Dependency and education: Reproduction or conspiracy?     

Jacques Velloso 《Prospects》1985,15(2):205-212

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Celebrating one of our elders: a tribute to Glen Aikenhead     

Jacques Désautels 《Cultural Studies of Science Education》2008,3(3):555-566

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A Simple Equation to Predict a Subscore's Value     

Richard A. Feinberg  Howard Wainer 《Educational Measurement》2014,33(3):55-56

Subscores are often used to indicate test‐takers' relative strengths and weaknesses and so help focus remediation. But a subscore is not worth reporting if it is too unreliable to believe or if it contains no information that is not already contained in the total score. It is possible, through the use of a simple linear equation provided in this note, to determine if a particular subscore adds enough value to be worth reporting.  相似文献   

Motivation to read in grades K – 2: a cross-cultural perspective     

Pelusa Orellana  Lorraine Jacques  Riitta-Liisa Korkeamäki  Eufimia Tafa  Linda B. Gambrell 《International Journal of Early Years Education》2019,27(4):423-440

ABSTRACT

We examined early elementary children’s reading motivation in four different countries. Results revealed that reading motivation is a stable construct in countries like Chile, Finland, Greece, and the United States. Motivation to read followed similar patterns across the countries, with increased scores at the end of the school year. This trend differs from what has been reported in the literature for older students. Significant gender differences were observed mainly for Finnish and Greek students. Understanding early reading motivation from a cross-cultural perspective can help identify commonalities in the initial development of reading motivation, and deepen our understanding about how it may differ in different cultural contexts.  相似文献   

When Can We Improve Subscores by Making Them Shorter?: The Case Against Subscores with Overlapping Items     

Richard A. Feinberg  Howard Wainer 《Educational Measurement》2014,33(3):47-54

Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items to be included on more than a single subscore. Subscores only have value if they are reliable enough to justify conclusions drawn from them and if they contain information about the examinee that is distinct from what is in the total test score. In this study we show, for a broad range of conditions of item overlap on subscores, that the value of the subscore is always improved through the removal of such items.  相似文献   

In Memoriam: Frederic Mather Lord (1912–2000)     

Howard Wainer 《Educational Measurement》2000,19(2):24-25

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Comparing the Incomparable: An Essay on the Importance of Big Assumptions and Scant Evidence     

Howard Wainer 《Educational Measurement》1999,18(4):10-16

What are we doing when we make a comparison between two groups of people“ How is this comparison complicated when the two groups do not take identical sets of items“ What can be said about the groups if they take no items in common?  相似文献   

Enhancing teacher moral judgment in difficult political times: Swimming upstream     

Jacques S. Benninga  Richard K. SparksSusan M. Tracz 《International Journal of Educational Research》2011,50(3):177-183

Teachers at eight elementary schools in a large metropolitan school district participated in a multi-year program of professional ethical dilemma discussions that took place at monthly school meetings over a two-year or three-year period and focused on real-life situations faced by elementary school teachers. Discussions were structured using the Four Component Model of Moral Judgment. The DIT-2 served as a measure of moral judgment. Results proved to be counterintuitive; teacher moral judgment did not improve over time. We discuss the implications of promoting moral and democratic sensibilities at a time when American classrooms are tightly controlled and teachers held accountable for student performance on high stakes tests.  相似文献   

Structure of expert players' activity during competitive interaction in table tennis     

Sève C  Saury J  Ria L  Durand M 《Research quarterly for exercise and sport》2003,74(1):71-83

This study analyzed the activity of expert table tennis players during a match, in reference to course of action theory (Theureau, 1992). Matches were videotaped, and the players' verbalizations as they viewed the tapes were collected a posteriori. The data was analyzed by (a) transcribing the players' actions and verbalizations, (b) decomposing their activity into elementary units of meaning, and (c) grouping the elementary units into larger sets. The results showed that the matches began with an inquiry into the specific features of the opponent's play. This was followed by reproducing the actions identified as effective during the inquiry. The results are discussed in relation to the role of training in expert performance.  相似文献   

Towards Program Evaluation in Archives     

Jacques Grimard  Lucie Pagé 《Archival Science》2004,4(1-2):99-126

A review of the archival literature, including records and information management, indicates that archivists’ have shown over the last two decades an interest in program evaluation. The sparceness of the literature on the subject suggests a gap in an articulate body of knowledge, based on solid theoretical and methodological foundations, for evaluation of archival programs and activities. However, if they have not particularly investigated the subject from a theoretical perspective, archivists have developed in their different organizations and working environment practical knowledge of and experience with program evaluation. In large corporations as well as in public bureaucracies, they have been part of or subjected to specific or generic program evaluation initiatives conducted by internal and external evaluators. But archivists might need now to go some steps further and to look from a critical perspective at what is needed in order to get full benefit from program evaluation.  相似文献