What Happens to Marginal Student Teachers/     

Samuel D. Aven  John Walter  Marvin Chrisp 《College Teaching》2013,61(2)

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Training In Citizenship     

Samuel Sandmel 《Religious education (Chicago, Ill.)》2013,108(3):176-179

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The Education of the Jewish Teacher: Some Reflections     

Samuel M. Blumenfield 《Journal of Jewish Education》2013,79(4):46-49

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We all know what a problem is. don't we?     

S. Samuel Shermis  James L. Barth 《Peabody Journal of Education》2013,88(3):287-297

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Affirmed Action: Essays on the Academic and Social Lives of White Faculty Members of Historically Black Colleges and Universities, Edited by Lenoar Foster, Janet Guyden, and Andrea Miller     

Samuel Mitchell 《Interchange》2000,31(4):455-456

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Evaluation of Dimensionality in the Assessment of Internal Consistency Reliability: Coefficient Alpha and Omega Coefficients          下载免费PDF全文

Samuel B. Green  Yanyun Yang 《Educational Measurement》2015,34(4):14-20

In the lead article, Davenport, Davison, Liou, & Love demonstrate the relationship among homogeneity, internal consistency, and coefficient alpha, and also distinguish among them. These distinctions are important because too often coefficient alpha—a reliability coefficient—is interpreted as an index of homogeneity or internal consistency. We argue that factor analysis should be conducted before calculating internal consistency estimates of reliability. If factor analysis indicates the assumptions underlying coefficient alpha are met, then it can be reported as a reliability coefficient. However, to the extent that items are multidimensional, alternative internal consistency reliability coefficients should be computed based on the parameter estimates of the factor model. Assuming a bifactor model evidenced good fit, and the measure was designed to assess a single construct, omega hierarchical—the proportion of variance of the total scores due to the general factor—should be presented. Omega—the proportion of variance of the total scores due to all factors—also should be reported in that it represents a more traditional view of reliability, although it is computed within a factor analytic framework. By presenting both these coefficients and potentially other omega coefficients, the reliability results are less likely to be misinterpreted.  相似文献   

Educational affordances and learning design in music software development     

Lee Cheng  Samuel Leong 《Technology, Pedagogy and Education》2017,26(4):395-407

Although music software has become increasingly affordable and widely adopted in today’s classrooms, concerns have been raised about a lack of consideration for users’ needs during the software development process. This paper examines intra- and inter-sectoral communication pertaining to software development and music education to shed light on the improvement of the educational affordances for music software in classroom teaching and learning. Semi-structured interviews with music software developers (n = 3) and music teachers (n = 15) are used to gain insights into how to enhance the educational affordances of music software. The findings of this study fill a gap in the literature by detailing the knowledge exchange required to effectively develop music education software. Improving the synergy between the knowledge bases of software development and music education could enhance novel educational affordances, providing music teachers with the opportunity to develop new, pedagogically sound music teaching and learning activities.  相似文献   

The Storytelling Animal: How Stories Make Us Human by Jonathan Gottschall. New York,NY: Mariner Books, 2013. 248 pages. Paperback: $14.95.     

Samuel Rumschlag 《Curator: The Museum Journal》2016,59(1):61-63

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Physical Disability,Stigma, and Physical Activity in Children     

Carolyn J. Barg  Brittany D. Armstrong  Samuel P. Hetz 《International Journal of Disability, Development & Education》2010,57(4):371-382

Using the stereotype content model as a guiding framework, this study explored whether the stigma that able‐bodied adults have towards children with a physical disability is reduced when the child is portrayed as being active. In a 2 (physical activity status) x 2 (ability status) study design, 178 university students rated a child described in one of four vignettes on 12 dimensions of perceived warmth and competence. Results revealed a main effect of ability status on warmth (p < 0.001) such that children with a physical disability were rated significantly higher in perceived warmth than able‐bodied children, regardless of activity status (d = 0.86). Also, there was a significant interaction (p = 0.02) of ability and activity status on perceived competence, indicating that ratings of perceived competence were significantly higher for active children with a physical disability than for all other children (d = 0.54–0.64). Results suggest that physical activity should be explored as a way to mitigate the stigmatisation of children with a physical disability.  相似文献   

Intellectual giftedness: Economic,political, cultural,and psychological considerations     

Samuel D. Mandelman  Mei Tan  Abdullah M. Aljughaiman  Elena L. Grigorenko 《Learning and individual differences》2010,20(4):287-297

The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is conceived to contribute to the discussion on intellectual giftedness and to provide a global context for the other articles in this issue. The essay is comprised of three major parts. First, we review the defining terms, contexts and theories historically and currently applied to the understanding of intellectual giftedness. Second, we comment on models used to identify it. Third, we discuss the major influences that directly shape the treatment of giftedness in a number of international settings.  相似文献