Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches

Little, Bovaird and Widaman (2006) proposed an unconstrained approach with residual centering for estimating latent interaction effects as an alternative to the mean-centered approach proposed by Marsh, Wen, and Hau (2004, 2006). Little et al. also differed from Marsh et al. in the number of indicators used to infer the latent interaction factor and how they were represented, but this issue is separate from the mean versus residual centering distinction that was their primary focus. However, their implementation of the Marsh et al. mean-centered approach failed to incorporate the mean structure that Marsh et al. argued was necessary to obtain unbiased estimates. One might suppose that their new approach would suffer this same problem, an issue not addressed by Little et al. However, we demonstrate here why the Little et al. approach obviates this requirement that heretofore was thought to be necessary for all constrained, partially constrained, and unconstrained approaches. Both the Marsh et al. and Little et al. unconstrained approaches typically result in similar results and are much easier to implement than traditional constrained approaches. They differ primarily in that the Little et al. approach is a 2-step approach involving a potentially large number of separate analyses prior to estimating the structural equation model that apparently does not require the estimation of a mean structure, whereas the Marsh et al. approach is a 1-step approach that includes a mean structure.     

Reviews

Bourner, Tom et al ed (2000) New Directions in Professional Higher Education
Cannon, Robert & Newble, David (2000) Handbook for Teachers in Universities and Colleges
Evans, Terry & Nation, Darryl eds (2000) Changing University Teaching
French, Deanie et al eds (1999) Internet Based Learning
Hunter, Dale et al (1999) Handling Groups in Action
Maier, Pat & Warren, Adam (2000) Integr@ting Technology in Learning and Teaching
Ryan, Steve et al (2000) The Virtual University
Also received
Brown, Sally et al (2000) 500 Tips on Assessment
Entz, Susan & Galarza, Sheri Lyn (2000) Picture This:
Feldman, Alan et al (2000) Network Science, a Decade Later
Jukes, Ian et al (2000) net.savvy
Scott, Elspeth (2000) Managing the Internet in the Primary and Secondary School Library     

Reviews

Books reviewed:
Casey, Jean M (2000) Early Literacy
Casey, Jean M (2000) Creating the Early Literacy Classroom
Moon, Jennifer (2001) Short Courses and Workshops
Nisbet Paul et al (1999) Supportive Writing Technology
Richardson, John (2000) Researching Student Learning
Salmon, Gilly (2000) E-Moderating
Schwartz, Peter et al eds (2001) Problem-based Learning: Case Studies, Experience and Practice
Squires, David et al ed (2000) The Changing Face of Learning Technology
Also received
Kohl, Kay & LaPidus, Jules (eds) (2000) Postbaccalaureate Futures
Marquet, Pascal et al eds (1999) Internet-based Teaching and Learning (IN-TELE) 98
Monk, Martin & Osborne, Jonathan(2000) Good Practice in Science Teaching
Morgan, George A et al (2001) SPSS for Windows
Pant, Madhu & Parkash, Dharam(2000) Television: The Pied Piper of the Century     

Also received

Brown, Sally et al (1995) 500 Tips for Research Students
Busher, Hugh & Saran, Rene (eds) (1995) Managing Teachers as Professionals in Schools
Calder, Judith et al (1995) Learning Effectiveness/Psi of Open and Flexible Learning in Vocational Education
Grace, Gerald (1995) School Leadership
Kimbell, R et al (1996) Understanding Practice in Design and Technology     

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.     

Critical pedagogy and teacher professional development for online and blended learning: the equity imperative in the shift to digital

Educational technology research and development - This paper provides a response to the work of Philipsen et al. (Educ Technol Res Dev 67:1145–1174, Philipsen et al., Educational Technology,...     

Retraction Note to: Effects of dietary glycerol monolaurate on productive performance,egg quality,serum biochemical indices,and intestinal morphology of laying hens

Retraction Note to: J Zhejiang Univ-Sci B(Biomed & Biotechnol) 2019 20(11):877-890 https://doi.org/10.1631/jzus.B1800530The authors have retracted this article(Zhao et al., 2019) due to significant overlap with a previously published Chinese language article(Liu et al., 2017), including overlap in Table 1, Table 2, Table 3, Table 6, Fig. 4, and part of the results(Sections 3.1, 3.2, 3.5, and 3.7).     

