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1.
《Journal of research on educational effectiveness》2013,6(1):43-82
Abstract This article provides a detailed discussion of the theory and practice of modern regression discontinuity (RD) analysis for estimating the effects of interventions or treatments. Part 1 briefly chronicles the history of RD analysis and summarizes its past applications. Part 2 explains how in theory an RD analysis can identify an average effect of treatment for a population and how different types of RD analyses—“sharp” versus “fuzzy”—can identify average treatment effects for different conceptual subpopulations. Part 3 of the article introduces graphical methods, parametric statistical methods, and nonparametric statistical methods for estimating treatment effects in practice from regression discontinuity data plus validation tests and robustness tests for assessing these estimates. Section 4 considers generalizing RD findings and presents several different views on and approaches to the issue. Part 5 notes some important issues to pursue in future research about or applications of RD analysis. 相似文献
2.
以2019年中国高等职业教育质量年度报告中“育人成效”“教学资源”“国际影响”“服务贡献”4个项目为一级评价指标,以4个项目中的12个考核内容、43个考核点作为二级和三级评价指标,建立评价体系;选取各项目60所入选公示院校的各项数据作为评价指标数据,分析高等职业教育质量年度报告的考察重点和入选公示院校的项目优势、不足,为其他职业院校找到学习对比的标杆,为职业院校人才培养提供经验借鉴,全面提高高等职业院校人才培养质量。 相似文献
3.
Elizabeth D. Tuckwiller Paige C. Pullen Michael D. Coyne 《Learning disabilities research & practice》2010,25(3):137-150
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response‐to‐intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at‐risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression‐based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined. 相似文献
4.
李云锦 《苏州教育学院学报》2008,25(2):123-124
在韩愈作品以及汉、唐典籍中“师”“学”并用而不互代,“师”与“学”存在着词义的差异。结合对《师说》文意、语境的分析可知,“吾师道也”句中的“师”,不应当注释为“学习”,而应训为“以……为师”。 相似文献
5.
对《念奴娇*赤壁怀古》“故国神游”之观照 总被引：1，自引：0，他引：1
王振泰 《鞍山师范学院学报》2001,3(2):41-43
本文继《“故国神游”尚不宜下“确解”》而运用以苏注苏之方法，认为可以确解为苏轼神游故乡，亡妻王弗多情而惊怪其早生华发。表现苏轼之“不思量，自难忘”也。 相似文献
6.
文章主要是利用Authorware的面向对象的可视化编程的人机交互方式,丰富的媒体素材使用方法,强大的数据处理能力,高效的多媒体集成环境等功能设计了《PS文字特效处理》课件。文章针对《PS文字特效处理》教学内容的特点,介绍了利用 Authorware软件开发本课件时应注意的问题,以及对教育教学产生的优越性。 相似文献
7.
《International Journal of Educational Research》1994,21(3):279-298
This study examined the exchangeability of alternative methods for measuring science achievement at the elementary level. Observation of a student performing a hands-on investigation was considered to be the “benchmark” method for science performance assessments. Four less-costly methods — or possible “surrogates” for the benchmark — were, in order of decreasing verisimilitude: (a) A notebook report of an investigation, (b) a computer simulation of an investigation, (c) short-answer questions about an investigation, and (d) multiple-choice questions about an investigation. Exchangeability of each of the four surrogates for the benchmark was examined using three different investigations: “Electric Mysteries,” “Paper Towels,” and “Bugs.” One hundred and ninety-seven fifth- and sixth-grade students were given: (a) All investigations with each method, (b) a multiple-choice science achievement test, and (c) an aptitude test. Results of exchangeability analyses indicated that only the notebook provided a reasonable surrogate for the benchmark. This finding was replicated across the three investigations. Moreover, combinations of surrogates, including the multiple-choice science achievement test, failed to approximate information gained from direct observation of student performance, over and above information provided by the notebook surrogate. 相似文献
8.
Kenneth C. Hisley Larry D. Anderson Stacy E. Smith Stephen M. Kavic J. Kathleen Tracy 《Anatomical sciences education》2008,1(1):27-40
This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first‐year dissection laboratory by accomplished students: “physical” dissection using an embalmed cadaver and “digital” dissection using three‐dimensional volume modeling of whole‐body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during “hands‐on” structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations. Anat Sci Ed 1:27–40, 2008. © 2007 American Association of Anatomists. 相似文献
9.
Traditional mathematical problem-solving currently being implemented in schools in Britain uses the methods of controlling the variables, drawing up a table of cases and using differencing techniques to create a solution for n cases. However, Bruner advocates the use of a spiral curriculum whereby students are “scaffolded” to higher and higher levels of generalization by revisiting a problem on multiple occasions, each time with an increased understanding of the task at hand. Clearly this is impossible using current classroom techniques. This paper outlines the use of a mathematical programming language, Zeno, which facilitates such levels of generalization. For demonstration purposes, the transformational effect of a singular 2 × 2 matrix is considered. Each stage in the spiral is clearly reproduced visually for the reader and attention is paid to one method of assessing the students' work, namely through the “externalizations” stored in the time-stamped journal activated on entering the software. 相似文献
10.
