤波模型预测未来交通状态的优化配时方案.采用能反映道路网络几何特征的状态空间神经网络拓扑结构,结合当前时段和前一时段的路段交通状态,预测下一时段交通状况并选择与其相匹配的信号配时方案;应用扩展卡尔曼滤波训练状态空间神经网络,提高其训练效率及精度.选用南京市广州路的实测交通数据和由多目标遗传算法得出的最优信号控制方案验证模型的有效性.研究结果表明,与BP神经网络和状态空间神经网络相比,所提出的模型能够根据道路状况选择合适的交通控制方案. 相似文献
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J.B Biggs 《Contemporary educational psychology》1976,1(3):274-284
The relationship between psychology and education may be expressed in terms of two general models: the traditional hierarchical model, according to which psychology is the “parent” discipline; and a parallel model, in which the relationship between “pure” theory and its application is metaphoric rather than paradigmatic. The hierarchical model, however, does not hold even for such a “tight” area as behavior modification, let alone for educational practice in general.Educational practice, as a professional enterprise, should be guided by a consistent set of constructs taken from the practitioner's universe of discourse. The professionalization of education has been delayed because of attempts, mostly vain, to guide practice by applying constructs derived from other disciplines. Other disciplines, notably psychology, can be useful for education but in a metaphoric sense only. “Educology” is suggested as a convenient term for the set of constructs that should give coherence to educational decision-making. 相似文献
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Leslie A. Hayduk Hannah Pazderka Robinson Greta G. Cummings Kwame Boadu Eric L. Verbeek Thomas A. Perks 《Structural equation modeling》2013,20(2):280-310
Researchers using structural equation modeling (SEM) aspire to learn about the world by seeking models with causal specifications that match the causal forces extant in the world. This quest for a model matching existing worldly causal forces constitutes an ontology that orients, or perhaps reorients, thinking about measurement validity. This article illustrates several ways the seemingly innocuous quest for structural equation models that mirror “the world beyond” confronts entrenched notions of measurement validity. The article begins by considering simple measurement models and ends by “discovering” a new class of indicators called reactive indicators. Reactive indicators act as both the cause and effect of an underlying latent variable. The identifiability of a simple model containing a reactive indicator is proven and a research example illustrating the use of a reactive indicator is provided. However, the real challenge is to understand how an indicator can be both a cause and effect of the latent it measures. The understanding does not come from complying with the traditional rules for reliability and validity, but from focusing on the quest to make the structural equation model match the structuring of the worldly forces we seek to understand. Valid measurement in the context of a weirdly structured world requires an equally weird structural equation model. 相似文献
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The authors argue that learning is not only a process basing on speech but as well one of the body. Learning also includes civilizing the body, being able to control the muscles and the emotions and to behave in different contexts. Each institution and culture develops modes of bodily behavour. Institutions like schools, societies and political systems present different models that are to be learned. The question of the following article is that which models for pupils the two German systems had developed and how these where performed by the pupils. The autors show that the model of the diligent pupil was present in both systems, because the behaviour connected to this model is functionally adequate for learning. Western Germany also promoted the model of the “pensive” pupil which was mainly presented for male students. The GDR developed the “socialist pupil personality” that included a political role as an activist and “polytechnics”. But it was difficult to find an own presentation for that. From the sixties on the model ressembled more and more that of the diligent pupil. 相似文献
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To reduce channel noise,fading,and inter-user interference effectively in the chaotic communication systems with multi-user,a blind channel equalization algorithm based on dual unscented Kalman filter algorithm is proposed.Assuming that the coefficients of a multi-input multi-output (MIMO) channel can be described by an autoregressive model,two separate state-space representations are used for the signals and coefficients.Then two unscented Kalman filters are used to estimate chaotic signals and channel coefficients simultaneously.The simulation results indicate that the algorithm can effectively track the coefficients of the multi-path fading channel in chaotic MIMO communication systems at a fast convergence speed. 相似文献
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Rens van de Schoot Herbert Hoijtink Michael N. Hallquist Paul A. Boelen 《Structural equation modeling》2013,20(4):593-609
Researchers in the behavioral and social sciences often have expectations that can be expressed in the form of inequality constraints among the parameters of a structural equation model resulting in an informative hypothesis. The questions they would like an answer to are “Is the hypothesis Correct” or “Is the hypothesis incorrect?” We demonstrate a Bayesian approach to compare an inequality-constrained hypothesis with its complement in an SEM framework. The method is introduced and its utility is illustrated by means of an example. Furthermore, the influence of the specification of the prior distribution is examined. Finally, it is shown how the approach proposed can be implemented using Mplus. 相似文献
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William E. Davis 《Psychology in the schools》1978,15(1):22-26
