Seeing the Forest and the Trees: Comparison of Two IRTree Models to Investigate the Impact of Full Versus Endpoint-Only Response Option Labeling     

Elisabeth M. Spratto  Brian C. Leventhal  Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39

In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported.  相似文献   

Scientists as consultants to industry in a developing country: An analysis of their roles and economic effectiveness     

Deborah Avriel 《Research Policy》1981,10(3):244-259

Twenty-six consultant-assisted development projects were studied within the pharmaceutical industry in Israel. They were selected at random; some were successful and some were not. The work of the academic scientific consultants has been closely followed. It was found that their task is more to respond to the problems of management than to introduce new ideas. The academic consultant's main contribution was the transfer of existing published knowledge in a format applicable to practice. In addition, however, the consultant had to supply know-how on and supervision of work carried out within the academic institutions, utilizing the resources of the latter which are much more sophisticated than those of the industry of a developing country. The economic value of consultancy in coupling university and industry is also estimated. It was shown that in a developing country - where the size of the pharmaceutical industry is relatively small - the task of the consultant is more than that of an expert specialist: he is a valuable instrument of communication, information and implementation as well.  相似文献   

Gender sensitivity and the drive for IT: Lessons from the NetCorps Jordan Project   总被引：1，自引：0，他引：1  

Deborah L. Wheeler 《Ethics and Information Technology》2006,8(3):131-142

This article uses the NetCorps Jordan project as a case study of the ways in which Information Technology transforms social and economic life at the grass roots. Particular attention is paid to the role of gender in shaping such processes. In the end, this essay explores the motivations, the hopes and the results of one Arab country’s IT4 D experiment using the narratives of the participants as a guide. It is clear from the analysis below that culture, context and gender play a significant role in who gets to do what with IT.  相似文献   

Becoming family literacy advocates in early childhood programs     

Deborah L. Wolter 《Early Childhood Education Journal》1995,23(2):89-91

New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy level or educational priorities, are emphasized.  相似文献   

General population norms about child abuse and neglect and associations with childhood experiences     

Bensley L  Ruggles D  Simmons KW  Harris C  Williams K  Putvin T  Allen M 《Child abuse & neglect》2004,28(12):1321-1337

BACKGROUND: A variety of definitions of child abuse and neglect exist. However, little is known about norms in the general population as to what constitutes child abuse and neglect or how perceived norms may be related to personal experiences. METHODS: We conducted a random-digit-dialed telephone survey of 504 Washington State adults. Respondents were asked whether they believed each of 34 behaviors, identified in focus groups as possibly physically, sexually or emotionally abusive or neglectful, constituted abuse or neglect. Then, they were asked whether they had experienced 33 of the behaviors. RESULTS: Five of the six behaviors with the highest levels of consensus were for sexual abuse, whereas only one emotionally abusive behavior had a high level of consensus (95% agreement). Consensus that spanking constituted abuse increased with severity. Those respondents who reported experiencing a particular behavior were significantly less likely to believe the behavior abusive for 11 of the 33 behaviors and more likely to believe the behavior abusive for two of the behaviors. Where comparisons were possible, there was a high level of consensus that behaviors identified as abusive in Child Protective Service operational definitions constituted abuse. CONCLUSIONS: Self-reported childhood experiences were associated with perceived norms about child abuse. A better understanding of community norms about child abuse and neglect may be helpful in communicating with the public or allow for better targeting of educational messages through the media, parenting education classes, and so forth.  相似文献   

The Research and Development in Organisations Approach and the Evaluation of a Mainstream Behaviour Support Initiative     

Paul Timmins  Deborah Shepherd  Tom Kelly 《Educational Psychology in Practice》2003,19(3):229-242

This paper describes the evaluation of a local authority behaviour support initiative that involved the re-location of four behaviour support teachers from pupil referral units into three mainstream secondary schools to work with pupils at risk of exclusion. The evaluation was largely illuminative (Parlett, 1981) and focused on the effect of changing off-site behaviour support to in-school support. The research approach taken incorporated a Co-operative Inquiry strand (Heron, 1996) where researchers and behaviour support teachers worked together to design major aspects of the research process. This enabled research outcomes to inform educational practice, and gave a reflective, formative aspect to the study. The overall approach to the design of the study was informed by the Research and Development in Organisations (RADIO) model developed by Knight and Timmins (1995). The application of this approach in the context of the study is described along with a brief account of the findings. Finally, brief comment is made on the way in which the RADIO approach might contribute to educational psychologists' work at the local education authority and whole school levels.  相似文献   

Missing in Measurement: Why Identifying Learning in Integrated Domains Is So Hard     

Bortz  Whitney Wall  Gautam  Aakash  Tatar  Deborah  Lipscomb  Kemper 《Journal of Science Education and Technology》2020,29(1):121-136

Journal of Science Education and Technology - Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that...  相似文献   

Development and Nature of Preservice Chemistry Teachers’ Pedagogical Content Knowledge for Nature of Science     

Betül Demirdöğen  Deborah L. Hanuscin  Esen Uzuntiryaki-Kondakci  Fitnat Köseoğlu 《Research in Science Education》2016,46(4):575-612

  相似文献   

Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献   

Handwriting automaticity and writing instruction in Australian kindergarten: an exploratory study     

Anabela Abreu Malpique  Deborah Pino-Pasternak  Debora Valcan 《Reading and writing》2017,30(8):1789-1812

Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed.  相似文献