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The Kelley and Lord procedures for determining the degree to which decisions concerning test score differences are judged to be accurate are discussed. Data are presented illustrating the jagged profile effect. This expression refers to the fact that the profile of subtest performance for independent-school pupils is a different shape than that of the publisher’s national norm group. The effect is due to the extent of non-isomorphism between the shapes of the two profiles. The inappropriate use of the publisher’s norm group causes discrepancies in the direction and accuracy of difference decisions. 相似文献
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Matthew Kloser Matthew Wilsey Dawn W. Hopkins Julie W. Dallavis Erin Lavin Michael Comuniello 《Cultural Studies of Science Education》2018,13(2):549-579
In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity. 相似文献
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To determine the relationship between prescribed training and seasonal-best swimming performance, we surveyed 24 swim coaches and 185 of their age-group and open-class swimmers specializing in sprint (50 and 100 m) and middle-distance (200 and 400 m) events in a summer and winter season. We expressed effects on training as either multiples of swimmers' standard deviations (effect size, ES) or as correlations (r). Coaches prescribed higher mileage and longer repetitions of lower intensity to middle-distance swimmers than to sprinters (ES = 0.4-1.5); as competitions approached, repetition intensity and duration of rest intervals increased (ES = 0.5-0.9), whereas session and repetition distances decreased (ES = 0.4-1.3). The 95% likely ranges of the true values for these effects were about +/- 0.3. Weekly mileage swum at an easy or moderate pace remained at almost 60% of the total throughout both seasons. Interval training reduced gradually from 40% of total distance in the build-up to 30% at the end of tapering. Older swimmers had shorter rests and swam more miles (r = 0.5-0.8). After partialling out the effects of age on performance (r = 0.7-0.8), better performance was significantly associated only with greater weekly mileage (r = 0.5-0.8) and shorter duration of rest intervals (r = 0.6-0.7) in middle-distance swimmers. We conclude that periodization of training and differences in training between sprint and middle-distance events were broadly in accord with principles of specificity. Strong effects of specificity on performance were not apparent, but weak effects might have been detected with a larger sample. 相似文献
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Professors from 28 mid-western colleges responded to a questionnaire on the nature of educational measurement instruction provided to students in preservice teacher education programs. The results reported here offer insight Into (a) course and student characteristics (b) professors' educational preparation and experience, and (c) learning/ instructional activities and content emphases. These characteristics, together with findings of previous research, serve as a basis for suggestions regarding the limitations of this instruction in light of teacher needs and perceived changes needed In educational measurement instruction. 相似文献
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