学习仪器配备目录搞好实验室的装备工作

介绍了对《中学理科教学仪器配备目录(修订本)》的编写意图和精神的认识，提出了在该“目录”指导下做好教育技术装备工作的意见。     

Psychometric properties of a pictorial self-concept scale among young learning disabled pupils

The aim of this study is to assess the psychometric properties of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) (Harter & Pike, 1983) among young learning disabled pupils. The sample consisted of 105 French Canadian learning disabled pupils in Grades 1–3. All subjects completed a French translation of the PSPCSA, while 58 were retested 2–4 weeks later. The reliability analysis indicates results similar to those found in Harter and Pike's (1983) study. However, the factor analysis reveals three separate factors. These results are discussed in terms of domains of self-concept that were assessed, procedures and subjects characteristics. The main conclusion reached is that the PSPCSA should be used with caution in assessing French speaking pupils with learning disabilities. More research is needed until the instrument as reached acceptable levels of technical adequacy. 1996 John Wiley & Sons, Inc.     

Development and validation of the Attitudes toward Education for Older Adults (AEOA) scale

The purpose of this study is to validate a multidimensional measure assessing attitudes toward education for older adults. As the elderly population and the demands of education among older adults have increased, the engagement of social workers in educational settings for older adults has also increased. Therefore, assessing social workers’ attitudes toward education for older adults is critical to better understand the appropriate circumstances for successfully providing and expanding educational programs for older adults. Using a sample of 227 social work students, a multidimensional scale consisting of 38 items was developed by focusing on the three subconstructs of attitudes: cognition, emotion, and behavior. Across various statistical analyses such as the examination of coefficient α and the confirmatory factor analysis (CFA), this scale consistently demonstrated strong reliability and validity. This new reliable and valid scale may contribute to the quality of educational programs for older adults by providing for social workers and other helping professionals with an opportunity to examine their attitudes toward educational services for older adults.     

An evaluation of the environmental literacy of preservice teachers in Turkey through Rasch analysis

The purpose of this study was to make use of proposed definitions of environmental literacy to (1) guide the application of Rasch analysis and (2) utilize the developed instrumentation to further inform the work of environmental educators. A total of 2311 preservice teachers attending Faculty of Education departments of four public universities located in the capital city of Turkey provided data for this study. The instrument used included a knowledge scale, an attitude scale, an attitude towards environmental responsibility scale and a concern scale. Rasch analysis revealed which those items which address the environmental knowledge widely broadcasted by mass media also were answered correctly by most participants. Generally, instrument items that addressed the understanding of the interrelated nature of environmental knowledge were answered incorrectly by participants. Analysis of attitude and attitude towards environmental responsibility scales indicated that the preservice teachers exhibited the most support for plant and animal rights, environmental protection laws and ecological balance. Results of the concern scale suggested that the preservice teachers were most concerned with regard to issues of poor drinking-water quality. Gender analysis revealed different orientations among females and males in terms of knowledge, attitudes, attitude towards environmental responsibility and concern scales.     

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).     

Validity Evidence against the Children’s New Ecological Paradigm Scale

Abstract

The Children’s New Ecological Paradigms scale was originally developed for children ages 10–12 and was presented as valuable for comparing that age group with older participants. This study uses cognitive interviews and measurement invariance testing to investigate how well the scores maintain the same meaning between these two age groups. The qualitative and quantitative results were consistent in revealing that at least 20% of the items function differently than expected when we use it for this purpose. The findings revealed similarities with critiques of the adult NEP and questioned the validity of the use of this instrument in its present form.     

Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale

This study aimed to design and validate the Teacher Identity Measurement Scale (TIMS) for assessing primary student teachers’ professional identity. Based on identity theory and a systematic review into quantitative instruments of teacher identity, teacher identity was decomposed in four first-order constructs: motivation, self-image, self-efficacy, and task perception. This resulted in a measurement scale consisting of 46 items. The factorial design was examined by administering the TIMS to first- and second-year primary student teachers. In phase 1, involving 17 students, qualitative scale development methods were used to assess the construct validity. In phase 2, its second-order factor structure was tested and confirmed among a sample of 211 students. In phase 3, this structure was cross-validated among a new sample of 419 students. The instrument may contribute to understanding primary student teacher’s professional development and can be used as a tool to support the process of developing a professional teacher identity.     

