Computerized and Traditional Administration of Questionnaires: Psychometric Quality and Completion Time for Measures of Self-Concept     

Walter Peter Vispoel  Carrie Ann Morris  Linan Sun 《Journal of Experimental Education》2019,87(3):384-399

In two independent studies of questionnaire administration, respondents completed multidimensional self-concept inventories within four randomized research conditions that mirrored the most common administration formats used in practice: paper booklets with and without answer sheets and computer questionnaires with single versus multiple items per screen. Strong differences among conditions emerged for completion time, but not for psychometric properties of scores (means, variances, reliability coefficients, concurrent validity coefficients). Answer sheets increased completion time by 24% to 34%, single-item displays by 20% to 25%, and computerization by 13% to 17%. Completion time was longer for multiple-alternative than for rating-scale items, but relative effects of answer sheets, single-item displays, and computerization remained consistent. We discuss implications for questionnaire construction and administration.  相似文献   

Same mission, same methods, same results? Academic and religious outcomes from different models of Catholic schooling     

Andrew Morris 《British Journal of Educational Studies》1997,45(4):378-391

A study of comprehensive schools in one English local education authority shows two Catholic schools at opposite ends of the effectiveness spectrum in helping pupils achieve examination success. Subsequent investigation of their understanding and interpretation of Catholic education finds them to represent two paradigms of Catholic school. Some possible causal relationships are explored between their values, attitudes and practices and their pupils' academic achievement.  相似文献   

Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class     

Shao-Chen Chang  Ting-Chia Hsu  Wei-Chen Kuo  Morris Siu-Yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):148-165

Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non-immersive virtual reality (VR) guidance system combined with a two-tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two-tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two-tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively.  相似文献   

Learning to Learn to Teach: An ``Experiment' Model for Teaching and Teacher Preparation in Mathematics   总被引：1，自引：2，他引：1  

James Hiebert  Anne K. Morris  Brad Glass 《Journal of Mathematics Teacher Education》2003,6(3):201-222

This paper describes a model for generating andaccumulating knowledge for both teaching andteacher education. The model is applied firstto prepare prospective teachers to learn toteach mathematics when they enter theclassroom. The concept of treating lessons asexperiments is used to explicate theintentional, rigorous, and systematic processof learning to teach through studying one's ownpractice. The concept of planning teachingexperiences so that others can learn fromone's experience is used to put into practicethe notion of contributing to a sharedprofessional knowledge base for teachingmathematics. The same model is then applied tothe work of improving teacher preparationprograms in mathematics. Parallels are drawnbetween the concepts emphasized for prospectiveteachers and those that are employed byinstructors who study and improve teacherpreparation experiences. In this way, parallelsalso are seen in the processes used to generatean accumulating knowledge base for teaching andfor teacher education.  相似文献   

Language preference and its relationship with reading skills in English and Spanish     

Michele H. Brenneman  Robin D. Morris  Marlyne Israelian 《Psychology in the schools》2007,44(2):171-181

A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were Latino children ranging in age from 7 years, 5 months, to 11 years, 6 months, with 43% born in the United States. Results showed a relationship between a child's higher English language preference for media and for communication with others outside the family and better reading skills in English. Language preference differences predicted reading abilities better for English than for Spanish. Results suggested that sequential bilingual children's language preference may be a useful marker of English language (second language [L2]) facility and use that is related to their reading proficiency or influences the development of English reading skills in such bilingual children in the United States. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 171–181, 2007.  相似文献   

Challenges of Access,Affordability, and Persistence     

Libby V. Morris 《Innovative Higher Education》2005,30(3):147-148

  相似文献   

Emotional Intelligence and Education: A critical review     

Neil Humphrey  Andrew Curran  Elisabeth Morris  Peter Farrell  Kevin Woods 《教育心理学》2007,27(2):235-254

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.  相似文献   

Improving Elementary School Science Teaching by Cross-Level Mentoring     

Arnold I. Feldman  Robert L. Campbell  Morris K. Lai 《Journal of Science Teacher Education》1999,10(1):55-67

  相似文献   

Investigative interviewing with children: evaluation of the effectiveness of a training program for child protective service workers.     

K A Freeman  T L Morris 《Child abuse & neglect》1999,23(7):701-713

OBJECTIVE: Previous research suggests that training workshops on investigative interviewing conducted with front-line workers, such as police officers or child protective service (CPS) workers, may result in improved knowledge about appropriate strategies to use. Limited research has addressed whether such training programs result in improvements in actual interviewing skills. The present investigation assessed the impact of a training workshop on CPS workers' knowledge about conducting and behavior during investigative interviews. METHOD: Twelve CPS workers participated. To evaluate the impact of the training, a quasi-experimental design was used. Participants completed outcome measures prior to, immediately following, and 3 months following the training. Outcome measures included (a) a questionnaire to assess knowledge about interviewing practices, (b) simulated interviews with a confederate to assess participant behavior during an investigative interview, and (c) questionnaires to gather information related to the simulated interviews (e.g., materials requested for use during interview, abuse status of confederate). All participants completed 6 hours of training during 3 weekly 2-hour sessions. RESULTS: Participants' knowledge on the topic, as well as several interviewing skills during simulated interviews, improved following the training. However, the training failed to impact several key interviewing skills such as the types of questions asked or the length of the interview. CONCLUSIONS: Knowledge-based workshop training programs may not adequately prepare CPS workers to conduct appropriate investigative interviews with children who were allegedly abused. Further, knowledge about how to conduct such interviews may not be the best indicator of whether someone is prepared for this aspect of the job.  相似文献   

SIMONE DE BEAUVOIR'S ETHICS AND POSTMODERN AMBIGUITY: THE ASSERTION OF FREEDOM IN THE FACE OF THE ABSURD     

Patrick Slattery  Maria Morris 《Educational theory》1999,49(1):21-36

  相似文献