胡睿臻 《商丘师范学院学报》2014,(1):32-34
老子的"无为而治"包括"治身"与"治国"两方面的含义,其中"治身"是根本,以"养生"为基本出发点。圣人按"道"的无为法则养生蓄德,最终达到与"道"同一、像"道"一样长久。圣人按"无为"法则治理天下,让百姓们回到万物初生时的混沌状态,满足于粗陋的生活,保全精神,颐养天年。圣人与百姓都顺应"无为"法则,都能长生,就是天下大治。 相似文献
11.
Jeffrey D. Clem 《Performance Improvement》2007,46(8):27-31
Electronic performance support systems (EPSS) can accommodate disparate learner knowledge, experiences, and methods of comprehension. However, learners may have ineffective cognitive strategies for using an EPSS environment. The solution described in this article is applied to a Web‐based EPSS that has a simulation core. As the learner works in the environment, a “synthetic instructor” continuously collects information to adapt activities, resources, and representations. It uses critical incidents, which trigger within scenarios that mimic real‐world performance objectives. 相似文献
12.
Samuel A. Helms 《Interactive Learning Environments》2013,21(6):804-810
This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint. 相似文献
13.
The study reported here concerns the development and predictive validation of an instrument to assess the achievement outcomes of DE/online learning success. A 38‐item questionnaire was developed and administered to 167 students who were about to embark on an online course. Factor analysis indicated a four‐factor solution, interpreted as “general beliefs about DE,” “confidence in prerequisite skills,” “self‐direction and initiative” and “desire for interaction.” Using multiple regression we found that two of these factors predicted achievement performance (i.e., Cumulative Course Grade). Comparisons of pretest and posttest administrations of the questionnaire revealed that some changes in opinion occurred between the beginning and the end of the course. Also, categories of demographic characteristics were compared on the four factors. The overall results suggest that this instrument has some predictive validity in terms of achievement, but that Cumulative Grade Point Average (i.e., the university's record of overall achievement) is a much better predictor. 相似文献
14.
15.
谢尹 《宁波教育学院学报》2021,(1):136-140
以十六年英语高考全国Ⅱ卷及所授课班级作文写作训练方式为研究对象,总结出以“流行文化高级短语”“传统文化长句识记”“微写作”“复句速记”“板书练习”为主的作文写作训练方式。 相似文献
16.
Erik H. Cohen 《Religious education (Chicago, Ill.)》2013,108(2):147-152
This article presents an overview of how “Christian religious education” as a “polydoxical” discipline is being taught, based on a survey of 24 syllabi of graduate courses offered by scholars teaching in Mainline Protestant, Evangelical Protestant, and Catholic theological schools. The review offers an account of how the scholars frame the discipline in four dimensions: (1) how they define the nature and purpose of CRE; (2) how they describe and interpret the environment(s) for teaching and learning; (3) how they frame the “canon” of the discipline through texts and topics; and (4) the methods of teaching and learning employed. 相似文献
17.
唐人善用“拗救”的格律,“拗救”的情况相当常见。列举“拗救”的各种观点,并对各家的分类情况进行分析,能使人们对近体诗的拗救情况有一个大体的把握。 相似文献
18.
This study was conducted to determine which skills and concepts students have that are prerequisites for solving moles problems through the use of analog tasks. Two analogous tests with four forms of each were prepared that corresponded to a conventional moles test. The analogs used were oranges and granules of sugar. Slight variations between test items on various forms permitted comparisons that would indicate specific conceptual and mathematical difficulties that students might have in solving moles problems. Different forms of the two tests were randomly assigned to 332 high school chemistry students of five teachers in four schools in central Indiana. Comparisons of total test score, subtest scores, and the number of students answering an item correctly using appropriate t-test and chi square tests resulted in the following conclusions: (1) the size of the object makes no difference in the problem difficulty; (2) students understand the concepts of mass, volume, and particles equally well; (3) problems requiring two steps are harder than those requiring one step; (4) problems involving scientific notation are more difficult than those that do not; (5) problems involving the multiplication concept are easier than those involving the division concept; (6) problems involving the collective word “bag” are easier to solve than those using the word “billion”; (7) the use of the word “a(n)” makes the problem more difficult than using the number “1”. 相似文献
19.
Dean J. Spader 《Journal of Criminal Justice Education》2013,24(1):57-86
This article distinguishes two models that incorporate three uses for mocks trials in criminal justice education. The first model, which I refer to as the Law School Model (LSM), adapts for undergraduate education the method that is commonly used in legal education (Kravetz 2001). It uses a single case and one mock trial during an entire semester, and pursues a deeper understanding of all pretrial and trials stages. However, few mock trial “kits” exist for educators pursuing this model. The second model, which I refer to as the Liberal Education Model (LEM), focuses on the trial itself and pursues understanding of the judicial system and substantial development of communication skills fostered by traditional liberal education. This article suggests that the LEM offers criminal justice educators greater flexibility because (1) it offers many complete mock trial “kits” for instant use, (2) it incorporates all three uses discussed in this article (whereas the LSM is limited to the first use), and (3) many disciplines in over 200 colleges and universities use it in courses and intercollegiate competitions. 相似文献
20.
The effects of digital storytelling on student achievement,social presence,and attitude in online collaborative learning environments 总被引：1，自引：0，他引：1
Chang Woo Nam 《Interactive Learning Environments》2017,25(3):412-427
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness. 相似文献