A VBA‐based Simulation for Teaching Simple Linear Regression     

Gregory Todd Jones  Reidar Hagtvedt  Kari Jones 《Teaching Statistics》2004,26(2):36-41

In spite of the name, simple linear regression presents a number of conceptual difficulties, particularly for introductory students. This article describes a simulation tool that provides a hands‐on method for illuminating the relationship between parameters and sample statistics.  相似文献   

Knowledge Encapsulation and the Intermediate Effect     

Rikers RM  Schmidt HG  Boshuizen HP 《Contemporary educational psychology》2000,25(2):150-166

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The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample     

Henrik Daae Zachrisson  Harald Janson  Kari Lamer 《Scandinavian Journal of Educational Research》2019,63(4):551-565

There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n?=?1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.  相似文献   

Theology made in dignity: on the precarious role of theology in religious education     

Anneke Schmidt 《British Journal of Religious Education》2020,42(2):247-248

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VET Under Review: a Balkan perspective from Macedonia     

Carsten Schmidt 《European Journal of Education》2001,36(1):45-53

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Author Index     

Anique B.H. De Bruin  Margaretha W.J. Van De Wiel  Remy M.J.P. Rikers  Henk G. Schmidt 《Higher Education》2005,49(4):547-547

Author Index

Author Index  相似文献   

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?          下载免费PDF全文

Tina L. Stanton‐Chapman  Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.  相似文献   

Dynamical Patterns in the Development of Clapping     

Paula Fitzpatrick  R. C. Schmidt  Jeffrey J. Lockman 《Child development》1996,67(6):2691-2708

The development of a complex rhythmical behavior—clapping—is modeled using a formal, explicit model of coupled oscillator dynamics. Even though this behavior manifests a good deal of nonstationarity and high variability within and across subjects, results indicate that these properties may be dynamically modeled quantitatively as well as qualitatively. Results suggest that clapping goes through a less stable period of relative coordination between 3 and 7 years before more stable absolute coordination is achieved. Nevertheless, in that the clapping behavior is affected in highly predictable ways by inertial loading of the limbs, the same underlying dynamic seems responsible for the coordination of both the younger and older children. Developmentally, the behavior of the coordination variable (relative phase) changes from a nonconstant magnitude in younger clappers to a constant magnitude in older clappers. These results suggest that development of proficiency in rhythmic motor skills displays developmental changes that can be understood well in dynamical terms.  相似文献   

Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies     

Sofie M. M. Loyens  Remy M. J. P. Rikers  Henk G. Schmidt 《Instructional Science》2008,36(5-6):445-462

The present study investigated relationships between students’ conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education – towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33–40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.  相似文献   

Teleconferencing in distance education in Finland,by Kari Lampikoski and Päivi Sivonen. Teleconferencing experiment. Aikuiskasvatuslehti (Adult Education in Finland). 2.89     

Kari Lampikoski 《Educational technology research and development : ETR & D》1990,38(3):95-96

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