Conjoint analyses of the students' life satisfaction scale and the Piers-Harris self-concept scale

This study investigated the convergent and discriminant relationships between a children's life satisfaction measure, the Students' Life Satisfaction Scale (SLSS; Huebner, 1991a), and a widely used self-concept measure, the Piers-Harris Self-Concept Scale (Piers, 1984). Correlational and regression analyses demonstrated stronger relationships between the SLSS and the Piers-Harris Happiness and Satisfaction subscale compared to the other Piers-Harris subscales. The results of a conjoint principal components analysis also revealed predictable overlap between the SLSS and the Piers-Harris Happiness and Satisfaction subscale. Implications for future research are discussed.     

杆秤的刻度均匀吗

在讲到杠杆原理时,我向学生展示了一个买菜用的杆秤,并利用它进行称量实验,同时又提出了三个问题: 问题一、杆秤刻度的起点(俗称定盘星)是怎样定下来的?     

Children's learning about the balance scale

We present a detailed look at children's learning about the balance scale. In our study, as children explored the balance scale, they acquired and built on special-case and context-specific knowledge. Before making general and context-independent observations, they made more local observations.We contrast our findings with two previous analyses of children's knowledge [Inhelder and Piaget, 1958; Siegler, 1978] about the balance scale in light of assumptions about the nature of knowledge and its acquisition. Educational implications of all three analyses are considered.     

Validation of the mindful coping scale

The aim of this research is to develop and validate a self-report measure of mindfulness and coping, the mindful coping scale (MCS). Dimensions of mindful coping were theoretically deduced from mindfulness theory and coping theory. The MCS was empirically evaluated by use of factor analyses, reliability testing and nomological network validation. The study's participants were high school students from two high schools, covering all streams. Further validation was obtained by correlating the MCS-subscales with an appraisal theory-based measure of coping strategies. Results from factor analyses supported the proposed measurement model and Cronbach's alphas indicated good internal consistency for the four sub-scales. Furthermore, correlations with instrument for measuring coping were mainly in accordance with our expectations. The above supports the validation of our instrument.     

Development of the self-directed learning skills scale

The purpose of this study was to develop a valid and reliable scale for assessing high school students’ self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various high schools. To test the suitability of the gathered data, exploratory factor analysis was performed. The results revealed that there were correlations between the items, factor analysis could be conducted and nine factors were obtained. A confirmatory factor analysis (CFA) was performed concerning the quality of the factor structure. The results of the CFA confirmed the nine-factor solution. The final version of the scale has a nine-factor structure and includes a total of 40 items. This instrument uses a five-point Likert-type scale and was termed the Self-Directed Learning Skills Scale (SDLSS).     

浅析高等教育的规模扩张与规模效益

结合近几年我国高等教育扩招以及高校合并的形势，分析了规模效益的形成机制，指出过度扩张所隐含的规模与效益的矛盾，提出适度的规模扩张才能促成规模效益实现的现点。同时针对扩招压力下过度规模扩张暴露的问题，提出了适应性调整、进一步降低生均成本的管理举措。     

Community colleges and the politics of sociospatial scale

In an analysis of 421 community college mission statements, I demonstrate how community colleges recontextualize a dominant discourse in which economic activity at the global scale transcends regulation, the nation-state lacks the moral authority to influence markets, and local communities have no choice but to adapt. Findings suggest that the community college has appropriated economic development as a mission priority and tacitly accommodated scalar relations typical of post-Fordism. On the other hand, a rival hypothesis suggests a competing trend in which colleges prepare and empower students to engage in sociopolitical processes at a global scale.     

