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Simone A. de Roos 《Religious education (Chicago, Ill.)》2013,108(1):84-103
This contribution offers an overview of two studies testing two attachment theoretical correspondence hypotheses in the prediction of individual differences in young children's God concepts. The correspondence hypothesis supposes that people's view on God parallels their images of their early caregiver–child relationship. The revised correspondence hypothesis incorporates caregiver religiosity and socialization. In the first study support was found for the correspondence hypothesis in the school context examining 72 preschoolers. In the second study the revised correspondence hypothesis was partly confirmed among 198 kindergarteners. Children cognitively learn about a powerful and comforting, helping God in their homes and schools, even when all relationships with their caregivers are experienced as negative. However, in such a surrounding they do not emotionally learn about an intimate, personal bond with God. 相似文献
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Steven L. Wise Barbara S. Plake Phillip L. Johnson Linda L. Roos 《Journal of Educational Measurement》1992,29(4):329-339
According to item response theory (IRT), examinee ability estimation is independent of the particular set of test items administered from a calibrated pool. Although the most popular application of this feature of IRT is computerized adaptive (CA) testing, a recently proposed alternative is self-adapted (SA) testing, in which examinees choose the difficulty level of each of their test items. This study compared examinee performance under SA and CA tests, finding that examinees taking the SA test (a) obtained significantly higher ability scores and (b) reported significantly lower posttest state anxiety. The results of this study suggest that SA testing is a desirable format for computer-based testing. 相似文献
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The impact of collaboration on teachers’ individual data use 总被引：1，自引：1，他引：0
Roos Van Gasse Kristin Vanlommel Jan Vanhoof Peter Van Petegem 《School Effectiveness & School Improvement》2017,28(3):489-504
Research considers collaboration to be a significant factor in terms of how teachers use data to improve their practice. Nevertheless, the effects of teacher collaboration with regard to teachers’ individual data use has remained largely underexplored. Moreover, little attention has been paid to the interplay between collaboration and the personal factors that influence teachers’ data use. This paper addresses this research gap by defining factors that affect collaboration, and by investigating the impact of collaboration on teachers’ individual data use. The resulting research questions were answered by drawing on questionnaire data from 1,472 primary and secondary school teachers in Flanders. The findings indicate that collaboration is the main explanatory factor for teachers’ individual data use compared to teachers’ self-efficacy and attitude. Therefore, this study demonstrates the value of collaboration for future research and for creating a supportive environment for teachers’ individual data use. 相似文献
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M.N. KooperAuthor Vitae R. Maes Author VitaeE.E.O. Roos Lindgreen Author Vitae 《International Journal of Information Management》2011,31(3):195-200
Information governance as an approach to better govern the use of information within and outside an organization is rapidly gaining popularity. A common and scientific ground for this approach has not yet been formulated. In this article the authors describe a definition for information governance, extending the common, one-dimensional approach into a more generic statement. Starting from the well-known principles of IT governance the authors further explore the aspects of both information and governance. Four hypotheses are proposed to give ground to the use of information governance. These hypotheses will be the basis for further research. 相似文献
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A.-L. Roos M. Bieg T. Goetz A.C. Frenzel J. Taxer M. Zeidner 《High Ability Studies》2015,26(2):245-258
This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed. 相似文献
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The evaluation of the capacity for reflective and critical thinking at the transition stage from pre‐service education to working life is a challenging task for the development of quality assessment in higher education. Beginning teachers can organise their plans, reflections, observations and work samples in what is called a portfolio, reflecting on their experiences. The purpose of the present study is to evaluate professional development in higher education based on personal portfolios during a year‐long induction programme. The trainees were new teachers about to enter working life. The development essays and interviews with the participants based on their personal portfolios were analysed through qualitative methods. The results indicate that self‐assessment is an important tool for professional development. 相似文献
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For ski manufacturers, it is important to know how a given ski-binding system performs under different loading conditions.
Important performance parameters are the ski deformation and the resulting turn radius. This study focuses on carving turns. The aims of this study were: (1) to investigate the dependence of the turn radius on edging angle, load on the binding,
and snow hardness using a finite element (FE) simulation, and (2) to compare the results with predictions of a frequently
used model introduced by Howe. The FE simulation used a quasi-static approach (similar to Howe’s model), but the ski–snow
interaction model incorporated the groove that forms in the snow during a carved turn. Up to edging angles of 40°, the results
of the FE simulation agreed well with Howe’s model. However, for large edging angles (>50°) the calculated turn radius leveled
out, whereas Howe’s model tends to zero. This effect was more pronounced for soft snow than for hard snow conditions. Increasing
forces on the binding caused a decrease in the calculated turn radii. In summary, the FE simulation showed that particularly
at large edging angles the groove in the snow needs to be considered in models of the ski–snow interaction or in computations
of the turn radius. 相似文献
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