Developing and testing a scale of moral thinking and communication (MTC) functioning: a preliminary study and its implications for moral development and education

The purpose of this study was to develop and test a scale assessing students’ moral thinking and communication (MTC) functioning as well as to explore the implications for moral development and education. The rationale of MTC functioning, including interaction of four independent competencies: moral awareness, moral judgement, moral discourse, and moral decision-making, is primarily adapted from L. Kohlberg’s theory, Neo-Kohlbergian theory, J. Habermas’s and K.-O. Apel’s discourse ethics, and L. Hinman’s ethical pluralism. There were two studies in the development of the measure. The resulting instrument contained four moral dilemmas differing by a focus on micro-moral and macro-moral levels. Findings from the studies indicated the MTC scale has acceptable psychometric properties and describe Taiwanese students as attending to the difficult problems of integrating local and international cultural norms. Additionally, the measure provides a detailed picture of students’ moral thinking and communication functioning. These results are discussed in terms of implications for moral theory and assessment of moral education.     

Teacher training by alternating classroom work and work analysis: from the perspective of a social conception of meaning and action

This article explores teacher training by the alternation of classroom work and work analysis using an approach based on a social conception of meaning and action. The advantage of this approach is that it allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in training evolve in work and/or work analysis situations. The concepts of ‘meaning’ and ‘expectation’ are helpful in discussing the empirical data from a research program designed to evaluate the potential for PTs’ professional development offered by the alternating work/analysis programs of French University Institutes of Teacher Training. The main conclusions concern the need to organize PTs’ professional experiences within a training network so that PTs are not left on their own to face the diverse and complex situations of daily professional exercise. The effective procedures are those that allow PTs to construct concrete and circumstance‐based expectations that the professional rules they have learned are still operational. These expectations help PTs to efficiently calibrate and interpret the meaning of their work experience, while also allowing them to prepare to act differently.     

Development and Validation of the Healthy Aging Incentives Scale

The purpose of this study is to develop and validate a new instrument to measure the multidimensional nature of motivations to engage in healthy behavior practices among older adults. The Healthy Aging Incentives Scale (HAIS) was developed empirically from data collected from 158 older adults participating in a health and wellness clinic located within a multipurpose senior center in the United States. A factor analysis of the HAIS revealed five themes prompting older adults to participate in health aging practices: health and fitness, psychological well-being, locus of control, social functions, and socialization attributes. Additional data are provided that support reliability and validity of the HAIS including convergent validity of the 20-item scale by its correlation with healthy behavior habits. Conclusions are drawn showing literature support for the multidimensional scale and the important determinants for promoting healthy outcomes for this population.     

The social conflict inventory (SCI): A measure of beliefs about classroom peer conflicts

Abstract

This study describes the development of the Social Conflict Inventory (SCI), a self‐report teacher belief scale for assessing beliefs about young children's classroom peer conflicts. Three phases were involved in the construction of the SCI: item development, initial testing with one sample (n = 218), and follow‐up field test with a second sample (n = 395) that also addressed the convergent and concurrent validity of the instrument. Reliability and factor analyses conducted during the initial field test resulted in a reduction to 20 items (Cronbach’ s α = .87) with three subscales: General Orientation to Peer Conflict (α = .81), Cessation (α = .84), and Facilitation (α = .65). Similar patterns of factor loadings and reliabilities resulted from analyses of the follow‐up field test data. Overall, the SCI proved to be a reliable instrument for assessing the beliefs concerning the role of classroom conflicts in children's development and for differentiating among groups of teachers. Further use of the SCI in conjunction with other measures of teacher beliefs will contribute to a better understanding of its concurrent validity. Finally, the potential for its use in future studies to clarify the relationship between beliefs and actual classroom practices and as an instrument for assessing the effectiveness of specific classroom management training programs is discussed.     

The Study Process Questionnaire: A construct validation study

The Study Process Questionnaire (Biggs, 1987) has been widely used in studies investigating learning behaviours in tertiary education. Many of the studies that have used the instrument have investigated the construct validity of the SPQ using a variety of factor analytic methods and techniques in an atheoretical way. Contrary to this method, Burnett and Dart (1997) argued that the hypothesised structure of a scale should be used when assessing the construct validity of an existing instrument. This study investigated the factor structure of the SPQ using a theoretical approach and found strong support for the three approaches to learning structure of the instrument.     

