Mostly Harmless Direct Effects: A Comparison of Different Latent Markov Modeling Approaches     

Roberto Di Mari  Zsuzsa Bakk 《Structural equation modeling》2018,25(3):467-483

We evaluate the performance of the most common estimators of latent Markov (LM) models with covariates in the presence of direct effects of the covariates on the indicators of the LM model. In LM modeling it is common practice not to model such direct effects, ignoring the consequences that might have on the overall model fit and the parameters of interest. However, in the general literature about latent variable modeling it is well known that unmodeled direct effects can severely bias the parameter estimates of the model at hand. We evaluate how the presence of direct effects in?uences the bias and efficiency of the 3 most common estimators of LM models, the 1-step, 2-step, and 3-step approaches. Furthermore, we propose amendments (that were thus far not used in the context of LM modeling) to the 2- and 3-step approaches that make it possible to account for direct effects and eliminate bias as a consequence. This is done by modeling the (possible) direct effects in the first step of the stepwise estimation procedures. We evaluate the proposed estimators through an extensive simulation study, and illustrate them via a real data application. Our results show, first, that the augmented 2-step and 3-step approaches are unbiased and efficient estimators of LM models with direct effects. Second, ignoring the direct effects leads to biased estimates with all existing estimators, the 1-step approach being the most sensitive.  相似文献   

Professional higher education institutions as organizational actors     

Elken  Mari  Røsdal  Trude 《Tertiary Education and Management》2017,23(4):376-387

Organizational actorhood is a term that has gained prominence in literature about higher education as a way to describe some of the key global change processes with emphasis on organizational accountability, formalization of structure, focus on goal definition and managerialism. At the same time, there is less knowledge about how organizational actorhood is constructed in professional higher education institutions. Based on over 100 interviews and document studies of two case institutions, this article argues that professional higher education institutions show many characteristics of aiming to construct organizational actorhood, while their understanding of accountability is broader than would be in traditional comprehensive universities.  相似文献   

The illusion of scholastic incompetence and peer acceptance in primary school     

Marie-Noëlle Larouche  Benoît Galand  Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》2008,23(1):25-39

This paper reports results from two studies aimed at examining whether perception of social acceptance and actual social acceptance differ according to the presence of an illusion of scholastic incompetence. Results of both studies conducted in Belgium and in Quebec (respectively 179 and 543 participants) show that children’s illusion of scholastic incompetence is linked to a negative perception of social acceptance. However, according to the evaluation by peers, social acceptance of those children is similar to the others. This suggests a generalization of the negative bias of self-evaluation to both academic and social domains. The discussion proposes further variables that could improve the understanding of the origin of the illusion of incompetence.  相似文献   

Physical health of today's school children     

Sandra P. Thomas  Maureen Groër  Patricia Droppleman 《Educational Psychology Review》1993,5(1):5-33

The health habits of today's children will largely determine their subsequent health as adults of the twenty-first century. Smoking, inactivity, poor dietary practices, drug and alcohol abuse, and other deleterious habits may develop early, yet exert lifelong influences. This paper contains a review of (a) statistics and research on major health status indicators in school-aged children, (b) behaviors that contribute to disease risk, and (c) school-based interventions designed to change risk behaviors and enhance wellness. Activities that can be initiated by classroom teachers are emphasized in the concluding section of the paper. Through early intervention, enhanced longevity and quality of life may be accomplished.  相似文献   

Improving reading techniques in the USSR     

Nelli Anisimova Loshkarëva 《Prospects》1985,15(1):111-116

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Studying the effects of early child care experiences on the development of children of color in the United States: toward a more inclusive research agenda     

Johnson DJ  Jaeger E  Randolph SM  Cauce AM  Ward J;National Institute of Child Health  Human Development Early Child Care Research Network 《Child development》2003,74(5):1227-1244

