Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility     

Astrid von Kotze 《International Journal of Lifelong Education》2013,32(5):671-675

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HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL STUDENTS’ ANXIOUS RESPONSES TO HIGH‐STAKES TESTING     

Natasha K. Segool  John S. Carlson  Anisa N. Goforth  Nathan von der Embse  Justin A. Barterian 《Psychology in the schools》2013,50(5):489-499

This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.  相似文献   

Entrepreneurship education     

Antje Barabasch 《Studies in Continuing Education》2013,35(1):103-106

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“Models for Intensive Longitudinal Data.” Theodore A. Walls & Joseph L. Schafer (Eds.). Oxford,UK: Oxford University Press, 2006, 288 pages, $65.00 (hardcover)     

Alexander von Eye 《Structural equation modeling》2013,20(2):357-359

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Maximum Likelihood Dynamic Factor Modeling for Arbitrary N and T Using SEM     

Manuel C. Voelkle  Johan H. L. Oud  Timo von Oertzen  Ulman Lindenberger 《Structural equation modeling》2013,20(3):329-350

This article has 3 objectives that build on each other. First, we demonstrate how to obtain maximum likelihood estimates for dynamic factor models (the direct autoregressive factor score model) with arbitrary T and N by means of structural equation modeling (SEM) and compare the approach to existing methods. Second, we go beyond standard time series analysis (T large and N = 1) and conventional SEM (N large and T = 1 or small) by integrating both approaches. The resulting combined model offers a variety of new modeling options including a direct test of the ergodicity hypothesis, according to which the factorial structure of an individual observed at many time points is identical to the factorial structure of a group of individuals observed at a single point in time. Third, we illustrate the flexibility of SEM time series modeling by extending the approach to account for complex error structures. We end with a discussion of current limitations and future applications of SEM-based time series modeling for arbitrary T and N.  相似文献   

German language sport historiography of the 1980s     

Arnd Krüger  Lothar Wieser with assistance of Angela Daalmann  Antje Fenner  Tara Magdalinski 《国际体育史杂志》2013,30(1):138-167

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German language sport historiography of the 1980s     

Arnd Krüger  Lothar Wieser with the assistance of Angela Daalmann  Antje Fenner  Tara Magdalinski 《国际体育史杂志》2013,30(2):122-162

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The age structure of Canadian university teachers and its implications     

Max von Zur-Muehlen 《Interchange》1979,10(3):38-52

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An epidemiological study of number processing and mental calculation in Greek schoolchildren     

Koumoula A  Tsironi V  Stamouli V  Bardani I  Siapati S  Annika G  Kafantaris I  Charalambidou I  Dellatolas G  von Aster M 《Journal of learning disabilities》2004,37(5):377-388

The aim of this study was to validate and standardize an instrument for the diagnosis of developmental dyscalculia (mathematics disorder) in a Greek population and to obtain relevant epidemiological data. We used the Neuropsychological Test Battery for Number Processing and Calculation in Children (NUCALC) in a community sample of 240 students ages 7 to 11 years from urban and rural schools. There were no differences between genders in arithmetical performance; however, the effects of grade and socioeconomic level were significant. Prevalence was higher in the rural than in the urban area. A cross-cultural comparison of the Greek data with those obtained with the same instrument in other countries in schoolchildren of the same age was performed.  相似文献   

Metropolitan school desegregation: Emerging research issues     

Ronald D. Henderson  Mary von Euler 《The Urban Review》1978,10(2):67-70

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