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Rachel A. Gordon Kerry G. Hofer Ken A. Fujimoto Nicole Risk Robert Kaestner Sanders Korenman 《Early education and development》2013,24(8):1086-1110
Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used, often to evaluate whether preschool programs are of sufficient quality to improve children’s school readiness. We examined the validity of the measure for this purpose. Item response theory (IRT) analyses revealed that many items did not fit together to measure single dimensions, particularly when rated by consultants as indicating aspects of quality relevant for multiple domains of child development. IRT results also conflicted with the scale developers’ expectations in terms of whether markers that they attached to higher response categories represented higher quality empirically. When reanalyzed based on experts’ ratings, IRT results also showed that relatively few indicators captured the moderate to high range of quality. Practice or Policy: Our results suggest that policymakers should carefully consider whether measures designed for specific purposes are appropriate for other high-stakes uses. We encourage continued refinement of existing quality measures, development of new measures, and the accumulation of evidence for their various uses. 相似文献
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Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses. 相似文献
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Off-task behavior in the classroom was conceptualized as a manifestation of students pursuing goals they bring into the classroom aside from achievement goals. Regulation during on-task and off-task behavior in action conflict scenarios was elaborated on using the constructs motivational interference and flow. It was argued that achievement and well-being values that students hold can be determinants as well as outcomes of these conflict experiences. Data from 697 students (mean age 13.43) was collected at two time points within one school year. Results supported a reciprocal model in which value orientations (t1) lead to conflict variables (t2) as well as conflict variables (t1) to value orientations (t2). 相似文献
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Manfred Hofer Claudia KuhnleBritta Kilian Elena MartaStefan Fries 《Learning and Instruction》2011,21(3):301-316
It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N = 433; M = 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. Regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students' reactions to motivational conflicts is highlighted. 相似文献
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Lindsay Hahn Ron Tamborini Brian Klebig Eric Novotny Clare Grall Matthias Hofer 《Communication Studies》2019,70(1):59-78
Content analyses examining the values expressed in popular music have been predominantly ad hoc, limited to antisocial themes, and lacking a comprehensive theoretical coding scheme. We applied a content analytic scheme based in the model of intuitive morality and exemplars (MIME) to examine altruistic and egoistic values in popular music over 60 years. Findings show (a) more frequent representation of egoistic than altruistic motivations, and (b) the profusion of egoistic motivations focused mostly on romantic (in adult-targeted music) but also platonic (in child-targeted music) relationships. 相似文献
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Holger Busch Jan Hofer Athanasios Chasiotis Domingo Campos 《European Journal of Psychology of Education - EJPE》2013,28(2):239-254
Human behavior is directed by an implicit and an explicit motivational system. The intrinsic form of the implicit achievement motive has been demonstrated to predict the experience of flow. Thus, this achievement flow motive can be considered an integral component of the autotelic personality, posited in Flow Theory as dispositional difference in the propensity to experience flow. As implicit motivation predicts long-term behavioral trends and flow predicts quality of performance, the achievement flow motive should be predictive of a long-term goal pursuit such as educational attainment. This hypothesis is tested cross-culturally to shed some light on the universality of flow: Participants from Cameroon, Costa Rica, and Germany were asked about the level of education they attained. To assess their achievement flow motive, the Operant Motive Test was employed. After measurement equivalence was established, analyses revealed that, across all three cultures, the achievement flow motive explained variance in educational attainment independent of achievement values as measured by a scale of the Schwartz Value Survey. Consequently, as would be expected of an element of the autotelic personality, the achievement flow motive predicts long-term academic success. 相似文献
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TPACK (Koehler &; Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-based teacher education and research. Increasingly, K–12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K–12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted. (Keywords: TPACK, TPCK, professional development, context) 相似文献