This study investigated the relationship between teacher referral and pupil self-referral relative to perceived school adjustment of 417 4th grade pupils. Two major questions were focused upon: (a) To what extent do teachers and pupils agree relative to perceived learning and/or adjustment problems within the classroom? and (b) What are the relationships between teacher referral and pupil self-referral relative to sex of the child and type of problem indicated? The results suggest that a significant relationship exists between teacher referral and pupil self-referral (p <,001). Further, a disproportionate number of males in the sample were referred by their teachers as compared to female students (38% to 12%). However, relative to pupil self-referral, a much higher percentage of females (33%) “referred themselves.” It is suggested that greater consideration should be given by local school districts to including a pupil self-referral component within their overall screening mechanism for the identification of children in need of special education services. Further, school personnel should consider the possibility that their screening results may reflect teacher bias relative to “pupil sex stereotyping” in that males may be over-referred and famales under-referred. 相似文献
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Timothy A. Kinard 《Children‘s Literature in Education》2012,43(4):303-322
This article is an attempt to contribute to the conversation about “go[ing] beyond all kinds of binary thinking” (Lenz Taguchi, Going beyond the theory/practice divide in early childhood education: introducing an intra-active pedagogy, 2010, p. 50), especially the binary which positions “adults” and “children” as being powerful and powerless, respectively, in educational settings. It is also a personal reflection on “naming.” At the center of the reflection are two literary works, the picture book by Henkes, Chrysanthemum (1991), and the novel by Rousseau, émile, ou l’education (1762a). The central metaphor of émile—that of the developing child as organically unfolding, like a flower—is deconstructed by the plot involving two flower-named characters in Chrysanthemum. These characters are the protagonist, Chrysanthemum, and her music teacher, Delphinium Twinkle. Two acts of “naming” are considered: the literal act of naming a newborn baby and the abstract concept of “naming” [or labeling] a particular time in the life of a human being: “Childhood” (Cannella, Deconstructing early childhood education: social justice and revolution, 1997). 相似文献
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The transition from the Ancient Regime to the contemporary period was often regarded as the transition from a “selective” to a “productive” mode of professional training. The problem, however, is that the product of education is imprisoned in arbitrary practices of signification and cannot be considered objectively. This theoretical conclusions result from researching the genesis of the Academy of fine arts in Antwerp. The creation of the academy in 1663 did not rise from a failed formation on the shop floor or the emergence of an “enlightened” conscience concerning the tranfer of abilities and knowledge. Via teachers, masters and professors, arbitrary and subjective appreciations–on art and the producers of art–were objectified. The difference between the formation offered by the academy and the formation in the corporative workshop had thus nothing to do with the advent of social mobility. Preliminary selection was more important than meritocratic tendencies, and the logic behind the evaluation of the pupils by means of contests aimed at creating or sharpening differences. 相似文献
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《Contemporary educational psychology》1988,13(4):331-338
Administration of the Stanford-Binet Intelligence Scale (4th ed.) to 60 elementary school students resulted in means consistent with their “gifted” status. With two exceptions subtest “g” factor loadings from these children are similar to the g factor loadings from the standardization sample. An orthogonal rotation, varimax solution, resulted in four factors with eigenvalues greater than 1. Like the standardization sample, these gifted children yielded some subtest loadings which are consistent with the Stanford-Binet “model”; also like the standardization sample, not all the subtests loadings agreed with the model-based assignment. Results from a second factor analysis, a LISREL confirmatory analysis, also only partially supported the Binet model. Implications for interpretation are discussed. 相似文献
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Despite being the most prevalent form of child maltreatment, the correlates and consequences of neglect are poorly understood, particularly during early adulthood. The present multi-wave, longitudinal study sought to address this gap in this literature by examining physical and emotional neglect in emerging adults in a diverse community sample. 580 adolescents (AgeMean = 18.25; AgeSD = 0.59; 58.3% female; 31% Hispanic, 28.9% Caucasian; 26.2% African-American; 13.9% other) completed self-report measures for child maltreatment at baseline, and measures for depression, posttraumatic stress disorder, generalized anxiety disorder, and substance use every year for three years. For our analyses, we used both variable-centered (mixed-level modeling) and person-centered (latent profile analysis) analyses to best understand a) how physical and emotional neglect relate to other forms of maltreatment and b) to determine physical and emotional neglect’s unique impact on prospective mental health functioning. Our person-centered analyses revealed that a three-profile model provided the best solution for our data (“No Trauma,” “Abuse”, and “Neglect”). In longitudinal analyses, the “the neglect” group had significantly elevated scores compared to the “no trauma” group on all outcomes except alcohol use (p < 0.01). Results from our variable-centered analyses showed comparable findings between physical and emotional neglect, with higher scores corresponding to elevated symptoms of depression, PTSD, illicit substance use, and cigarette use over time (p < 0.01). In conclusion, our results suggest that early neglect-exposure poses a risk for the subsequent development of internalizing symptoms and substance use behaviors among emerging adults. 相似文献