层次分析法的一种新标度法

该文分析了T.L.Saaty层次分析法的1—9标度评判的非一致性,提出了一种新的标度法,经与1—9标度法进行比较,新的标度法较优。     

关于高等教育规模调控问题的思考

一、三种意见当前,在我国高等教育规模问题上,主要有这样三种意见:一种是激进意见,认为高等教育是产业,人民群众需求很大,可以拉动消费,所以应该大力扩张。这种意见在扩招前很流行,也是扩招政策的理论基础。但是,盲目追求扩招的副作用已经显露出来了,所以这种意见目前有所变调,     

An international validation of the engaged teacher scale

The purpose of this study was to test and validate the Engaged Teacher Scale (ETS) in a Turkish context (ETS-TR). In order to test the construct validity of the ETS, data were collected from 388 teachers in two northeast cities of Turkey. First-order confirmatory factor analysis results supported the 16-item and four-factor model of ETS while second-order confirmatory factor analysis suggested that a single factor was also appropriate for representing teacher engagement. Additionally, four multiple linear regression analyses were conducted to provide further validation evidence. Results showed that subscales of the ETS-TR were found to be positively correlated with teacher self-efficacy. Given our evidence of validity and reliability, we recommend researchers interested in measuring the engagement of Turkish teachers to consider using the ETS-TR. The adaptation of ETS into Turkish also provides a measure for use when conducting research examining cultural comparisons between english-speaking and Turkish teachers.     

Development of the teaching in urban schools scale

This study presents the development of a 91-item instrument to measure what pre-service teachers know about effective teaching in urban schools. The instrument, Teaching in Urban Schools Scale, was piloted and then refined and conducted with 248 graduate students in a teacher education program. Validity of the scale was investigated and revealed evidence of discriminant and content validity and a reliability coefficient of .91. Results also indicated that certification and number of program credits completed bore no significant influence on respondents’ knowledge base. However, participants who expressed interest in teaching in urban schools scored significantly higher on the instrument.     

Validation of the perceived school bullying severity scale

Research on school bullying has tended to focus on its prevalence or frequency while ignoring its perceived severity. This study attempted to construct a perceived School Bullying Severity Scale (SBSS). The original 24-item instrument, revised from the Victim Scale of the School Bullying Scales, covered the four categories of physical, verbal, relational and cyber bullying. The partial credit model was used to conduct Rasch analysis with ConQuest software on data derived from two samples of Taiwanese secondary school students. Sample 1 and sample 2 consisted of 605 and 869 students, respectively. Three items were deleted after examining the quality of the data from sample 1. The reliability and validity of the 21 items on the final scale were verified using data from sample 2. Results demonstrated the reliability and validity of information collected by the SBSS. This study also found that secondary school students rated relational and cyber bullying as more severe than physical and verbal bullying. Differences between teachers’ and students’ perspectives on the perceived severity of various bullying behaviours as well as implications for preventing and intervening in bullying are discussed.     

Development of the self-regulated learning teacher belief scale

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools.     

音阶练习在钢琴教学中的重要性

本文就音阶练习在钢琴教学中对指法的训练、速度的提高、力度的加强的作用加以论述。     

Potential economies of scale at the university of Bradford

Conclusions It seems that considerable potential economies of scale exist if the University of Bradford is representative. If enrolment is doubled with present accommodation surpluses and course structures, then average costs per student may fall by between 11 and 38 percent, depending upon the course involved and the assumptions made. Further substantial cost reductions would arise with a course structure which handled two intakes a year.However, we became increasingly aware during our research of the absence of any built-in incentive to use resources efficiently. This was most obvious in the case of buildings which were designed in a manner which fits academic requirements more like a sack than a glove, and which, once constructed, were regarded as free goods. It was also the case in respect of current items of expenditure, for under the present system of British university financing and planning, universities know in advance, subject to certain specific exceptions, their income for a five-year period and the approximate number and type of students they will enrol. Thus cost per student over the quinquennium has been determined before the students enter. Once the quinquennium has begun there are few real ways to effect economies since revenue and therefore expenditure have already been determined, nor is there any incentive for universities to cut costs per graduate. The critical time to achieve economies is therefore before quinquennial recurrent grants are fixed, and the power to do this lies with the University Grants Committee and the Department of Education and Science, not with the individual universities. Thereafter universities would need to react to such economies by implementing them as painlessly as possible.This paper demonstrates that substantial economies may be expected in per-student costs at the University of Bradford as the number of undergraduates increases. Further details may be obtained from the authors.