Social and Political Education: some principles for curriculum planning     

Alex Porter  Robert Stradling 《Cambridge Journal of Education》1982,12(1):19-26

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Neonatal pain cries: effect of circumcision on acoustic features and perceived urgency   总被引：1，自引：0，他引：1  

F L Porter  R H Miller  R E Marshall 《Child development》1986,57(3):790-802

The relation between neonatal cry features elicited by painful circumcision procedures and the perceived urgency of those cries was investigated. Vocalizations were recorded during circumcision of 30 normal newborn males, analyzed by spectrographic methods and validated with computer techniques. The most invasive procedures elicited significantly longer crying bouts; shorter quiet intervals; shorter, more frequent vocalizations; higher peak fundamental frequencies; fewer harmonics; and greater variability of the fundamental. Cries elicited by the most intrusive procedures were judged by adult listeners to be the most urgent, and cries from similarly invasive procedures were judged to be of the same degree of urgency. Cries appeared to be judged along 3 dimensions described by harmonic, temporal, and pitch characteristics. Subjective judgments and objective quantitative data converge to demonstrate that infants' cries are perceived as varying and, objectively, do systematically vary with respect to the intensity of painful stimuli.  相似文献   

The democratisation of the Canadian universities and the need for a national system     

John Porter 《Minerva》1970,8(1-4):325-356

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Cognitive preferences of students and selected characteristics of their pssc teachers     

Gaby Schmedbmann  William S. La Shier 《科学教学研究杂志》1967,5(1):40-42

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CORRELATION OF SCHOLASTIC APTITUDE TEST SCORE WITH COLLEGE GRADES FOR NEGROES VERSUS WHITES1     

Julian C. Stanley  Andrew C. Porter 《Journal of Educational Measurement》1967,4(4):199-218

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The Effects of State Decisions About NCLB Adequate Yearly Progress Targets   总被引：2，自引：0，他引：2  

Andrew C. Porter  Robert L. Linn  C. Scott Trimble 《Educational Measurement》2005,24(4):32-39

The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when determining whether or not an annual measurable objective has been met. We use data from Kentucky for the years 2003 and 2004 to explore the consequences of different design decisions. The effect of design decisions on number and percentage of schools meeting adequate yearly progress (AYP) is large, with important implications for education practice.  相似文献   

The Impact of Lottery Incentives on Student Survey Response Rates   总被引：2，自引：0，他引：2  

Porter  Stephen R.  Whitcomb  Michael E. 《Research in higher education》2003,44(4):389-407

Lottery incentives are widely used by institutional researchers despite a lack of research documenting the effectiveness of postpaid incentives in general and lottery incentives in particular. A controlled experiment tested the effects of lottery incentives using a prospective college applicant Web survey, with e-mails sent to more than 9,000 high school students. The impact of the level of lottery incentive on response rates and response bias is discussed.  相似文献   

Responses of water snakes (Natrix r. rhombifera) and garter snakes (Thamnophis sirtalis) to chemical cues     

Richard H. Porter  James A. Czaplicki 《Learning & behavior》1974,2(2):129-132

In a series of simultaneous two-choice preference tests, water snakes (Natrix r. rhombifera) displayed a significant preference for a clean area of a test chamber vs an area soiled by a conspecific. No differential responsiveness was found for a clean area as compared to an area soiled by either a sympatric species of garter snake (Thamnophis sirtalis) or by the individual water snake Ss. A similar series of tests with individual garter snakes (Thamnophis radix) revealed significant preferences for areas soiled either by the Ss themselves or by conspecifics as compared to clean areas. No preferences were found for a clean area of the test chamber vs an area soiled by a sympatric water snake (Natrix r. r.). The possible role of chemical cues in the mediation of dispersion and social responsiveness was discussed.  相似文献   

Estimating Causal Effects of Education Interventions Using a Two-Rating Regression Discontinuity Design: Lessons From a Simulation Study and an Application     

Kristin E. Porter  Sean F. Reardon  Fatih Unlu  Howard S. Bloom  Joseph R. Cimpian 《Journal of research on educational effectiveness》2017,10(1):138-167

A valuable extension of the single-rating regression discontinuity design (RDD) is a multiple-rating RDD (MRRDD). To date, four main methods have been used to estimate average treatment effects at the multiple treatment frontiers of an MRRDD: the “surface” method, the “frontier” method, the “binding-score” method, and the “fuzzy instrumental variables” method. This article uses a series of simulations to evaluate the relative performance of each of these four methods under a variety of different data-generating models. Focusing on a two-rating RDD (2RRDD), we compare the methods in terms of their bias, precision, and mean squared error when implemented as they most likely would be in practice—using optimal bandwidth selection. We also apply the lessons learned from the simulations to a real-world example that uses data from a study of an English learner reclassification policy. Overall, this article makes valuable contributions to the literature on MRRDDs in that it makes concrete recommendations for choosing among MRRDD estimation methods, for implementing any chosen method using local linear regression, and for providing accurate statistical inferences.  相似文献   

Statistical Power in Evaluations That Investigate Effects on Multiple Outcomes: A Guide for Researchers     

Kristin E. Porter 《Journal of research on educational effectiveness》2018,11(2):267-295

Researchers are often interested in testing the effectiveness of an intervention on multiple outcomes, for multiple subgroups, at multiple points in time, or across multiple treatment groups. The resulting multiplicity of statistical hypothesis tests can lead to spurious findings of effects. Multiple testing procedures (MTPs) are statistical procedures that counteract this problem by adjusting p values for effect estimates upward. Although MTPs are increasingly used in impact evaluations in education and other areas, an important consequence of their use is a change in statistical power that can be substantial. Unfortunately, researchers frequently ignore the power implications of MTPs when designing studies. Consequently, in some cases, sample sizes may be too small, and studies may be underpowered to detect effects as small as a desired size. In other cases, sample sizes may be larger than needed, or studies may be powered to detect smaller effects than anticipated. This paper presents methods for estimating statistical power for multiple definitions of statistical power and presents empirical findings on how power is affected by the use of MTPs.  相似文献