Recovering Predictor–Criterion Relations Using Covariate-Informed Factor Score Estimates     

Patrick J. Curran  Veronica T. Cole  Daniel J. Bauer  W. Andrew Rothenberg  Andrea M. Hussong 《Structural equation modeling》2018,25(6):860-875

Although it is currently best practice to directly model latent factors whenever feasible, there remain many situations in which this approach is not tractable. Recent advances in covariate-informed factor score estimation can be used to provide manifest scores that are used in second-stage analysis, but these are currently understudied. Here we extend our prior work on factor score recovery to examine the use of factor score estimates as predictors both in the presence and absence of the same covariates that were used in score estimation. Results show that whereas the relation between the factor score estimates and the criterion are typically well recovered, substantial bias and increased variability is evident in the covariate effects themselves. Importantly, using covariate-informed factor score estimates substantially, and often wholly, mitigates these biases. We conclude with implications for future research and recommendations for the use of factor score estimates in practice.  相似文献   

建立学生科研梯队促进创新人才培养     

刘慧霞  周文红  李坚斌  李凯 《高教论坛》2004,(6):43-45

以教师的科研项目为依托,采取建立大学生科研梯队的模式、循序渐进地训练培养不同层次和水平学生的科研能力。能有效地提高学生的综合素质和能力,建立起良性循环的科研团队,实现教学相长,促进学术水平的提高,取得科研和育才双赢的效果。  相似文献   

学习策略的内涵及其与学习方法的关系     

赵娟  马莹华 《辽宁师范大学学报(社会科学版)》2005,28(1):49-51

从方法和策略的语义学含义出发．探讨学习方法和策略与学习情境的关系,可以深入剖析学习策略的内涵,进而深入探讨学习方法与学习策略之间的区别和联系。  相似文献   

谈通过信息化技术实现发电企业物资一体化管理     

程薇娜  鲁治淮 《科学与管理》2010,30(2)

本文阐述了企业物资管理的重要意义和发电企业传统物资管理存在的问题,论述了通过现代信息化技术实现企业物资管理与其他核心业务之间的无缝衔接,以及企业物资管理一体化运作的有效措施和管理效果,对发电企业通过信息化技术实现物资现代化管理具有一定的借鉴作用。  相似文献   

综合实验在提高学生操作技能中的作用     

刘焕平  李英辉 《石家庄职业技术学院学报》2006,18(2):56-58

综合实验是按照课程体系要求,将几个相关实验按一定方式进行组合,促进学生对基本知识的理解,提高分析问题、解决问题能力,培养学生的创新意识,提高学生实际操作技能的有效手段之一.以电子秒表实验为例进行分析.  相似文献   

多层次、立体化的改革理念整合钢琴教学     

张霞 《怀化学院学报》2007,26(11):71-72

作为高师音乐教育专业重要环节之一的钢琴教学,是一门集艺术性和技术、技巧于一体的技术美学课程。而根据高师音乐教育人才培养新的要求,钢琴教学应该改变传统单一的教学模式,建立起"以人为本",相关课程既互为联系又互为补充的多层次、立体化教学的新的网络结构教学体系。文章主要从多层次的钢琴教学课程设置、多元化的教学模式以及多项成绩综合考核论述了高师钢琴教学的改革理念。  相似文献   

中小学综合实践活动:困境、成因与出路     

高霞  陈莉  唐汉卫 《课程.教材.教法》2020,40(3):76-80

表层化实践是当前中小学综合实践活动存在的一个突出困境,主要表现为课程地位的边缘化、课程目标的模糊性、课程内容的去知识化、课程成效的虚无化。这一困境究其原因在于学科课程至上倾向、普适性目标取向、课程统整意识欠缺、忽视课程评价的作用。为此亟须确立课程地位、制定精准性课程目标、超越学科边界、完善课程评价机制,以保证充分发挥综合实践活动的育人价值。  相似文献   

图书馆计算机一体化管理   总被引：4，自引：0，他引：4  

赵金龙  王晓东 《中国教育技术装备》2005,(6):43-45

本文主要针对现在图书馆计算机管理方式进行了一些探讨，总结出了一套一体化的管理办法，使得广大计算机维护人员从繁重的日常维护工作中解脱出来，提高计算机在日常工作中的使用效率。  相似文献   

A Threefold Model of Intellectual Styles   总被引：12，自引：0，他引：12  

Li-fang?ZhangEmail author  Robert?J.?Sternberg 《Educational Psychology Review》2005,17(1):1-53

The field of styles presents three major controversial issues: styles as value-laden versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles—the Threefold Model of Intellectual Styles—which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhangs body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others previous empirical findings in the literature. The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.  相似文献   

Implementation and modification of an anatomy‐based integrated curriculum          下载免费PDF全文

Brenda J. Klement  Douglas F. Paulsen  Lawrence E. Wineski 《Anatomical sciences education》2017,10(3):262-275

Morehouse School of Medicine elected to restructure its first‐year medical curriculum by transitioning from a discipline‐based to an integrated program. The anatomy course, with regional dissection at its core, served as the backbone for this integration by weaving the content from prior traditional courses into the curriculum around the anatomy topics. There were four primary goals for this restructuring process. Goal 1: develop new integrated courses. Course boundaries were established at locations where logical breaks in anatomy content occurred. Four new courses were created, each containing integrated subject content. Goal 2: establish a curriculum management team. The team consisted of course directors, subject specialists, and a curriculum director. This team worked together to efficiently manage the new curriculum. Goal 3: launch contemporary examination and question banking methods. An electronic system, in which images could be included, was implemented for examinations and quizzes, and for storing and refining questions. Goal 4: ensure equitable distribution of standardized examinations and course grading systems among all courses. Assessments included quizzes, in‐course examinations, and National Board of Medical Examiners^® (NBME^®) Subject Examinations. A standard plan assigned the contribution of each to the final course grade. Significant improvement was seen on subject examinations. Once the obstacles and challenges of integration were overcome, a robust and efficient education program was developed. The curriculum is expected to continue evolving and improving, while retaining full regional dissection as a core element. Anat Sci Educ 10: 262–275. © 2016 American Association of Anatomists.  相似文献