A Flexible Latent Class Approach to Estimating Test‐Score Reliability     

Daniël W. van der Palm  L. Andries van der Ark  Klaas Sijtsma 《Journal of Educational Measurement》2014,51(4):339-357

The latent class reliability coefficient (LCRC) is improved by using the divisive latent class model instead of the unrestricted latent class model. This results in the divisive latent class reliability coefficient (DLCRC), which unlike LCRC avoids making subjective decisions about the best solution and thus avoids judgment error. A computational study using large numbers of items shows that DLCRC also is faster than LCRC and fast enough for practical purposes. Speed and objectivity render DLCRC superior to LCRC. A decisive feature of DLCRC is that it aims at closely approximating the multivariate distribution of item scores, which might render the method suited when test data are multidimensional. A simulation study focusing on multidimensionality shows that DLCRC in general has little bias relative to the true reliability and is relatively accurate compared to LCRC and classical lower bound methods coefficients α and λ2 and the greatest lower bound.  相似文献   

Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction     

Karen D. Könings  Tina Seidel  Saskia Brand-Gruwel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):11-30

Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching–learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students’ and teachers’ perceptions of their learning environment. Student profiles were identified taking into account the degree of congruence/friction with teachers’ perceptions. Teacher profiles were identified based on their differences in perceptions to students. Profiles were validated with regard to learning-related student characteristics and approaches to teaching. Tenth graders (N = 994) of four secondary schools filled out the Inventory of Perceived Study Environment-Extended (IPSEE) and the Inventory of Learning Styles. Their teachers (N = 136) filled out the teacher version of the IPSEE and the Approaches to Teaching Inventory. Latent class analyses were conducted to define profiles with respect to the magnitude of differences in perceptions. Results showed three student profiles: Closest match profile (30 %), intermediate profile (59 %), and distal profile (11 %). While closest match students had desirable learning-related characteristics, others did not and are at risk for destructive friction. Two teacher profiles described idealistic teachers (70 %) and adaptive teachers (30 %), which related to approaches to teaching. Subgroups of students and teachers provide a comprehensive picture of those who are at risk because of too large differences in perceptions. This study stresses that differences in perceptions deserve detailed attention for optimising learning environments. Involving both students and teachers in the instructional design process could be a way to better account for perceptions of both stakeholders.  相似文献   

Models for the development of generic skills in Finnish higher education     

Päivikki Jääskelä  Seija Nykänen  Päivi Tynjälä 《Journal of Further & Higher Education》2018,42(1):130-142

This article examines how Finnish universities and other higher education institutes have responded to the challenges posed by rapid changes in the world of work and societies all over Europe, particularly with reference to the development of generic skills. The data were collected by means of individual and group interviews at three Finnish higher education institutes, including two universities and one university of applied sciences. The interviews involved 63 persons in charge of management, development and teaching at these institutes. As a result of the qualitative data analysis, we distinguished four models to represent the development of generic skills, which we named (1) Specialist Model, (2) Science-based Renewal Model, (3) Project-based Integrative Model, and (4) Model of Networked Culture. These models serve as analytical tools that help higher education institutes to examine their existing practices and to develop new ones.  相似文献   

Participation in online discussion environments: Is it really effective?     

Fatma Betül Kurnaz  Esin Ergün  Hale Ilgaz 《Education and Information Technologies》2018,23(4):1719-1736

This study aimed to develop a rubric to assess participation of students in online discussion environments. For this purpose, the study included 168 students who participated in a course offered online during the spring semester of the 2015–2016 academic year. Developed based on the literature, the rubric consists of two parts (Form and Content, and Number and Density) and seven criteria in total. “Form and Content” consists of congruity of the message in terms of subject, clarity of the message, original value of the message, interactional value of the message, and directing the subject; whereas, “Number and Density” consists of the number of messages and their density. Four different discussion subjects were presented to the students in an online discussion environment. The researchers analyzed the students’ messages individually. Exploratory Factor Analysis was performed in order to obtain evidence for construct validity. After conducting the factor analysis, results showed that the first dimension, which is “form and content” sub-factor, is unidimensional. The “number and density” sub-factor was included in the graded scoring key based on the literature and expert opinion. The findings show that the graded scoring key is reliable and valid.  相似文献   

Prerequisites for the successful group mentoring of first-year university students: a case study     

Sanna Honkimäki  Päivi Tynjälä 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):148-164

In this article we present a case study on a group mentoring practice proven successful in earlier studies in terms of student self-regulation and collaboration. The purpose of our study was to uncover the factors behind the success by interviewing the mentor teachers. The findings showed that the group mentoring focused on four main themes: (a) promoting social relationships, (b) providing personal support, (c) providing study guidance, and (d) strengthening the agency of students. The findings suggest that the leading ethos of group mentoring was related to a humanistic approach to mentoring. However, successful mentoring also seemed to require both situated apprentice and critical constructivist perspectives in addition to the humanistic approach. It is concluded that the combination of multiple goals and contents in group mentoring is the main contributing factor behind the success of the mentoring model examined. Additionally, the teachers reported a variety of positive impacts of group mentoring on teachers’ work.  相似文献   

Les Capacités Cognitives Chez Les Adultes     

Poissant  Hélène 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(4):393-399

International Review of Education -  相似文献   

Father-child play interaction and subjectivity     

Chantal Zaouche-Gaudron M.D.  Hélène Ricaud  Ania Beaumatin 《European Journal of Psychology of Education - EJPE》1998,13(4):447-460

This research analyses the extent to which the father in differentiating his role from that of the mother opens new aspects of the world to the child and influences the development of inter-subjectivity (Malrieu, 1986; Pinol-Douriez, 1984). A survey questionnaire was used in combination with semi-directive interviews concerned with paternal differentiation. The research population consisted of ten 9-month-old infants (5 boys and 5 girls) of differentiated fathers and ten 9-month-old infants (5 boys and 5 girls) of non-differentiated fathers. The research focused on inter-subjective processes in the young child by studying an interactive play situation with the father (5 min). The results show that children of differentiated fathers construct the outside world (human and non-human) through the opening provided by their father. Paternal differentiation exercises a favourable influence on the socio-affective development of the young child through his/her engagement in interaction with father.  相似文献   

Effect of flipped classroom model on academic achievement,academic satisfaction and general belongingness     

Polat  Hakan  Karabatak  Songül 《Learning Environments Research》2022,25(1):159-182

Learning Environments Research - The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an...  相似文献   

Digital storytelling for primary school Mathematics Teaching: Product and process evaluation     

B&#;Y&#;KKARCI  Ay&#;eg&#;l  M&#;LD&#;R  Merve 《Education and Information Technologies》2022,27(4):5365-5396

Education and Information Technologies - The purpose of this research is to determine the quality of the digital stories developed by the primary school teacher candidates (PSTC) for primary school...  相似文献   

Counselor educators’ views on cognitively complex trainees: A Q method study     

Alexandra Gantt-Howrey  Gülşah Kemer 《Counselor Education & Supervision》2023,62(4):297-310

Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.  相似文献