The development and validation of a scale measuring teacher autonomous behaviour

In the current study a multi‐dimensional scale that measures teacher autonomous behaviour is presented. The scale is applicable across the following educational sectors: primary education, secondary education and vocational education. Based on an elaborate literature study, four theoretically relevant dimensions of teacher autonomous behaviour were derived. Psychometric characteristics of the instrument (note that the terms ‘scale’ and ‘instrument’ are used interchangeably in this article) were tested among a sample of Dutch teachers working in primary, secondary and vocational education (N = 1111). The validity of our instrument was tested in several ways. First, by performing confirmatory factor analysis, we tested the factorial structure, which confirmed the hypothesised four dimensions: (1) primary work processes in the class; (2) curriculum implementation; (3) participation in decision making at school; (4) professional development. Thereafter, we calculated the scale's reliability, which appeared to be excellent. In addition, we tested for measurement invariance by cross‐validating the study in the educational sectors mentioned above. Also, the convergent, divergent and predictive validity was investigated. Teacher autonomy appeared to predict workplace learning, more specifically experimenting, reflecting and school development. Finally, we investigated whether transformational leadership can facilitate teacher autonomy, which appeared to be the case. The results empirically confirm the four dimensions of teacher autonomous behaviour, which we derived from theory, and offer solid proof of the psychometric properties of our instrument. The instrument can be used by school leaders and policy makers to monitor autonomous behaviour. More generally, the development and use of this instrument helps us understand teacher autonomous behaviour and teacher professionalism.     

The science support scale: Its appropriateness with high school students

Implementing the idea that more emphasis should be placed on student achievement in the affective domain is contingent upon the concurrent development of suitable instruments for the assessment of prescribed criteria. One such instrument, the Schwirian Science Support Scale (Tri-S scale), was reported in a recent NSTA publication as a promising tool for measuring student science support. Recent research using the Tri-S scale with high school pupils showed that scores on this instrument did not increase after the students had taken a tenth grade introductory course in biology. Further analysis indicated students of teachers scoring “high” in science support did not produce higher scores on the Tri-S scale than students studying biology from teachers “low” in science support. Reliability estimates using high school student scores were well below previous estimates using scores from college undergraduates. Factor analysis of inter-item correlations indicated that student interpretation of item meaning did not correspond to the five subtest structure of the Tri-S scale. Findings from this study demonstrate that the Tri-S scale is not an appropriate instrument for measuring attitudinal changes of tenth grade high school students. This study is suggestive of the fact that went and future instruments that purport to measure achievement in noncognitive areas should be carefully analyzed before they are recommended for use with specific populations.     

视频与视频字符叠加实验仪的研制

介绍了视频与视频字符叠加实验仪的研制背景、组成、工作原理、主要电路的设计方法及应用情况。实验仪电路主要由三部分组成：信号分离电路、控制计数电路和切换开关电路。实验内容设计为开放式、研究性,因而通过本实验仪器,学生不仅可以巩固视频技术知识,了解该领域的最新研究和应用进展情况,而且在大规模可编程逻辑器件的应用和硬件描述语言方面的学习也将得到提高。教学实践表明学生通过该实验仪不但可以开阔视野,更有利于培养学生的创新意识和提高动手能力。     

MEASUREMENT OF CHANGE IN THE MEANING OF WRITING IN FRESHMAN ENGLISH

This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended.     

The Development and Validation of an Instrument to Measure Preservice Teachers' Self-Efficacy in Regard to The Teaching of Science as Inquiry

The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry.     

Student Performance in Research Methods Classes: Assessing the Predictive Validity of the DRAMA Scale

A recent study appearing in this journal argued that student anxiety concerning research methods classes in criminology and criminal justice is characterized by three separate but related concepts: Disinterest, Relevance Argumentation, and Math Anxiety (DRAMA). The current study extends the previous work by presenting a modified version of the DRAMA scale and assessing its ability to predict student performance among a sample of students enrolled in an introductory research methods class at a university located in the southeastern United States. In support of the main hypothesis, the composite DRAMA scale was a significant, negative predictor of student grades. Subsequent analysis indicated that the effect of DRAMA was largely the result of the Math Anxiety subscale.     

Development and initial validation of a trait emotional intelligence scale for Korean adults

The purpose of this study is to develop and validate a trait emotional intelligence (EI) measurement for Korean adults. This scale was developed because there is still a lack of EI measurements that consider the effects of culture on emotions. It was found that the scale has a three-factor structure, and this structure was confirmed in cross-sample validation. If the construct validity of the measurement is confirmed in further studies, scholars as well as practitioners will be able to use the instrument in designing and evaluating EI development programs. In addition, by using the scale within various cultural settings, the effects of culture on EI may be uncovered.