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John S. Swift Jr. 《Community College Journal of Research & Practice》2013,37(4):307-316
Community college graduates from all disciplines seek the opportunity to earn a four year degree. No longer do these potential transfer students earn their associate degree studying the traditional “transfer program.” Unfortunately, transfer for many of them means the loss of credit and being required to complete more than two years of additional full time collegiate study. Many colleges and universities provide no special access programming for associate degree holders transferring to baccalaureate degree programs. Where access has been addressed, it often means an articulation agreement has been drawn up between two institutions. However, in a few cases “plus two” or “capstone” programs have been created which provide access to the holders of any associate degree without loss of credit. At question is whether such programs actually provide access to a four year degree with the completion of an additional two years of full time study. This research study addresses that concern. 相似文献
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Laura Boeschoten Daniel L. Oberski Ton De Waal Jeroen K. Vermunt 《Structural equation modeling》2018,25(5):750-761
Latent class models are often used to assign values to categorical variables that cannot be measured directly. This “imputed” latent variable is then used in further analyses with auxiliary variables. The relationship between the imputed latent variable and auxiliary variables can only be correctly estimated if these auxiliary variables are included in the latent class model. Otherwise, point estimates will be biased. We develop a method that correctly estimates the relationship between an imputed latent variable and external auxiliary variables, by updating the latent variable imputations to be conditional on the external auxiliary variables using a combination of multiple imputation of latent classes and the so-called three-step approach. In contrast with existing “one-step” and “three-step” approaches, our method allows the resulting imputations to be analyzed using the familiar methods favored by substantive researchers. 相似文献
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Marloes Koster Han Nakken Sip Jan Pijl Els J. van Houten Henk C. Lutje Spelberg 《Educational Research and Evaluation》2013,19(5):395-409
This study addresses the development of a teacher questionnaire to assess the social participation of pupils with special needs in regular primary schools and is divided into 2 parts. In the 1st part, the construction of the questionnaire is described. The questionnaire consists of 30 statements related to 4 key themes of social participation: “friendships/relationships”, “contacts/interactions”, “perception of the pupil”, and “acceptance by classmates”, yielding 4 subscales. The 2nd part of the study addresses an empirical study in which the questionnaire's quality was examined. The outcomes of a confirmatory factor analysis largely supported the division of social participation into 4 key themes. The analysis revealed that 22 out of 30 statements correlated strongest with the subscale they were assigned to. The questionnaire as a whole turned out to be reliable, whereas the reliability of the subscales varied. The construct validity was found to be mainly acceptable. 相似文献
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《The Journal of educational research》2012,105(4):153-156
AbstractIn 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
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Due to tremendous worldwide changes, the entrepreneurial imperative demands innovation. Therefore, companies as well as employees require innovative thinking and acting skills to cope with modern challenges. Opportunity Recognition represents the starting point for such entrepreneurial endeavours. Hence, this paper focuses on modelling Opportunity Recognition as well as the development of an Opportunity Recognition competence model as the foundation for teaching and learning in vocational education. Building on vocational situations that trigger innovations (opportunities) and the necessary competence facets that are needed to apply competent vocational behaviour in such situations (Opportunity Recognition), we conduct a systematic literature review and develop a comprehensive Opportunity Recognition competence model. We thereby link the found vocational situations (opportunities) with the found more abstract and latent competence facets of Opportunity Recognition and operationalise them by more observable indicators, which can be construed as evidence for the latent construct and related to successful performance in associated vocational situations. This modelling procedure of “evidence-based reasoning” allows inferences from the observed behaviour to the underlying, although not directly observable, Opportunity Recognition competence. The resulting Opportunity Recognition competence model may serve as a foundation for developing evidence-based curricular goals for vocational education through both instruction and assessment. 相似文献