The Effect of Written Examinations on Learning and on the Retention of Learning     

Bess E. Johnson 《Journal of Experimental Education》2013,81(1):55-62

Approximately equal numbers of Canadian and American education students rated each of four teacher types in terms of 24 characteristics. The ratings were factor-analyzed and the teacher types were arrayed along the four resultant principal components. A stepwise discriminant analysis was performed. Dissonance theory suggests that findings have implications not only for teaching pedagogy but for persons seeking student feedback on teachers as well.  相似文献   

Development and Validation of Chemistry Self-Efficacy Scale for College Students     

Esen Uzuntiryaki  Yeşim Çapa Aydın 《Research in Science Education》2009,39(4):539-551

This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.  相似文献   

Design and development research: a model validation case     

Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571

This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation.

Monica W. TraceyEmail:

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Assessing attitudes towards mutual acculturation in multicultural schools: Conceptualisation and validation of a four-dimensional mutual acculturation attitudes scale     

《Int J Intercult Relat》2021

Assessment of acculturation attitudes usually has focused on the importance of two dimensions: first, immigrants’ maintenance of cultural heritage and, second, immigrants’ adoption of the majority culture. Because acculturation is a reciprocal interaction, we extended a bidimensional scale to four dimensions to assess mutual acculturation. Given the importance of the social context for acculturation and schools as a crucial context for immigrant pupils’ acculturation, the scale extension was validated within the context of school. We hypothesised that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and towards schools’ responsibility to support intercultural contact. The study sample comprised 364 secondary school pupils in Swiss multicultural schools. Using exploratory structural equation modelling, we validated four distinct dimensions of acculturation attitudes: attitudes towards immigrant pupils’ (a) heritage culture maintenance and (b) adoption of the dominant culture and attitudes towards (c) native pupils acquiring cultural knowledge and (d) schools enabling intercultural contact. We conclude that the proposed four-dimensional scale is a valid tool for assessing attitudes towards mutual acculturation within the school context and that acculturation attitudes are held not only towards immigrant pupils but also towards native pupils and schools.  相似文献   

Assessing perceptions of resources and inclusive teaching practices: A cross-country study between German and Saudi students in inclusive schools     

《Studies in Educational Evaluation》2020

The present paper examines the measurement invariance of the adjusted version of the Perception of Resources Questionnaire (PRQ) by Goldan & Schwab (2018; 2019). A cross-country comparison between students from Germany (N = 885) and Saudi Arabia (N = 888) is conducted that examines invariance not only across countries but also across gender. Results confirm the two-factorial structure of the scale (“personnel resources” and “material and spatial resources”). Configural and partial metric invariance was also established across both groups. Furthermore, an ANCOVA was used to show that perceptions of resources and perceptions of inclusive teaching practices are positively interrelated. This finding can be interpreted as an indicator for criterion validity of the PRQ. As expected, German students perceive a significantly higher level of resources than their peers in Saudi Arabia. Finally, the importance of adequate provision for the successful implementation of inclusive education and its assessment is discussed.  相似文献   

Concurrent Validity of Actigraph-Determined Sedentary Time Against the Activpal Under Free-Living Conditions in a Sample of Bus Drivers     

Veronica Varela Mato  Thomas Yates  David Stensel  Stuart Biddle  Stacy A. Clemes 《Measurement in physical education and exercise science》2017,21(4):212-222

This study explored the validity of ActiGraph-determined sedentary time (<50 cpm, <100 cpm, <150 cpm, <200 cpm, <250 cpm) compared with the activPAL in a free-living sample of bus drivers. Twenty-eight participants were recruited between November 2013 and February 2014. Participants wore an activPAL3 and ActiGraph GT3X+ concurrently for 7 days and completed a daily diary. Time spent sedentary during waking hours on workdays, non-workdays, during working-hours, and non-working hours were compared between instruments. During working hours, all ActiGraph cut-points significantly underestimated sedentary time (p < 0.05), whereas during non-working hours the <50 cpm cut-point demonstrated the closest agreement (ActiGraph sedentary time: 250 ± 75 minutes versus activPAL sedentary time: 236 ± 65 minutes). Receiver operating characteristic analyses revealed that on workdays and non-workdays the ActiGraph cut-points exhibited relatively low sensitivity (all <0.62) and specificity (all <0.49) values. The use of the ActiGraph to measure sedentary time in this understudied, highly sedentary and at risk occupational group is not recommended.  相似文献   

A validation of the Social Skills domain of the Social Skills Improvement System‐Rating Scales with Chinese preschoolers     

Zhongling Wu  Miranda Chi Kuan Mak  Bi Ying Hu  Jinbo He  Xitao Fan 《Psychology in the schools》2019,56(1):126-147

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In memory of all the broken ones: catalytic validity through critical arts research for social change     

Claire Robson  Dennis Sumara 《International journal of qualitative studies in education》2016,29(5):617-639

The authors of this article use data produced in a collaborative community arts group in BC Canada as a way to think about validation in arts-based educational research (ABER). As Lather attempted to find middle ground between ‘rampant subjectivity’ and ‘pointless precision’ in research, she (1986) suggested that studies with an ideological or critical agenda might be validated by their catalytic potential – the ability to generate change. She has further argued that such work must be both conceptually and methodologically rigorous. With this charge in mind, the authors describe and discuss a memory box made by one participant in a two-year federally funded postdoctoral research project. They consider the catalytic validity of this artefact and reflect upon research methodology in ABER, in terms of triangulation, face and construct validities and member checks. They conclude with a challenge: What new and imaginative research methodologies might be invented for critical research in arts-based education?  相似文献   

What do Doctoral Students Value in their Ideal Mentor?   总被引：1，自引：0，他引：1  

Bethany A. Bell-Ellison  Robert F. Dedrick 《Research in higher education》2008,49(6):555-567

The purpose of this study was to contribute to the construct validity of the scores from Rose’s (2003) 34-item Ideal Mentor Scale (IMS) and to examine whether male and female doctoral students value different attributes in their ideal mentor. Two hundred and twenty-four doctoral students from colleges (Education, Public Health, Nursing, Arts and Sciences, Engineering, and Business) throughout a large state research university participated in the study. Confirmatory factor analysis of the IMS revealed that the fit of the three-factor model (Integrity, Guidance, and Relationship) was not satisfactory. A major source of misfit involved covariances between errors of similarly worded items. Gender comparisons of the three subscales and individual items on the IMS indicated that male and female doctoral students were more alike than different regarding qualities they desire in their ideal mentor. The largest difference was observed on the item Believe in me (Integrity subscale) with female doctoral students rating this as more important than male students. The potential of the Ideal Mentor Scale for stimulating conversations about mentoring and clarifying expectations of students and faculty is discussed.

Robert F. DedrickEmail:

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交叉校验法确定因子数标准的改进     

柯洪云 《培训与研究》1994,(4)

文中提出了一种交叉校验算法NIPALS,并通过模拟研究,修正了现在运用较普遍的提取因子数的标准:D相似文献