Stability of the adjustment scales for children and adolescents     

Gary L. Canivez  Amanda R. Perry  Elizabeth M. Weller 《Psychology in the schools》2001,38(3):217-227

Investigation of the short‐term (90‐day) stability of the Adjustment Scales for Children and Adolescents is reported for 124 randomly selected children in grades ranging from kindergarten to grade 12. Significant test‐retest stability coefficients were obtained and mean differences across the retest interval did not exceed .8 raw score points. The Solitary Aggressive‐Impulsive, Diffident, and Lethargic/Hypoactive syndromes and the global Underactivity scale showed significant raw score and T score changes across the retest interval, but the effect strengths were small. Syndromic Profile Classifications and Discriminant Classifications were also significantly consistent across the retest interval. Results were similar to those obtained in other stability studies of teacher report behavior rating scales. © 2001 John Wiley & Sons, Inc.  相似文献   

When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom   总被引：2，自引：0，他引：2  

Deborah L. Lowther  Steven M. Ross  Gary M. Morrison 《Educational technology research and development : ETR & D》2003,51(3):23-44

In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.  相似文献   

Traditional and Evaluative Aspects of Flexibility in Gender Roles, Social Conventions, Moral Rules, and Physical Laws     

Gary D. Levy  Marianne G. Taylor  Susan A. Gelman 《Child development》1995,66(2):515-531

Traditional and evaluative aspects of flexibility regarding transgressions across several domains (masculine and feminine gender roles, moral rules, social etiquette, and physical law) were assessed in 24 4-year-olds, 40 8-year-olds, and 46 college undergraduates. Traditional and evaluative aspects of flexibility yielded distinctly different patterns of response. Data indicated an age-related increase in flexibility on traditional measures (i.e., traditional rule flexibility, cultural relativity) for transgressions in all domains, except physical laws. In contrast, subjects in all age groups were consistently negative in their evaluations of transgressions in moral rules, etiquette, and masculine gender roles. Female subjects viewed masculine gender role transgressions with greater flexibility and less negativity than did male subjects. Results demonstrate the multidimensional character of flexibility development in different social and physical domains. Results suggest that masculine and feminine gender roles and social etiquette may not fall within a common domain of social convention.  相似文献   

Higher education media management in the 90s     

Gary L. McConeghy  Janet I. McConeghy 《TechTrends》1990,35(6):44-46

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Uses and effects of learner control of context and instructional support in computer-based instruction   总被引：1，自引：0，他引：1  

Steven M. Ross  Gary R. Morrison  Jacqueline K. O'Dell 《Educational technology research and development : ETR & D》1989,37(4):29-39

The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning orientation.  相似文献   

Editorial     

Hedy Moscovici  Gary F. Varrella 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,8(2):265-267

Editorial Introduction

Editorial  相似文献   

Imagining, seeking, inventing: the future of learning and the emerging discovery networks     

Gary Natriello 《Learning Inquiry》2007,1(1):7-18

Extrapolating from current developments in the study of learning and imagining how learning might be shaped moving forward, this article considers 12 trends concerning the future of learning. Learning will become more diverse, more contextual, less discipline-bound, and less institutionally-bound. It will span professional and institutional sectors, and move beyond national borders. It will move increasingly online and extend beyond humans to encompass machines and machine/human blends. It will become more interactive, more distributed, and more biologically connected. Drawing on an understanding of these trends, new roles for teachers and for educational institutions are developed. The result is that learning is likely to occur through multiple discovery networks that blend research and teaching to address real world problems in environments supported by robust software infrastructures. Multiple nested discovery networks will operate on a global scale and be negotiated by individual learners sometimes guided by teachers. Prediction is very difficult, especially about the future—Niels Bohr The future is already here - it’s just unevenly distributed—William Gibson The best way to predict the future is to invent it—Alan Kay  相似文献   

The myth of literacy relapse: Literacy retention among Moroccan primary school leavers     

Daniel A. Wagner  Jennifer E. Spratt  Gary D. Klein  Abdelkader Essaki 《International Journal of Educational Development》1989,9(4)

The issue of literacy retention is central to the educational policy concerning of most developing countries. It has been variously suggested that 4–6 years of primary education may serve as an inoculation against ‘relapse’ into illiteracy in the Third World. This paper reports on one of the first longitudinal studies designed to address this question, by investigating the nature of literacy and cognitive retention in a sample of 72 adolescents two years following fifth grade departure from primary school in Morocco. The present study found that these school leavers, when reassessed two years later, showed a significant increase in performance in first literacy (Arabic), modest gains in second literacy (French), no change in cognitive skills, and a decrement in math skill. Furthermore, urban leavers gained more literacy than rural leavers, and girls more than boys. The present findings do not support the hypothesis of literacy ‘relapse’ or loss of academic/cognitive skills after five grades of primary schooling. It was also found that girls retained more academic skills than boys, but were much less likely to be employed, a finding which calls into question certain claims about the impact of schooled knowledge and literacy on employment in developing countries.  相似文献   

A Comparative Study of On-line Pretest Item—Calibration/Scaling Methods in Computerized Adaptive Testing     

Jae-Chun Ban  Bradley A. Hanson  Tianyou Wang  Qing Yi  Deborah J. Harris 《Journal of Educational Measurement》2001,38(3):191-212

The purpose of this study was to compare and evaluate five on-line pretest item-calibration/scaling methods in computerized adaptive testing (CAT): marginal maximum likelihood estimate with one EM cycle (OEM), marginal maximum likelihood estimate with multiple EM cycles (MEM), Stocking's Method A, Stocking's Method B, and BILOG/Prior. The five methods were evaluated in terms of item-parameter recovery, using three different sample sizes (300, 1000 and 3000). The MEM method appeared to be the best choice among these, because it produced the smallest parameter-estimation errors for all sample size conditions. MEM and OEM are mathematically similar, although the OEM method produced larger errors. MEM also was preferable to OEM, unless the amount of time involved in iterative computation is a concern. Stocking's Method B also worked very well, but it required anchor items that either would increase test lengths or require larger sample sizes depending on test administration design. Until more appropriate ways of handling sparse data are devised, the BILOG/Prior method may not be a reasonable choice for small sample sizes. Stocking's Method A had the largest weighted total error, as well as a theoretical weakness (i.e., treating estimated ability as true ability); thus, there appeared to be little reason to use it.  相似文献   

Acquiring information from simple weather maps: Influences of domain-specific knowledge and general visual–spatial abilities     

Gary L. Allen  Christy R. Miller Cowan  Helen Power   《Learning and individual differences》2006,16(4):337-349

The influences of domain-specific meteorological knowledge and general visual–spatial abilities on the comprehension of simple weather maps were examined in a regression-based study involving a sample of participants with relatively low meteorological knowledge and in an experiment involving a contrast between samples of higher- and lower-knowledge participants. Results from the first study indicated that the roles of domain-specific knowledge and visual–spatial abilities for lower-knowledge individuals were strongly influenced by the presence of supporting geographic information (i.e., city locations) in the weather maps being interpreted. Results from the second study underscored the importance of domain-specific meteorological knowledge and map familiarity and, surprisingly, pointed to a single visual–spatial ability (speed of closure) that mediated both of these influences.  相似文献