Evidence is presented of the different cultural and ecological contexts affecting early child care for families of color. It is argued that improvements on previous research require a fundamental shift in how race, ethnicity, and culture as psychological variables are examined. Furthermore, to avoid the pitfalls and failures of previous research, new research must incorporate expanded models of child care and development in childhood. The integrative model of development for children of color proposed by Garcia Coll et al. (1996) is presented as a basis for developing more specific ecological models relevant to addressing child care issues in ethnic minority families. Finally, priority areas for future research are recommended to stimulate and enable child care researchers to adopt a more inclusive view of child care and its effects.  相似文献   

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education     

Marja Syrjämäki  Nina Sajaniemi  Eira Suhonen  Alisa Alijoki  Mari Nislin 《欧洲特需教育杂志》2017,32(3):377-390

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Training in phonemic segmentation: The effects of visual support     

Mariëtte T. Kerstholt  Dr Wim H. J. van Bon  Rob Schreuder 《Reading and writing》1994,6(4):361-385

Two experimental studies examined the effects of different types of phonemic segmentation training on phonemic segmentation, reading and spelling. Children with learning disabilities, who were weak in phonemic segmentation, were trained with the use of diagrams and alphabet letters, with alphabet letters only, or with no visual support at all (the control condition). For this purpose three computer-assisted training programs were developed. In the first experiment, 48 children were assigned to one of the three programs. The training period lasted five weeks. Although in each training program the children improved their phonemic segmentation skill, there were no significant differences among the three training programs. This result may have been influenced by the different types of feedback that were provided in the three training programs. In a second experiment, therefore, these differences in feedback were eliminated and 49 different children were trained with the same three programs. The results of this experiment, however, were the same as those of the first experiment. The finding that visual support had no beneficial effects could therefore not be attributed to differences in explicit feedback. It was concluded that with these children, in contrast to preschoolers, phonemic segmentation training using visual support does not have any advantage over auditory training alone. The results of this study indicate that preschoolers and children with reading and spelling problems cannot be treated in the same way. It underlines the importance of further examination of the problems that poor readers and poor spellers encounter in grasping the structure of spoken language.  相似文献   

Development of moral emotions and decision-making from childhood to young adulthood     

Mari Hasegawa 《Journal of moral education》2016,45(4):387-399

This study investigated the development of moral decision-making and moral emotion attributions in antisocial behavior and peer relationship dilemma scenarios. Participants were 540 school- and college-aged students, who were asked to explain their moral decision-making, subsequent emotions, and reasoning in regard to the scenarios. We combined moral decision-making (morally appropriate or morally inappropriate) and emotion (positive or negative) to create the four reaction patterns of happy victimizer (HV), unhappy victimizer (UHV), happy moralist (HM), and unhappy moralist (UHM). Across all four scenarios and age groups, there were very few HM reactions, and HV responses were more common among adolescents and adults than among children in jaywalking and peer exclusion scenarios. In contrast, there were no age differences in reaction patterns in shoplifting and broken-promise scenarios; however, more moral considerations in reasoning were revealed among older age groups. The role of peer relationship in emotion attribution is discussed.  相似文献   

The construction of word meaning in a multicultural classroom. Mediational tools in peer collaboration during mathematics lessons     

Ed Elbers  Mariëtte de Haan 《European Journal of Psychology of Education - EJPE》2005,20(1):45-59

In this article, we examine the construction of word meaning by students during collaborative activities in a multicultural classroom at a Dutch primary school. The analysis is based on recordings of student talk in small groups of four or five students during mathematics lessons. Difficulties with specific terms and expressions frequently arose during group work. Students could easily ask each other about the meaning of difficult words as a part of the collaborative activities they were accustomed to. In the groups with both Dutch and minority children, the minority students addressed their Dutch classmates as language experts. Conversations about language difficulties also occurred in the groups with only minority students. The conversations about word meaning revealed four patterns: (1) ignoring a question about the meaning of a word, (2) showing the meaning using gestures, (3) explaining, or (4) discussing word meaning. In none of the cases were the language problems solved by referring to the everyday meaning of the word. Instead, the conversations focussed directly on the specialised meaning which the word had in the context of the mathematics lesson. This means that the children used the mathematical discourse as a mediational tool for constructing a mathematical meaning of the words.  相似文献