SOCIAL FOUNDATIONS AS A FIELD OF STUDY IN EDUCATION     

RICHARD L. DERR 《Educational theory》1965,15(2):154-160

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A FRAMEWORK FOR ANALYZING THE INFERENCE STRUCTURE OF EDUCATIONAL ACHIEVEMENT TESTS     

JAMES L. WARDROP  THOMAS H. ANDERSON  WELLS HIVELY  C. NICHOLAS HASTINGS  RICHARD I. ANDERSON  KEITH E. MULLER 《Journal of Educational Measurement》1982,19(1):1-18

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《新五代史》英文版序言     

戴仁柱  马佳 《安徽师范大学学报(人文社会科学版)》2006,34(3):316-321

将《新五代史》置于卷帙浩繁,风格卓异的中国历史著述的大背景下加以审视和观照,凸现了欧阳修历史写作所体现出的既有春秋笔法,史记风范的精髓,同时又不拘泥于前人,自为一家的新范式,以及他所秉持的对历史事件的独立的批判精神,对历史人物的源自儒家传统的道德评判。  相似文献   

Heterosexual Bias Among Counselor Trainees     

AUDREY A. GLENN  RICHARD K. RUSSELL 《Counselor Education & Supervision》1986,25(3):222-229

Master's level counselor trainees rated an audiotaped and role-played intake interview of a female client whose sexual orientation was varied. In Condition 1, the client referred to her partner as “Doug,” a man; in Condition 2, the client referred to her partner as “Diane,” a woman; in Condition 3, the client referred to her partner as “Chris,” whose sex was unidentifiable. Subtle forms of heterosexual bias were found through participants' ratings of the unidentifiable client. When responding to the ambiguous condition involving the unidentifiable client, 83% of the participants assumed the client was heterosexual. When they were debriefed, participants expressed concern over the lack of training on issues related to counseling lesbian and gay clients. Use of the ambiguous case example, as in this study, is recommended for training to assess and confront increasingly subtle forms of heterosexual bias.  相似文献   

SOCIAL CLASS AND PERFORMANCE ON AN INTELLIGENCE TEST     

CLINTON I. CHASE  RICHARD C. PUGH 《Journal of Educational Measurement》1971,8(3):197-202

Noting the wide differences in verbal abilities of middle and lower class children, the investigators proposed that two groups of children, one from the lower class, one from the middle class, who achieve comparable total scores on a group intelligence test, would get their scores by successfully completing different sets of items. In the first study children were placed in social classes based on their fathers' occupations, following guidelines from the Warner scale. Middle class children were matched with lower class children on total Otis scores. No item-social class interaction was found. The study was repeated using the occupational categories of the Dictionary of Occupational Titles as a guide to social class standing. Again no item-social class interaction appeared. If two social class groups are equated on total intelligence scores, one social class sample appears to succeed on essentially the same test items as does the other social class sample. A given score on an intelligence test appears to represent the same skills for one social class as it does for another social class.  相似文献   

Preventive Maintenance Study: A Key Component in Engineering Education to Enhance Industrial Productivity and Competitiveness     

JOEL A. NACHLAS  C. RICHARD CASSADY 《European Journal of Engineering Education》1999,24(3):299-309

We suggest that a chief contributor to the continued economic success of the western economies will be the productivity gains available through efficient preventive maintenance planning. We further argue that this fact is largely unrecognized and that engineering curricula need to be modified to include a substantive component dealing with equipment reliability and maintenance. The strong connections between manufacturing equipment availability and industrial productivity have not been widely recognized. Maintenance is usually viewed as a necessary inconvenience and the very substantial benefits of efficient maintenance planning are not generally incorporated in productivity calculations. In this paper, we describe the formulation of maintenance planning problems and illustrate with some numerical examples the potential productivity gains that are attainable using preventive maintenance strategies. We then argue that engineering students should be taught how to obtain these benefits.  相似文献   

THE ECOLOGY OF CLASSROOM ASSESSMENT     

RICHARD J. STIGGINS  NANCY J. BRIDGEFORD 《Journal of Educational Measurement》1985,22(4):271-286

Research on classroom assessment has tended to focus on standardized tests and has paid minimal attention to teacher-developed assessments. As a result, we have a narrow understanding of the classroom assessment environment. This study was designed to broaden that understanding by exploring the nature and quality of teacher-developed assessment. Teachers from a range of grades, subjects, and school districts described their patterns of test use, concerns about assessment, and use of performance assessment by completing an extensive questionnaire. When responses are summarized across teachers, the results suggest that the foundation and structure of classroom assessment consists primarily of teacher-developed assessments, with performance assessment serving as one of the key assessment tools. Teachers are concerned about assessment and know that improvement may be needed, but they will need help to bring about necessary changes. Action plans are suggested for enhancing the quality of teacher-developed tests.  相似文献   

Convergent and discriminant construct validity of the internalizing symptoms scale for children with the BASC‐SRP‐C     

KENNETH W. MERRELL  RICHARD L. BLADE  JACQUELINE LUND  KARI K.G. KEMPF 《Psychology in the schools》2003,40(2):139-144

This brief report details a study of the construct validity of the Internalizing Symptoms Scale for Children (ISSC) in comparison with the Child Self‐Report Form of the Behavioral Assessment System for Children (BASC). Using self‐reports of 121 students ages 8–12 from general education classes, who were administered both measures, correlational data were obtained between the scores of the two instruments. ISSC factor and total scores were found to have weak associations with the BASC School Adjustment Scales, and negatively associations with the BASC personal adjustment scales, providing discriminant evidence of the construct validity of the ISSC. Moderate to strong correlations were found between ISSC scores and the BASC Clinical Maladjustment, Other Problems, and Emotional Symptoms Index scores, evidencing convergent construct validity between the two measures. These results support the validity and clinical use of the ISSC as a measure of internalizing symptoms and emotional problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 139–144, 2003.  相似文献   

Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries     

JOHN SWELLER  PAUL A. KIRSCHNER  RICHARD E. CLARK 《教育心理学家》2013,48(2):115-121

Knowledge, although seemingly available, is often not used for problem solving. That means it remains "inert." Three types of explanations exist for this phenomenon. Metaprocess explanations assume that the relevant knowledge is available, but it is not used because of disturbed access processes (e.g., lacking metacognitive control). Structure deficit explanations suppose that the deficit is rooted in the structure of the knowledge itself (i.e., the knowledge is not available in a form that allows for its application). In situatedness explanations, the traditional concepts of knowledge and transfer are questioned. One basic assumption of this perspective is that knowledge is fundamentally situated (i.e., context-bound). In the last decade, instructional models have been developed that try to remedy the inert knowledge problem and take into account important aspects that have been raised by the different explanations.  相似文献   

Merlin C. Wittrock's Enduring Contributions to the Science of Learning     

RICHARD E. MAYER 《教育心理学家》2013,48(1):46-50

This paper critiques present trends in several areas of educational psychology from the perspective of the inapplicability of their research designs for producing knowledge which can be applied in classrooms. Several suggestions are offered for adapting designs and/or changing research emphases so that more applicable findings are produced.  相似文献