The Actor–Partner Interdependence Model for Longitudinal Dyadic Data: An Implementation in the SEM Framework     

Fien Gistelinck  Tom Loeys 《Structural equation modeling》2019,26(3):329-347

In dyadic research, the actor–partner interdependence model (APIM) is widely used to model the effect of a predictor measured across dyad members on one’s own and one’s partner outcome. When such dyadic data are measured repeatedly over time, both the non-independence within couples and the non-independence over time need to be accounted for. In this paper, we present a longitudinal extension of the APIM, the L-APIM, that allows for both stable and time-varying sources of non-independence. Its implementation is readily available in multilevel software, such as proc mixed in SAS, but is lacking in the structural equation modeling (SEM) framework. We tackle the computational challenges associated with its SEM-implementation and propose a user-friendly free application for the L-APIM, which can be found at http://fgisteli.shinyapps.io/Shiny_LDD. As an illustration, we explore the actor and partner effects of positive relationship feelings on next day’s intimacy using 3-week diary data of 66 heterosexual couples.  相似文献   

Generalising the pattern rule for visual growth patterns: Actions that support 8 year olds’ thinking   总被引：1，自引：0，他引：1  

Elizabeth Warren  Tom Cooper 《Educational Studies in Mathematics》2008,67(2):171-185

A common approach used for introducing algebra to young adolescents is an exploration of visual growth patterns and expressing these patterns as functions and algebraic expressions. Past research has indicated that many adolescents experience difficulties with this approach. This paper explores teaching actions and thinking that begins to bridge many of these difficulties at an early age. A teaching experiment was conducted with two classes of students with an average age of eight years and six months. From the results it appears that young students are capable not only of thinking about the relationship between two data sets, but also of expressing this relationship in a very abstract form.  相似文献   

God's antipodean teaching force: An historical exposition on Catholic teaching religious in Australia     

Tom O’Donoghue  Stephanie Burley 《Teaching and Teacher Education》2008

From the 1850s to the 1970s the teaching force in Catholic schools in Australia was dominated by priests, female religious and brothers. This paper details the scope of existing research on these teachers, the demands of their religious vocation, their own education, the atmosphere which they established in the schools, leadership opportunities, and the ‘darker side’ of their way of life. Such expositions can promote reflection on the possibility that teaching can be influenced by discourses of ‘vocation’ and ‘the giving of service’, every bit as much as it can be by ‘industrial’ and ‘labour’ perspectives.  相似文献   

Rants and Raves     

Tom L. Freudenheim 《Curator: The Museum Journal》2011,54(3):253-260

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LEARNING TO THINK SPATIALLY: WHAT DO STUDENTS ‘SEE’ IN NUMERACY TEST ITEMS?     

Carmel M. Diezmann  Tom Lowrie 《International Journal of Science and Mathematics Education》2012,10(6):1469-1490

Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results showed that graphics were embedded in at least 50?% of test items across 3 year levels. The second investigation examined 11??C?12-year-olds?? performance on 2 mathematical tasks which required substantial interpretation of graphics and spatial thinking. The outcomes revealed that many students lacked proficiency in the basic spatial skills of visual memory and spatial perception and the more advanced skills of spatial orientation and spatial visualisation. This paper concludes with a reaffirmation of the importance of spatial thinking in mathematics and proposes ways to capitalize on graphics in learning to think spatially.  相似文献   

Judgment criteria for the authenticity of internet book reviews     

Yun Kuei Huang  Wen I. Yang  Tom M.Y. Lin  Ting Yu Shih 《Library & information science research》2012

In-depth interviews and genre analysis were conducted to derive the genre characteristics of commercial and noncommercial Internet book reviews in order to explore the judgment criteria for commercial (i.e., fake) and noncommercial (i.e., authentic) Internet book reviews. An empirical investigation was then performed to confirm which genre characteristics could serve as judgment criteria. Results indicated that structure and format, attributes of content, information orientation, number of words, lexical richness, personal pronouns, and paralinguistic features can provide useful clues to judgments. Moreover, commercial Internet book reviews with certain genre characteristics may hide their commercial intentions. These findings can provide reference for judgment criteria for online readers or librarians who want to select books based on objective book reviews, or on Internet bookstore marketing strategies that focus on electronic word-of-mouth comments.  相似文献   

Aerospace Museums: A Question of Balance     

Tom D. Crouch 《Curator: The Museum Journal》2007,50(1):19-32

Abstract While rooted in a tradition stretching back to the late eighteenth century, aerospace museums have enjoyed a period of extraordinary growth over the past three decades. Throughout this period, they have struggled to achieve a balance between their role as “shrines” that celebrate, memorialize and inspire, and “schools” that can help visitors to better understand the complex nature of technological change and its impact on the world. A survey of exhibitions that have sought to portray the history of flight as something more than a story of unalloyed progress, or that depart from traditional master narratives focusing solely on achievement and valor, provides both examples of success and cautionary lessons. If museums of flight are to present a useful and historically accurate portrait of the aerospace enterprise, they must continue the struggle to achieve a balance between these sometimes competing goals.  相似文献   

Hyperconnection: Natural History Museums,Knowledge, and the Evolving Ecology of Community     

Tom Hennes 《Curator: The Museum Journal》2007,50(1):87-108

Abstract Interviews conducted during the summer of 2006 with people in and around the international museum community suggest that the interests natural history museums share in common with each other and with other kinds of organizations and communities are creating an array of new links across institutional, social and cultural boundaries. These links are active, complex, networked relationships directed toward common purposes. Museums that are taking advantage of this emerging environment are becoming “hyperconnected hubs” across which knowledge is exchanged and action initiated. In forging a multitude of “weak ties” outward at different institutional levels, museums are finding that their shared activity with others brings to themselves new and often unexpected value across the “strong ties” that bind them together internally as institutions. Those natural history museums most able to participate as members of larger, interconnected entities are finding powerful new opportunities to more vigorously engage the world they study and the constituencies they serve. In the process, they are becoming increasingly open, active and relevant.  相似文献   

Countable additivity and subjective probability   总被引：2，自引：0，他引：2  

Williamson  J 《The British journal for the philosophy of science》1999,50(3):401-416

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Applying constructivism: A test for the learner-as-scientist   总被引：2，自引：1，他引：1  

Tom Cobb 《Educational technology research and development : ETR & D》1999,47(3):15-31

Constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other delivery agent. If this prediction is correct, then learners should be modeled as scientists and use the reasoning and technologies of scientists to construct their own knowledge. However, it cannot be taken for granted that the prediction is correct, or correct in every knowledge domain. The present study attempts to establish conditions in which the prediction can be operationalized and tested. It reports on the adaptation of constructivist principles to instructional design in a particular domain, second language vocabulary acquisition. Students learning English for academic purposes in the Sultanate of Oman followed one of two approaches to vocabulary expansion, learning pre-encoded dictionary definitions of words, or constructing definitions for themselves using an adapted version of the computational tools of lexicographers. After 12 weeks, both groups were equal in definitional knowledge of target words, but lexicography group students were more able to transfer their word knowledge to novel contexts.  相似文献