Examining Intermediate Omitted Levels in Hierarchical Designs via Latent Variable Modeling     

Tenko Raykov  Thanos Patelis  George A. Marcoulides  Chun-Lung Lee 《Structural equation modeling》2016,23(1):111-115

This article outlines an interval estimation procedure that can be used in a 3-level setting to evaluate the proportion of outcome variance attributable to the second level of clustering. The method is useful for examining the necessity of including a possibly omitted intermediate level of nesting in analyses of data from a multilevel study, and represents an informative addendum to current statistical tests of second-level variance. The approach is developed within the framework of latent variable modeling and can be used as an aid in the process of choosing between 2-level and 3-level models in a hierarchical design. The discussed procedure is illustrated with an empirical example.  相似文献   

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy     

Susan R. Goldman  M. Anne Britt  Willard Brown  Gayle Cribb  MariAnne George  Cynthia Greenleaf 《教育心理学家》2016,51(2):219-246

This article presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas—literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline engaged in conceptual meta-analysis of theory and research on the reading, reasoning, and inquiry practices exhibited by disciplinary experts as contrasted with novices. Each team identified discipline-specific clusters of types of knowledge. Across teams, the clusters for each discipline were grouped into 5 higher order categories of core constructs: (a) epistemology; (b) inquiry practices/strategies of reasoning; (c) overarching concepts, themes, and frameworks; (d) forms of information representation/types of texts; and (e) discourse and language structures. The substance of the clusters gave rise to discipline-specific goals and tasks involved in reading across multiple texts, as well as reading, reasoning, and argumentation practices tailored to discipline-specific criteria for evidence-based knowledge claims. The framework of constructs and processes provides a valuable tool for researchers and classroom teachers' (re)conceptualizations of literacy and argumentation learning goals in their specific disciplines.  相似文献   

Enterprise Systems: Curriculum design and assessment     

Yacine Atif  Jameela Al-Jaroodi  Shayma Alkobaisi  Ahmed Jaffar  George Ditsa  Piers Campbell 《Education and Information Technologies》2011,16(4):441-461

We present a curriculum that prepares students for supporting large Enterprise Information Systems (EIS). EIS is best explained through the evolution of Enterprise Resource Planning (ERP). These systems evolved over the last years driven by (1) changing business requirements and (2) new development capabilities provided by technologies evolution and software vendors’ innovation. These developments led to a new discipline—Enterprise Information Systems, which deals with issues whose focus is on creating and sustaining business benefits through the utilization of corporate IT infrastructure assets. Currently, EIS knowledge is essentially acquired on the job after substantial time of experience building and longer career ladder scale. This paper presents an experience of a curriculum implementation that prepares students for the pervasive EIS landscape in meeting today’s corporate needs. Our IT-based educational approach is evaluated as an alternative to prevailing Business-based approaches to EIS instruction. In this IT-rooted approach, the curriculum is divided into four sections: a Core IT block of courses followed by two progressive-levels of advanced EIS-related specialized subjects, and an industry-oriented field-training experience. Initially, a Core IT background provides a foundation for IT innovation in developing EIS components at sophomore-level. A junior-level of specialized instruction introduces integrated modules which form EIS platforms. Finally, supporting technologies of EIS-related processes and workflows are presented at senior-level of specialized EIS instruction. An assessment case study of the proposed Enterprise System programs is carried out through which we discuss the results of the curriculum performance.  相似文献   

Career maturity of Lebanese students in higher education     

George C. Theodory 《International journal for the advancement of counseling》1982,5(2):121-130

The purpose of this study was to investigate the extent to which Lebanese Baccalaureate II students' (Freshmen in american colleges) perceptions of their academic abilities match their actual achievements in both school and government examinations. A population sample of 2999 students were selected from a representative school sample (n = 122) throughout Lebanon. Students' demographic data, occupational choices and perceptions of their achievement were collected by a three-part questionnaire. Their cumulative grade averages in school and in government examinations were standardized and used to assess their career maturity. Findings indicated that most students wanted to become engineers or physicians while their actual achievement scores in school was average and in the government examination below average. Most correlational values between perceptions and actual achievement scores were either negative or insignificant. Students were found to make immature career decisions mainly because of the lack of any formal guidance programs in schools.  相似文献   

PPBS in higher education planning and management: Part I,an overview     

George B. Weathersby  Frederick E. Balderston 《Higher Education》1972,1(2):191-206