Reviews

Books reviewed:
Cropley, Arthur J Creativity in Education and Learning
Dijkstra, Sanne et al Multimedia Learning: Results and Perspectives
Hartle, Franklin et al Getting the Best out of Performance Management in Your School
Kamp, Di The Excellent Trainer
Latchem, Colin and Hanna, Donald Leadership for 21st Century Learning
McGill, Ian and Beaty, Liz Action Learning
Parkin, Margaret Tales for Coaching
Yates, Chris and Bradley, Jo (eds.) Basic Education at a Distance
Also received:
Davis, Andrew The Limits of Educational Assessment
Frindte, Wolfgang et al (ed.) Internet-based Teaching and Learning (IN-TELE) 99
Miller, Elizabeth B The Internet Resource Directory
Monk, Martin and Osborne, Jonathan Good Practice in Science Teaching
Moxley, David et al Keeping Students in Higher Education
Stone, Randi Best Practices for High School Classrooms     

Latino expectations of communicative competence: A focus group interview study

Drawing on Martin, Hammer, and Bradford's (1994) work on intercultural communicative competence, this investigation explored Latino expectations of communicative competence using focus group interviews. Like the Martin et al. (1994) study, communicative competence was examined in four contexts — intracultural‐social, intracultural‐task, intercultural‐social, and intercultural‐task. Results indicated overall support for seven of Martin et al.’s (1994) eight behavioral categories. Data from focus group interviews in this study suggested an additional competence category specific to task contexts as well as some emic behaviors not identified in the Martin et al. (1994) investigation.     

《登科记考补正》新增武举史料辨析

孟二冬教授生前所著《登科记考补正》一书中新增武贡举及第22人,而从唐代武举科目设置的时间看,张山舄等4人不可能是武贡举出身,从对地方志和墓志等相关史料的分析来看,没有任何可靠的史料来确认舒贺等7人是武贡举出身,真正属于武贡举及第的只有马元埸等11人。     

Reviews

Books reviewed:
Bonk, Curtis & King, Kira, Electronic Collaborators
Cohn, John et al, Planning for Automation
Cowan, John, On Becoming an Innovative University Teacher
Garg, Suresh et al (eds), Science & Technology through Open & Distance Education
Jonassen, David et al, Task Analysis Methods for Instructional Design
Kent, Todd & McNergney, Robert, Will Technology Really Change Education?
Elton, L, Teaching in Higher Education: Appraisal and Training
Littleton, Karen & Light, Paul (eds), Learning with Computers: Analysing Productive Interaction
Morgan, Colin & Morris, Glyn, Good Teaching & Learning: Pupils & Teachers Speak
Prosser, Michael & Trigwell, Keith, Understanding Learning and Teaching: The Experience in Higher Education
Provenzo, Eugene et al, Computers, Curriculum and Cultural Change     

婴幼儿基于概念的归纳推理研究

近年来,关于婴幼儿归纳推理能力的发展研究受到国际心理学界的重视,其中婴幼儿是否能够基于概念进行归纳推理是一个焦点问题。Mandler等人利用概括化模仿技术对婴儿的归纳推理进行了研究,发现:9-20个月的婴儿的归纳推理受到领域水平的概念类别所限制,是一个基于概念的过程;Gelman等人探讨了类别成员关系、语言标签、心理本质主义在幼儿的归纳推理中的作用,发现:2-4岁幼儿的归纳推理受基本水平的类别成员关系所限制,也是一个基于概念的过程。二者的分歧可以用语言的作用加以解释。     

Reviews

Abbott, Chris (2001) Changing Education
Bassey, Michael (1999) Case Study Research in Educational Settings
Knasel, Eddy et al (2000) Learn for your life
Lockwood, Fred & Gooley, Anneeds (2001) Innovation in Open and Distance Learning
Simons, Robert-Jan et al ed (2000) New Learning
Williams, Marcia et al (1999) Distance Learning
Also received
Branch, Robert & Fitzgerald, Mary Ann(2001) Educational Media and Technology Handbook
Leask, Marilyn ed (2001) Issues in Teaching Using ICT
Linn Marcia & Hsi, Sherry (2000) Computers, Teachers, Peers
Rylatt, Alastair (2001) Learning Unlimited
Stuart, Roderick (1998) Team Development Games for Trainers
Whittaker, Mike & Cartwright, Ann (2000) The Mentoring Manual
Wood, Terryeds et al eds (2001) Beyond Classical Pedagogy
Yates, Chris & Bradley, Jo ed (2000) Basic Education at a Distance     

From Grammatical Gender to Sapir-Whorf Hypothesis

<正>Comment on Vigliocco,G.et al.(2005)and Review on SapirWhorf Hypothesis Does language shape thought?The question derived from Sapir-Whorf Hypothesis has never been easy to answer with certainty.Nevertheless,the attempts and trials of tackling this question seldom stops.The Vigliocco et al.paper"Grammatical     

Recognizing Conventionality: Reply to Shweder and Helwig et al

Shweder and Helwig et al. attribute to my thesis a denial of objective moral law. This is a misinterpretation of the argument. On the other hand, the critics deny the implications of the social construction of reality, leading them to reject the concept of transparency. This commits them to the remarkable position that all social formations are equally transparent. Helwig et al. do not reconcile their perspective with the phenomenon of ethnocentrism. They imply that I ignore the consistent results of the majority of studies, when in fact my critique centers on the unwarranted theoretical generalizations drawn from these results. Helwig et al. also do not adequately explain the murky distinction between "marginal" and "conventional."     

