Regime Switching Modeling of Substance Use: Time-Varying and Second-Order Markov Models and Individual Probability Plots     

Michael C. Neale  Shaunna L. Clark  Conor V. Dolan  Michael D. Hunter 《Structural equation modeling》2016,23(2):221-233

A linear latent growth curve mixture model with regime switching is extended in 2 ways. Previously, the matrix of first-order Markov switching probabilities was specified to be time-invariant, regardless of the pair of occasions being considered. The first extension, time-varying transitions, specifies different Markov transition matrices between each pair of occasions. The second extension is second-order time-invariant Markov transition probabilities, such that the probability of switching depends on the states at the 2 previous occasions. The models are implemented using the R package OpenMx, which facilitates data handling, parallel computation, and further model development. It also enables the extraction and display of relative likelihoods for every individual in the sample. The models are illustrated with previously published data on alcohol use observed on 4 occasions as part of the National Longitudinal Survey of Youth, and demonstrate improved fit to the data.  相似文献   

Sociological Analysis and Education Management: the social context of the self‐managing school     

Lawrence Angus 《British Journal of Sociology of Education》1994,15(1):79-91

In this paper I take issue with the claim of Ozga (1992) that because of the poor quality of many recent texts on education management, and their lack of a sociological perspective, they are not proper material for analysis in the British Journal of Sociology of Education. I argue that sociological analysis of such texts is an urgent priority because they have gained credibility among education practitioners and provide a spurious legitimacy to new right policy directions. This general argument is illustrated by focussing on four specific limitations of one of the most popular current texts on education management.  相似文献   

Teacher Knowledge and the Disjunction between School Curricula and Teacher Education     

Doune MacDonald  Lisa Hunter  Teresa Carlson  Dawn Penney 《Asia-Pacific Journal of Teacher Education》2002,30(3):259-275

As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge.  相似文献   

Many-Level Multilevel Structural Equation Modeling: An Efficient Evaluation Strategy     

Joshua N. Pritikin  Michael D. Hunter  Timo von Oertzen  Timothy R. Brick  Steven M. Boker 《Structural equation modeling》2017,24(5):684-698

Structural equation models are increasingly used for clustered or multilevel data in cases where mixed regression is too inflexible. However, when there are many levels of nesting, these models can become difficult to estimate. We introduce a novel evaluation strategy, Rampart, that applies an orthogonal rotation to the parts of a model that conform to commonly met requirements. This rotation dramatically simplifies fit evaluation in a way that becomes more potent as the size of the data set increases. We validate and evaluate the implementation using a 3-level latent regression simulation study. Then we analyze data from a statewide child behavioral health measure administered by the Oklahoma Department of Human Services. We demonstrate the efficiency of Rampart compared to other similar software using a latent factor model with a 5-level decomposition of latent variance. Rampart is implemented in OpenMx, a free and open source software package.  相似文献   

Using teacher inquiry to support technology-enhanced formative assessment: a review of the literature to inform a new method     

Rosemary Luckin  Wilma Clark  Katerina Avramides  Jade Hunter  Martin Oliver 《Interactive Learning Environments》2017,25(1):85-97

In this paper we review the literature on teacher inquiry (TI) to explore the possibility that this process can equip teachers to investigate students’ learning as a step towards the process of formative assessment. We draw a distinction between formative assessment and summative forms of assessment [CRELL. (2009). The transition to computer-based assessment: New approaches to skills assessment and implications for large-scale testing. In F. Scheuermann & J. Björnsson (Eds.), JRC Scientific and technical reports. Ispra: Author; Webb, M. (2010). Beginning teacher education and collaborative formative e-assessment. Assessment & Evaluation in Higher Education, 35, 597–618; EACEA. (2009). National testing of pupils in Europe: Objectives, organisation and use of results. Brussels: Eurydice; OECD. (2010b). Assessing the effects of ICT in education (F. Scheuermann & E. Pedró, Eds.). Paris: JRC, OECD]. Our review of TI is combined with a review of the research concerning the way that practices with technology can support the assessment process. We conclude with a comparison of TI and teacher design research from which we extract the characteristics for a method of TI that can be used to develop technology-enhanced formative assessment: teacher inquiry into student learning. In this review, our primary focus is upon enabling teachers to use technology effectively to inquire about their students’ learning progress.  相似文献   

Research-supported practices for improving attendance in high schools: a review of the literature     

Jennifer Freeman  Sarah Wilkinson  Jennifer Kowitt  Angus Kittelman  K. Brigid Flannery 《Educational Research and Evaluation》2018,24(8):481-503

High rates of absenteeism are often an early warning sign for negative long-term outcomes. Typical high school attendance policies, especially those that are punitive in nature, can make attendance problems worse. Fortunately, evidence suggests that even small improvements in student attendance can lead to meaningful outcomes. To support this recovery, high schools must have access to the most effective and efficient attendance interventions. The purpose of this systematic literature review is to summarize the current empirical research related to improving attendance in high schools. Results indicate that the 3 most common elements of high school attendance interventions with desired outcomes were skills training, family support, and incentive-based strategies. We discuss implications for future research and suggest that developing a continuum of research-supported practices within a multi-tiered system of support framework may be an effective way for schools to proactively and efficiently improve student attendance at the high school level.  相似文献   

A Note on the Problem Solving Style Questionnaire: An alternative to Kolb's Learning Style Inventory?     

Angus Duff 《教育心理学》2004,24(5):699-709

Given the psychometric limitations of existing measures of Kolb's experiential learning model (ELM), two new scales of learning styles have been developed. The validity of these scales has been supported in samples of undergraduate and MBA students in the USA. This paper provides evidence of some psychometric properties of scores yielded by these scales using samples of undergraduate students in the UK. Only limited support is found for the internal consistency reliability and construct validity of scores produced by the scales. However, an item attrition exercise identifies a two‐factor solution providing an acceptable fit to the data. The scales are reported as being positively correlated with academic performance and prior academic achievement. Despite the mixed evidence, we suggest further development of the scales is warranted to create a psychometrically sound measure of the ELM.  相似文献   

The Impact of Child Care on Gender Role Development and Gender Stereotypes     

Kay A. Chick  Rose Ann Heilman-Houser  Maxwell W. Hunter 《Early Childhood Education Journal》2002,29(3):149-154

Research has shown that gender role development is socially constructed and learned from birth. In this study, the impact of child care and the interactions that take place there are examined, with a focus on gender behavior and stereotypes. Observation data and analysis are presented. Themes representing gender stereotypes and the breaking of gender barriers are examined, and the role that caregivers can play in the fostering of gender-fair behaviors is discussed.  相似文献   

Anticipation to Social and Nonsocial Dynamic Cues in Preschool-Age Children     

Jae Engle  Hazel Baker-Harvey  Hieu-Kevin Nguyen  Hunter Carney  Katherine Stavropoulos  Leslie J. Carver 《Child development》2021,92(3):811-820

The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN in children younger than age 6. Our findings reveal distinct anticipatory neural signatures for social versus nonsocial stimuli, consistent with previous research in older children. This study suggests an SPN can be elicited in preschoolers and is larger for social than nonsocial stimuli.  相似文献   

Does peer assessment promote student learning? A meta-analysis     

Hongli Li  Yao Xiong  Charles Vincent Hunter  Xiuyan Guo  Rurik Tywoniw 《Assessment & Evaluation in Higher Education》2020,45(2):193-211

Abstract

In recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool.  相似文献