Definitions of bullying: a comparison of terms used,and age and gender differences,in a fourteen-country international comparison   总被引：2，自引：0，他引：2  

Smith PK  Cowie H  Olafsson RF  Liefooghe AP  Almeida A  Araki H  del Barrio C  Costabile A  Dekleva B  Houndoumadi A  Kim K  Olafsson RP  Ortega R  Pain J  Pateraki L  Schafer M  Singer M  Smorti A  Toda Y  Tomasson H  Wenxin Z 《Child development》2002,73(4):1119-1133

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.  相似文献   

Using Trilinear Plots for NAEP State Data     

Howard Wainer 《Journal of Educational Measurement》1996,33(1):41-55

Understanding the distribution of achievement levels of students' performance in the National Assessment of Educational Progress (NAEP) is aided through the use of the trilinear chart. In this article, this chart is described and its use illustrated with data from the 1992 state NAEP mathematics assessment. It is shown that one can see readily the trends in performance for different demographic groups for all of the 44 participating jurisdictions simultaneously. It is suggested that this graphical form may be useful in other contexts, as well.  相似文献   

Using the Stepped Care Model to Empower University Students With Learning Disabilities     

Justin G. Jacques  Nicholas R. Abel 《Journal of College Counseling》2020,23(1):85-96

Students with learning disabilities face several challenges in postsecondary education settings. The authors explore the issue and shed light on the importance of self‐advocacy for academic success. The stepped care model (SCM) is suggested as an approach to assist college students with learning disabilities in developing these skills and obtaining services. A brief case example from 1 of the authors' work is shared to illustrate the use of the SCM with a student with a learning disability.  相似文献   

On the Relative Value of Multiple-Choice, Constructed Response, and Examinee-Selected Items on Two Achievement Tests   总被引：1，自引：0，他引：1  

Robert Lukhele  David Thissen  Howard Wainer 《Journal of Educational Measurement》1994,31(3):234-250

Using analyses based on fitting item response models to data from the College Board's Advanced Placement exams in chemistry and United States history, we found that the constructed response portion of the tests yielded little information over and above that provided by the multiple-choice sections. These tests also allow examinees to select subsets of the constructed response items; we found that scoring on the basis of the selections themselves provided almost as much information as did scoring on the basis of the answers  相似文献   

Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies     

Valdois  Sylviane  Bosse  Marie-Line  Ans  B.  Carbonnel  S.  Zorman  Michel  David  D.  Pellat  Jacques 《Reading and writing》2003,16(6):541-572

The present study describes two Frenchteenagers with developmental reading andwriting impairments whose performance wascompared to that of chronological age andreading age matched non-dyslexic participants.Laurent conforms to the pattern of phonologicaldyslexia: he exhibits a poor performance inpseudo-word reading and spelling, producesphonologically inaccurate misspellings butreads most exception words accurately. Nicolas,in contrast, is poor in reading and spelling ofexception words but is quite good atpseudo-word spelling, suggesting that hesuffers from surface dyslexia and dysgraphia.The two participants were submitted to anextensive battery of metaphonological tasks andto two visual attentional tasks. Laurentdemonstrated poor phonemic awareness skills butgood visual processing abilities, while Nicolasshowed the reverse pattern with severedifficulties in the visual attentional tasksbut good phonemic awareness. The presentresults suggest that a visual attentionaldisorder might be found to be associated withthe pattern of developmental surface dyslexia.The present findings further show thatphonological and visual processing deficits candissociate in developmental dyslexia.  相似文献   

Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring     

Claire Wagner  Jacques du Toit 《Africa Education Review》2020,17(1):181-196

Abstract

Experiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme.  相似文献   

Academic judgment and institutional evaluation made by teachers according to pupils’ explanatory activity     

Stéphane Jouffre  Jacques Py  Alain Somat 《European Journal of Psychology of Education - EJPE》2008,23(4):399-420

The influence of sixth-graders’ explanatory activity was studied on their teachers’ academic judgment. Concerning the pupils’ explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones, whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational factors and others’ traits; Luck and others’ efforts and intentions) were socially devalued. Concerning teachers’ judgment, the more pupils chose traits and the less they chose lack of effort/intention to explain the negative events, and the less they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less they chose luck and others’ effort/intention to explain the negative events, the more teachers’ attributed socially useful traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results are discussed in reference to the social functions implied by the academic judgment.  相似文献   

