A More Flexible Bayesian Multilevel Bifactor Item Response Theory Model     

Ken A. Fujimoto 《Journal of Educational Measurement》2020,57(2):255-285

Multilevel bifactor item response theory (IRT) models are commonly used to account for features of the data that are related to the sampling and measurement processes used to gather those data. These models conventionally make assumptions about the portions of the data structure that represent these features. Unfortunately, when data violate these models' assumptions but these models are used anyway, incorrect conclusions about the cluster effects could be made and potentially relevant dimensions could go undetected. To address the limitations of these conventional models, a more flexible multilevel bifactor IRT model that does not make these assumptions is presented, and this model is based on the generalized partial credit model. Details of a simulation study demonstrating this model outperforming competing models and showing the consequences of using conventional multilevel bifactor IRT models to analyze data that violate these models' assumptions are reported. Additionally, the model's usefulness is illustrated through the analysis of the Program for International Student Assessment data related to interest in science.  相似文献   

终极娱乐——给魔术师和心灵魔术师的导演笔记（节选）     

肯.韦伯  Ang Lee 《杂技与魔术》2010,(3):57-59

第二章神秘娱乐的层次关系 从我们的这边看出去,我们带给观众的表演是魔术效果（effect）。而从观众的角度来看呢,我们的演出可分成三种不同的感受：  相似文献   

Practices and pitfalls: A practitioner's journey into level 3 evaluation     

Tom Riley  Holly Davani  Pat Chason  Ken Findley 《Performance Improvement》2002,41(5):14-22

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Becoming a Better Observer     

Ray W. Coye  Patricia E. Spencer 《Decision Sciences Journal of Innovative Education》2009,7(2):511-514

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Fred Wilson,PTSD, and Me: Reflections on the History Wars     

Ken Yellis 《Curator: The Museum Journal》2009,52(4):333-348

Abstract Our relationships with our audiences have proved parlous. But if history is destined to be contested, where should museums be in that contest and how do we get there? Fred Wilson's Mining the Museum has turned out to be a path not taken; Enola Gay was a cautionary tale. But we should have these fights in museums, where the national narrative is blocked out and staged, because of how museums teach us, opening hidden windows on cloaked realities. Museums can start by becoming clearer about what they think they are doing when they make an exhibition. Exhibitions can have a profound effect on visitors at many levels but it doesn't happen very often. Is that because visitors seek another kind of experience from what we typically offer?  相似文献   

Variations in article seeking and reading patterns of academics: What makes a difference?     

Carol Tenopir  Donald W. King  Jesse Spencer  Lei Wu 《Library & information science research》2009

Although scholarly articles play an important role in the work life of academics, specific patterns of seeking and reading scholarly articles vary. Subject discipline of the reader influences many patterns, including amount of reading, format of reading, and average time spent per reading. Faculty members in different disciplines exhibit quite distinct patterns of reading. Medical/health faculty read more than others and mainly for current awareness purposes, while engineering faculty spend more time on average per article reading, and they also read more for research. Other factors that influence some reading patterns include work responsibilities (weighted towards more teaching or more research), age (young faculty are more likely to read on-screen from the open Web) and productivity of the reader, and purpose of the reading (readings for research and writing are more likely to be from a library collection). The ability to predict scholarly article seeking and reading patterns will assist journal editors, publishers, and librarians design better, more targeted journal systems and services.  相似文献   

Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam     

Kerri Ullucci  Joi Spencer 《The Urban Review》2009,41(2):161-173

Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high school students to pass the Calfornia High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors will argue that this testing approach to school change is based on myths about the role of assessment, the information testing can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It is these assumptions this piece seeks to address.

Joi SpencerEmail:

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What Canadian youth tell us about disclosing abuse     

Michael Ungar  Leslie M. Tutty  Sheri McConnell  Ken Barter  Judi Fairholm 《Child abuse & neglect》2009,33(10):699-708

ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose.  相似文献   

Review symposium     

Ken Jones 《British Journal of Sociology of Education》2009,30(4):495-501

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Te Whāriki,the New Zealand early childhood curriculum: is it effective?     

Ken Blaiklock 《International Journal of Early Years Education》2010,18(3):201-212

Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.  相似文献