Higher education in the United States and elsewhere is beset by crises: crises of public confidence, questions of continuing relevance, doubts about continuing the emphasis on doctoral instruction, and a very real financial crisis. In response, governing boards and governmental agencies are devoting increasing attention to the management of higher education. Part of this response has been a heightened interest in formal planning-programming-budgeting-systems (PPBS); in fact, several states have legislated the adoption of PPBS for higher educational planning and decision making. Similar interest has been evidenced in other countries. Therefore, it is an appropriate time to reconsider the nature and role of PPBS and its potential impact on higher education. This paper describes the salient characteristics of PPBS and traces the development of PPBS and related analytical techniques in governmental agencies and institutions of higher education. A second paper will illustrate both the concepts and the implementation of PPBS by a detailed exposition of the University of California's experience with PPBS. Finally, in a third paper we suggest an alternative view of policy analysis for educational planning which is a departure from traditional PPBS. We conclude with general observations and specific recommendations to educational managers seeking to improve their resource allocation procedures.  相似文献   

Why states should enact an Adult Recurrent Education Entitlement Voucher program     

George J. Nolfi Ph.D. 《Innovative Higher Education》1977,1(2):151-164

This paper addresses the problems of financing adult continuing and recurrent postsecondary education in America. An analysis of the public investment and policy needs and recommendations for a specific state policy and program for meeting these needs are presented. It is adapted from the state-based Adult Recurrent Education Entitlement Voucher (AREEV) plan pending as legislation in Massachusetts. The AREEV design and the data on which it was originally based in Massachusetts are generalizable to other states. The rationale is not peculiar to Massachusetts.The AREEV proposal provides public investment in recurrent education in a manner that will enable existing educational resources to be utilized most efficiently by adults currently not being adequately served. The general context and rationale for public policy and investment is presented, and a specific, implementable design for legislation to create a state-based Adult Recurrent Education Entitlement Voucher program is recommended.This proposal is designed to aid selectively the working middle class, the disadvantaged, and the socially dependent to pursue part-time recurrent education to improve their career and social condition. The program places a priority first on subsidizing those adults who have the greatest need and then on subsidizing those activities that will yield the highest social rate of return, particularly in relation to problems of unemployment, social dependency, and the national skills base.Dr. Nolfi, an independent public policy analyst, is President of University Consultants, Inc., 45 Hancock Street, Cambridge, Massachusetts 02139. This paper is a chapter in the forthcoming bookRecurrent Education and Open Learning: Policy Analysis and Program Design at the State and National Level. The substance of the paper is drawn from several documents, and extended references for those sources are available from the author.  相似文献   

UNIVERSITY‐BASED INITIATIVES IN FAVOUR OF ECOSYSTEM REHABILITATION FOR THE NORTH AMERICAN GREAT LAKES     

George R. Francis 《Higher Education in Europe》1990,15(4):76-85

On‐going attempts by governments to implement measures intended to eliminate environmental degradation in the nearshore waters of the Great Lakes have revealed a critical need for integrative understanding that transcends disciplinary and professional specialisms. Academics from universities in the United States and Canada began, ten years ago, to meet with government officials and with people from nongovernmental organizations to find solutions to the problems in question. Groups of academics followed up these meetings with policy oriented studies using systems and transdisciplinary perspectives. Results have been readily disseminated into a wider constituency of interests because of the participation of nonacademics in the guiding of the studies. Similar collaborative approaches have been used to design role playing exercises for students in environmental studies courses at universities, using various Great Lakes situations as examples. An action learning/research mode lies at the core of environmental education at university level which also has considerable potential for addressing other global issues at universities.  相似文献   

Does prior mathematics knowledge really lead to variation in elementary statistics performance? Evidence from a developing country     

George Woodward  Don Galagedera 《International Journal of Educational Development》2006,26(6):631-639

A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables of ES performance. Since prerequisite mathematics is not significant, statistical thinking at the tertiary level may be mostly intuitive and non-mathematical. Students with low aptitude experience increasing returns to effort over the first half of the feasible effort interval, while high-aptitude students experience diminishing returns at all levels of effort. The levels of effort required to achieve a minimum pass are interpreted.  相似文献   

Toward Developing a Behavioral Counselor Education Model     

Patricia Jakubowski-Spector  Richard Dustin  Rickey L. George 《Counselor Education & Supervision》1971,10(3):242-250

Counselor education currently does not have a training model that is systematically employed and contains provisions for individual differences or promotes the development of programs for facilitating transfer of training. In the proposed model, counselor educators must decide which of the counseling student's thinking, feeling, and acting behaviors will become the focus of training efforts. The staff creatively implements its conceptualized behavioral curriculum goals through the application of learning principles to specified counseling student behaviors that are assessed to determine if whether or not the desired behavior changes are occurring.  相似文献   

Determining the level of inquiry in teachers' questions     

George T. Ladd  Hans O. Andersen 《科学教学研究杂志》1970,7(4):395-400

The purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination.  相似文献