Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks     

William R. Penuel  Philip Bell  Bronwyn Bevan  Pam Buffington  Joni Falk 《Journal of Educational Change》2016,17(2):251-278

This paper explores practical ways to engage two areas of educational scholarship—research on science learning and research on social networks—to inform efforts to plan and support implementation of new standards. The standards, the Next Generation Science Standards (NGSS; NGSS Lead States in Next generation science standards: For states, by states. National Academies Press, Washington, DC, 2013), have been adopted by U.S. states serving more than one-quarter of all students, and they are grounded in decades of research on how students learn science. In this paper we discuss efforts to leverage recent research on social networks to inform standards implementation across a set of professional associations and school districts. These efforts are being undertaken by the Research + Practice Collaboratory which is testing a set of conjectures related to how the knowledge base from both research and practice can mutually inform STEM education improvement.  相似文献   

Linda McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing     

Beverly Falk 《Journal of Educational Change》2001,2(1):75-78

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Are Robust Standard Errors the Best Approach for Interval Estimation With Nonnormal Data in Structural Equation Modeling?     

Carl F. Falk 《Structural equation modeling》2018,25(2):244-266

When the multivariate normality assumption is violated in structural equation modeling, a leading remedy involves estimation via normal theory maximum likelihood with robust corrections to standard errors. We propose that this approach might not be best for forming confidence intervals for quantities with sampling distributions that are slow to approach normality, or for functions of model parameters. We implement and study a robust analog to likelihood-based confidence intervals based on inverting the robust chi-square difference test of Satorra (2000). We compare robust standard errors and the robust likelihood-based approach versus resampling methods in confirmatory factor analysis (Studies 1 & 2) and mediation analysis models (Study 3) for both single parameters and functions of model parameters, and under a variety of nonnormal data generation conditions. The percentile bootstrap emerged as the method with the best calibrated coverage rates and should be preferred if resampling is possible, followed by the robust likelihood-based approach.  相似文献   

Gestaltungsmerkmale und Effekte ganztägiger Angebote im Grundschulbereich     

Dipl.-Päd. Falk Radisch  Prof. Dr. Eckhard Klieme  Prof. Dr. Wilfried Bos 《Zeitschrift für Erziehungswissenschaft》2006,9(1):30-50

Zusammenfassung Ganzt?gige schulische Angebote spielen in der aktuellen Debatte um eine Bildungsreform eine zentrale Rolle. Erwartungen an ihre erzieherischen und leistungsbezogenen Wirkungen werden hier zun?chst theoretisch auf dem Hintergrund der Schuleffektivit?tsforschung diskutiert. Empirisch werden — erstmals repr?sentativ für Deutschland — p?dagogische Angebote und Schülerleistungen an Grundschulen mit und ohne Ganztagsangebot verglichen. Basis ist eine Sekund?ranalyse von Daten der internationalen Grundschul-Leseuntersuchung IGLU in Verbindung mit einer nachtr?glichen Schulleiterbefragung. Schulen mit ganzt?gigen Angeboten verfügten demnach über ein breites Spektrum von p?dagogischen Ma?nahmen, wobei in Ganztagsschulen mit systematischem Konzept die kognitive F?rderung relativ stark gewichtet war. Effekte auf das Niveau des Leseverst?ndnisses oder dessen Zusammenhang mit der sozialen Herkunft fanden sich nicht.   相似文献   

The origin and functions of adjunctive behavior     

John L. Falk 《Learning & behavior》1977,5(4):325-335

The major determinants of schedule-induced or adjunctive behavior are reviewed briefly. Adjunctive behavior and its ethological equivalent, displacement activity, has a stabilizing function on agonistic, mating, parental, and intermittent-feeding behavior when any of these activities are in unstable equilibrium with an escape vector. This buffering action of adjunctive behavior is analogous to the diversity-stability rule of ecology in which an increase in the diversity of species stabilizes the populations of the component species, thereby preventing extinction. Opposing behavioral vectors in unstable equilibrium can function to exaggerate certain behavioral adjuncts that preexist in a situation. The resulting increase in diversification (information) augments the overall stability of the opposing-vector circumstance, conserving the context. This strengthening process is discussed in relation to ritualization and the preadaptation of exaggerated behavior to new functions.  相似文献   

The Unrelenting Exchange Paradox     

Ruma Falk 《Teaching Statistics》2008,30(3):86-88

An elusive probability paradox is analysed. The fallacy is traced back to improper use of a symbol that denotes at the same time a random variable and two different values that it may assume.  相似文献   

Using query logs to establish vocabularies in distributed information retrieval     

Milad Shokouhi  Justin ZobelSaied Tahaghoghi  Falk Scholer 《Information processing & management》2007

Users of search engines express their needs as queries, typically consisting of a small number of terms. The resulting search engine query logs are valuable resources that can be used to predict how people interact with the search system. In this paper, we introduce two novel applications of query logs, in the context of distributed information retrieval. First, we use query log terms to guide sampling from uncooperative distributed collections. We show that while our sampling strategy is at least as efficient as current methods, it consistently performs better. Second, we propose and evaluate a pruning strategy that uses query log information to eliminate terms. Our experiments show that our proposed pruning method maintains the accuracy achieved by complete indexes, while decreasing the index size by up to 60%. While such pruning may not always be desirable in practice, it provides a useful benchmark against which other pruning strategies can be measured.  相似文献   

Using Identity‐Related Visit Motivations as a Tool for Understanding Adult Zoo and Aquarium Visitors' Meaning‐Making     

John H. Falk  Joseph Heimlich  Kerry Bronnenkant 《Curator: The Museum Journal》2008,51(1):55-79

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Science learning in a leisure setting     

John H. Falk  Martin Storksdieck 《科学教学研究杂志》2010,47(2):194-212

Most people visit a science center in order to satisfy specific leisure‐related needs; needs which may or may not actually include science learning. Falk proposed that an individual's identity‐related motivations provide a useful lens through which to understand adult free‐choice science learning in leisure settings. Over a 3‐year period the authors collected in‐depth data on a random sample of visitors to a large recently opened, hands‐on, interactive science center; collecting information on why people visited, what they did within the science center, what they knew about the subject presented upon entering and exiting, and what each individual's long‐term self‐perceptions of their own learning was. Presented is a qualitative analysis of visitor interviews collected roughly 2 years after the initial visit. Although there was evidence for a range of science learning outcomes, outcomes did appear to be strongly influenced by visitor's entering identity‐related motivations. However, the data also suggested that not only were the motivational goals of a science center visit important in determining outcomes, so too were the criteria by which visitors judged satisfaction of those goals; in particular whether goal satisfaction required external or merely internal validation. The implications for future informal science education research and practice are discussed. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:194–212, 2010  相似文献   

Mentoring and Inquiring in Educator Preparation     

Beverly Falk 《The New Educator》2016,12(3):219-220

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