Impact of Changing Difficulty on Inferences From the National Assessment of Educational Progress     

Jon Cohen  Stephanie Snow 《Journal of Educational Measurement》2002,39(2):91-114

The U.S. Department of Education measures student achievement through the National Assessment of Educational Progress (NAEP). NAEP estimates of population proficiency quantiles are based on a Bayesian multiple-imputation procedure. This article shows (a) that the resulting estimates depend directly on the mix of item difficulties on the test, and (b) the difficulty of items on the NAEP mathematics exam has increased over time. Does the increasing difficulty of the exam lead to observable changes in student performance over time? This study compared the simulated performance of 1990 examinees on the easier 1990 exam and the more difficult 1996 exam. No significant differences were found. While our results instill confidence that these changes have not impacted the NAEP trend line, our findings are both data-specific and limited in scope, and NAEP should carefully evaluate future adjustments to the test in this manner.  相似文献   

Observational learning of discriminative avoidance in hooded rats     

Del Russo  Jon Evan 《Learning & behavior》1975,3(1):76-80

To determine the aspects of an observational situation facilitating subsequent acquisition of an observed task, two experimental groups of rats were exposed to a model’s performance of a two-way discriminative shuttlebox avoidance task with a tone as the discriminative stimulus. One experimental group (OND) observed the performance of a naive demonstrator; the other experimental group (OSD) observed a skilled demonstrator. A stimulus control group (SC) was exposed to the tone with no model present; a response control group (RC) observed demonstrator running with no tone present. A naive control group (NC) received no observational experience. All groups were subsequently tested on acquisition of the task. An analysis of variance on avoidance scores and Newman-Keuls tests for differences between means revealed that OND and OSD groups performed significantly more avoidances than the control groups. Exposure to the total tone-running sequence was found to be necessary for observational learning. The results were interpreted in terms of a sensory-sensory conditioning model.

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Will my child ever go to a university? The link between school segregation practices and Norwegian parents’ expectations for their physically disabled child          下载免费PDF全文

Jon Erik Finnvold 《Journal of Research in Special Educational Needs》2018,18(2):103-113

How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices.  相似文献   

Understanding and managing child sexual abuse: Edited by R.K. Oates, W.B. Saunders, Philadelphia, PA, 1990. 412 pp. $70.00     

Jon R. Conte 《Child abuse & neglect》1991,15(4)

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The Humane Interface: New Directions for Designing Interactive Systems     

Jon Trinder 《Interactive Learning Environments》2013,21(3):299-302

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Teaching in Higher Education Reviews: policy statement     

Jon Nixon Reviews Editor 《Teaching in Higher Education》2013,18(2)

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Developmental Staging: In Pursuit of Comprehensive Curriculum Planning     

Jon Whitney Wiles 《Clearing house (Menasha, Wis.)》2013,86(6):274-277

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Do young children think of television images as pictures or real objects?     

John H. Flavell  Eleanor R. Flavell  Frances L. Green  Jon E. Korfmacher 《广播与电子媒介杂志》2013,57(4):399-419

Three studies investigated whether 3‐ and 4‐year‐olds interpret television images as mere pictorial representations of objects or as real, physically‐present objects. Four‐year‐olds gave clear evidence of making the former interpretation whereas 3‐year‐olds seemed to make the latter one. However, the data suggest that the younger children's errors reflect a failure to differentiate conceptually between television images and their referent objects rather than a conviction that real objects populate television sets.  相似文献   

Exposing the Mechanics of Popular Physics     

Jon Adams 《Metascience》2009,18(1):117-120

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Metaliteracy: Reinventing Information Literacy to Empower Learners by Thomas P. Mackey and Trudi E. Jacobson     

Jon Jeffryes 《Public Services Quarterly》2013,9(1):39-40

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