BCC合金相稳定性的嵌入原子模型计算

利用作者最近导出的解析的ｂｃｃ结构的嵌入原子模型计算了由Ｖ、Ｎｂ、Ｔａ、Ｃｒ、Ｍｏ、Ｗ和Ｆｅ等７个ｂｃｃ结构元素组成的２１个合金系统的中间化合物Ａ＿３Ｂ、ＡＢ、ＡＢ＿３结构的形成焓，计算得到的形成焓跟Ｗａｔｓｏｎ等人用经验能带理论得到的结果、Ｃｏｌｉｎｅｔ等人用集团方法得到的结果、Ｍｉｅｄｅｍａ等人用经验热力学理论（Ｍｉｅｄｅｍａ理论）得到的结果、以及已有的实验结果符合得比较好．     

Group work in primary school science: discussion,consensus and guidance from experts

Research suggests potential problems when group work is used in school science to support the integrated acquisition of conceptual understanding and testing procedures. Yet integrated acquisition is promoted by current policy, and is a popular classroom strategy. Work by Howe et al. (Learning and Instruction 10 (2000) 361) indicates that the problems may be overcome if pupils: (a) discuss conceptual material in small groups and reach consensus; (b) subject consensual positions to guided empirical appraisal. The present paper reports a study with 9–12-year old pupils, which tests the proposal of Howe et al. using heat transfer as its topic, in contrast to the shadow size of Howe et al. In broad terms, the results are consistent with what Howe et al. report, although there are subtle differences in both outcome and process. Nevertheless, the similarities are such as to indicate a robust technique, with clear relevance to classroom practice. To facilitate application, the paper outlines what the technique requires in terms of group organisation and teacher support, and suggests that in both cases there is consistency with current practice.     

Books received

Barnett, Delvene, Managing the Secondary School Library Budget
Bush, Tony & Middlewood, David eds, Managing People in Education
Cox, Margaret, The Effects of Information Technology on Students' Motivation
Stevenson, Dennis et al, Information and Communications Technology in UK Schools
McKinsey & Co, The Future of Information Technology in UK Schools
Crawford, Megan et al, Leadership and Teams in Educational Management
Preedy, Margaret et al, Educational Management: Strategy, Quality and Resources
Somekh, Bridget & Davis, Niki eds, Using Information Technology Effectively in Teaching and Learning
Warner, David & Crosthwaite, Elaine eds, Human Resource Management in Higher and Further Education     

Applying Quality Indicators to Single‐Case Research Designs Used in Special Education: A Systematic Review

This study examined how specific guidelines and heuristics have been used to identify methodological rigor associated with single‐case research designs based on quality indicators developed by Horner et al. Specifically, this article describes how literature reviews have applied Horner et al.'s quality indicators and evidence‐based criteria. Ten literature reviews were examined to ascertain how literature review teams (a) used the criteria recommended by Horner et al. as meeting the 5‐3‐20 evidence‐based practice (EBP) thresholds (five studies conducted across three different research teams that include a minimum of 20 participants) to assess single‐case methodological rigor; and (b) applied the 5‐3‐20 thresholds to determine whether the independent variables reviewed qualified as potential effective practices. The 10 literature reviews included 120 single‐case designs. This study found that 33% of the reviewed single‐case designs met Horner et al.'s quality indicator criteria. Three of the literature reviews concluded that examined practices met criteria to qualify as an EBP. Recommendations related to quality indicator criteria and EBP established by the literature review teams as well as directions for future research are discussed.     

丹寨南皋凯里组下部(寒武系第2统)Bathynotus及其古生物学和生物地层学的意义

贵州丹寨南皋三湾一带凯里组下部绿黄色页岩、钙质页岩中宽背虫(Bathynotus)的发现,为其下部Bathynotus holopygus-Ovatoryctocara granulata带提供了化石依据,使南皋凯里组这个命名剖面的三叶虫生物地层更为完善;与Bathynotus共生的有Protoryctocephalus Chow in Lu et al.,1974a,Ovatoryctocara Tchernysheva,1962,NangaopsYuan et Sun in Yin et al.,1978,与剑河八郎凯里组基本相似,为剑河八郎凯里组及西伯利亚有关地层对比提供重要依据.