Privacy in (mobile) Telecommunications Services     

Jacques?PendersEmail author 《Ethics and Information Technology》2004,6(4):247-260

Telecommunications services are for long subject to privacy regulations. At stake are traditionally: privacy of the communication and the protection of traffic data. Privacy of the communication is legally founded. Traffic data subsume under the notion of data protection and are central in the discussion. The telecommunications environment is profoundly changing. The traditionally closed markets with closed networks change into an open market with open networks. Within these open networks more privacy sensitive data are generated and have to be exchanged between growing numbers of parties. Also telecommunications and computer networks are rapidly being integrated and thus the distinction between telephony and computing disappears. Traditional telecommunications privacy regulations are revised to cover internet applications. In this paper telecommunications issues are recalled to aid the on-going debate. Cellular mobile phones have recently be introduced. Cellular networks process a particular category of traffic data namely location data, thereby introducing the issue of territorial privacy into the telecommunications domain. Location data are bound to be used for pervasive future services. Designs for future services are discussed and evaluated for their impact on privacy protection.Parts of this paper have been presented at Ubicomp 2002 in Goteborg and E-CAP 2003 in Glasgow.  相似文献   

伊犁北部博罗霍努岩体年代学和地球化学研究及其大地构造意义     

王博  舒良树Dominique CLUZEL Michel FAURE Jacques CHARVET 《中国科技期刊研究》2007,23(8):1885-1900

博罗霍努岩体是发育在新疆伊犁北部的一个大型海西期花岗岩体，总体沿近SE-NW向分布，出露面积逾2000km^2。该岩体主要包括三类花岗岩：灰黑色辉石闪长岩、浅色黑云母花岗岩和紫红色黑云母钾长花岗岩。锆石U-Pb La-ICP-MS定年表明，辉石闪长岩的年龄为301±7Ma．黑云母花岗岩的年龄范围为294±7～285±7Ma，而黑云母钾长花岗岩则形成于280±5～266±6Ma。岩石地球化学分析显示，黑云母花岗岩和钾长花岗岩以准铝或弱过铝I型花岗岩为主，个别属于弱过铝S型花岗岩。在微量元素方面，这些花岗岩均富集轻稀土而亏损重稀土，但来自两个剖面的花岗岩具有不同的稀土元素配分模式，可能代表它们的岩浆源区有所不同，因此需要进一步对这些花岗岩进行同位素地质学研究。相对于洋脊花岗岩而言，博罗霍努岩体的花岗岩明显富集K，Rb，Ba和Th，同时，显著亏损Nb，Ta，Y和Yb。以上地球化学特征及微量元素判别图表明，这些花岗岩类形成于俯冲有关的火山岛弧环境。结合伊犁及邻区岩浆岩的特征及其时代，可以认为博罗霍努岩体的形成与天山北部洋壳向南的俯冲造山作用有关。西天山北部俯冲造山作用最终在中二叠世结束，并在中—晚二叠世进入陆内造山和伸展拉张阶段。  相似文献   

Using a New Statistical Model for Testlets to Score TOEFL   总被引：1，自引：0，他引：1  

Howard Wainer  Xiaohui Wang 《Journal of Educational Measurement》2000,37(3):203-220

Standard item response theory (IRT) models fit to examination responses ignore the fact that sets of items (testlets) often are matched with a single common stimulus (e.g., a reading comprehension passage). In this setting, all items given to an examinee are unlikely to be conditionally independent (given examinee proficiency). Models that assume conditional independence will overestimate the precision with which examinee proficiency is measured. Overstatement of precision may lead to inaccurate inferences as well as prematurely ended examinations in which the stopping rule is based on the estimated standard error of examinee proficiency (e.g., an adaptive test). The standard three parameter IRT model was modified to include an additional random effect for items nested within the same testlet (Wainer, Bradlow, & Du, 2000). This parameter, γ characterizes the amount of local dependence in a testlet.
We fit 86 TOEFL testlets (50 reading comprehension and 36 listening comprehension) with the new model, and obtained a value for the variance of γ for each testlet. We compared the standard parameters (discrimination (a), difficulty (b) and guessing (c)) with what is obtained through traditional modeling. We found that difficulties were well estimated either way, but estimates of both a and c were biased if conditional independence is incorrectly assumed. Of greater import, we found that test information was substantially over-estimated when conditional independence was incorrectly assumed.  相似文献