A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system     

Gabriel Nagy  Benjamin Nagengast  Andreas Frey  Michael Becker  Norman Rose 《Assessment in Education: Principles, Policy & Practice》2019,26(4):422-443

Abstract

Position effects (PE) cause decreasing probabilities of correct item responses towards the end of a test. We analysed PEs in science, mathematics and reading tests administered in the German extension to the PISA 2006 study with respect to their variability at the student- and school-level. PEs were strongest in reading and weakest in mathematics. Variability in PEs was found at both levels of analysis. PEs were stronger for male students, for students with a migration background (science and mathematics), and for students with a less favourable socio-economic background (reading). At the school level, PEs were stronger in lower school tracks and in schools with a high proportion of students with a migration background. The relationships of the test scores with the covariates partly reflected the covariates’ relationships with PEs. Our findings suggest that PEs should be taken seriously in large-scale assessments as they have an undesirable impact on the results.  相似文献   

Extension Procedures for Confirmatory Factor Analysis     

Gabriel Nagy  Martin Brunner  Oliver Lüdtke  Samuel Greiff 《Journal of Experimental Education》2017,85(4):574-596

We present factor extension procedures for confirmatory factor analysis that provide estimates of the relations of common and unique factors with external variables that do not undergo factor analysis. We present identification strategies that build upon restrictions of the pattern of correlations between unique factors and external variables. The first restriction minimizes the sum of squared correlations between unique factors and external variables. This approach is similar to the traditional factor extension procedure. The second restriction minimizes the complexity of the pattern of external correlations of unique factors. This approach has similarities with the simple structure ideal imposed on most factor rotation strategies. The procedures are illustrated with a real data example that demonstrates their applicability to real-world research questions.  相似文献   

Studying the classroom implementation of tasks: High-level mathematical tasks embedded in ‘real-life’ contexts     

Andreas J. Stylianides  Gabriel J. Stylianides 《Teaching and Teacher Education》2008

Mathematical tasks embedded in real-life contexts have received increased attention by educators, in part due to the considerable levels of student engagement often triggered by their motivational features. Nevertheless, it is often challenging for teachers to implement high-level (i.e., cognitively demanding), real-life tasks in ways that exploit their motivational features without overshadowing the mathematics involved. This paper proposes an analytic framework for describing and explaining the classroom implementation of different kinds of tasks, and uses this framework to analyse a classroom episode where a secondary teacher implemented with low fidelity a high-level, real-life mathematical task. Implications for research are discussed.  相似文献   

Great Teaching‐Observe It,Emulate It,and Pass it On!     

Dr. Gabriel Keith Harris 《Journal of Food Science Education》2016,15(1):8-8

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Citation influence for journal aggregates of scientific publications: Theory,with application to the literature of physics     

Gabriel Pinski  Francis Narin 《Information processing & management》1976,12(5):297-312

A self-consistent methodology is developed for determining citation based influence measures for scientific journals, subfields and fields. Starting with the cross citing matrix between journals or between aggregates of journals, an eigenvalue problem is formulated leading to a size independent influence weight for each journal or aggregate. Two other measures, the influence per publication and the total influence are then defined. Hierarchical influence diagrams and numerical data are presented to display journal interrelationships for journals within the subfields of physics. A wide range in influence is found between the most influential and least influential or peripheral journals.  相似文献   

How knowledge management processes can create and capture value for firms?     

Silvia?Martelo-LandroguezEmail author  Gabriel?Cepeda-Carrión 《知识管理研究与实践》2016,14(4):423-433

Knowledge has become the main competitive tool for firms. Just as knowledge is considered as the most important strategic resource, knowledge management (KM) is considered to be critical to a firm’s success. Several attempts have been undertaken to identify and define the different KM processes. From the literature review, four key dimensions stand out as affecting KM processes: knowledge creation, knowledge transfer, knowledge storage/retrieval, and knowledge application. The aim of this paper is to contribute to the KM and value literature by determining the importance of the different processes of KM for increasing value creation and value capture in firms. The context for the research hypotheses is the Spanish banking industry in 2010. The results support a positive relationship between KM and value creation, and between value creation and value capture.  相似文献   

The role of counselors serving deaf or hard of hearing students in public schools     

Lomas GI  Nichter M  Robles-Pina R 《American annals of the deaf》2011,156(3):305-319

Since enactment of Public Law 94-142, residential schools for d/Deaf or hard of hearing (d/Dhh) students have lost enrollment to public schools. Public school counselors now must meet d/Dhh students' counseling needs. There is little literature on if and how counselors are doing this. The present study used a survey to evaluate the job satisfaction and expectations of 22 counselors working with d/Dhh students in programs across the United States. Follow-up interviews were conducted with 6 participants functioning as counselors for d/Dhh students. Results indicated that the counselors were generally pleased with their role, which, however, diverged markedly from the American School Counselor Association (2003) national model. The interviews revealed 5 themes that may be unique to counselors serving d/Dhh students in public schools: Authority Based on Experience, Director  相似文献   

Growing Up Tested: Teachers' Lived Experiences of Testing as Students     

Juan Gabriel Sánchez  Leigh Patel 《Peabody Journal of Education》2017,92(4):440-444

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Chile’s enduring educational segregation: A trend unchanged by different cycles of reform     

Gabriel Gutiérrez  Alejandro Carrasco 《British Educational Research Journal》2021,47(6):1611-1634

Socioeconomic segregation continues to be a central issue for education systems in which market-driven reforms have been implemented. This study analyses trends of socioeconomic segregation in Chile (1999–2018), considering a period with an absence of policies aimed at reducing segregation (1999–2007) and a later stage (2008–2015) when measures were implemented with the potential to affect the socioeconomic composition of schools. Results show that the segregation of both disadvantaged and wealthy students increased to extremely high levels during the first period, and has not shown signs of any significant decrease since then. The slight reduction observed in the second period is associated with changes regarding school fees in the private subsidised education sector rather than the selectivity status of the schools. The challenges faced in fostering greater socioeconomic integration within a market-driven educational system are discussed in this article.  相似文献   

Investigating the Guidance Offered to Teachers in Curriculum Materials: The Case of Proof in Mathematics     

Gabriel J. Stylianides 《International Journal of Science and Mathematics Education》2008,6(1):191-215

Despite widespread agreement that proof should be central to all students’ mathematical experiences, many students demonstrate poor ability with it. The curriculum can play an important role in enhancing students’ proof capabilities: teachers’ decisions about what to implement in their classrooms, and how to implement it, are mediated through the curriculum materials they use. Yet, little research has focused on how proof is promoted in mathematics curriculum materials and, more specifically, on the guidance that curriculum materials offer to teachers to enact the proof opportunities designed in the curriculum. This paper presents an analytic approach that can be used in the examination of the guidance curriculum materials offer to teachers to implement in their classrooms the proof opportunities designed in the curriculum. Also, it presents findings obtained from application of this approach to an analysis of a popular US reform-based mathematics curriculum. Implications for curriculum design and research are discussed.  相似文献