The Accuracy of Aggregate Student Growth Percentiles as Indicators of Educator Performance

Mean or median student growth percentiles (MGPs) are a popular measure of educator performance, but they lack rigorous evaluation. This study investigates the error in MGP due to test score measurement error (ME). Using analytic derivations, we find that errors in the commonly used MGP are correlated with average prior latent achievement: Teachers with low prior achieving students have MGPs that underestimate true teacher performance and vice versa for teachers with high achieving students. We evaluate alternative MGP estimators, showing that aggregates of SGP that correct for ME only contain errors independent of prior achievement. The alternatives are thus more fair because they are not biased by prior mean achievement and have smaller overall variance and larger marginal reliability than the Standard MGP approach. In addition, the mean estimators always outperform their median counterparts.     

Covariate Measurement Error Correction for Student Growth Percentiles Using the SIMEX Method

In this study, we examined the impact of covariate measurement error (ME) on the estimation of quantile regression and student growth percentiles (SGPs), and find that SGPs tend to be overestimated among students with higher prior achievement and underestimated among those with lower prior achievement, a problem we describe as ME endogeneity in this article. We proceeded to assess the effect of covariate ME correction on SGP estimation at two levels—the individual (student) and the aggregate (classroom). Our ME correction approach was limited to the simulation‐extrapolation method known as SIMEX. For both the individual and aggregate SGP, we find SIMEX effective in bias reduction. Further, because SIMEX is especially effective in reducing SGP bias for students with very high or very low prior achievement, it significantly weakens the ME endogeneity. SIMEX is also effective in reducing the MSE of aggregate SGP, provided that the students are sorted to some extent on their latent prior achievement. Our empirical study confirms the pattern of the simulation results: SIMEX mainly affects the mean SGP of classes in the highest and lowest quintiles of the prior score distribution, and significantly lowers the correlation between class SGP and prior achievement.     

OTDR测试在光纤通信工程应用中误差分析及对策

光纤通信由于传输频带高,信息量大、保密性好、重量轻体积小,中继段长等优点得到了广泛的应用。在我国,长途网及市话传输网基本实现光纤传输。OTDR是光纤通信系统工程应用中最重要的测试仪表,光纤衰减、长度的测量、光纤接续、中继测量及故障分析等等都离不开OTDR测试。本文针对OTDR的测试和其在工程应用中常见误差分析及对策做些探讨。     

浅析供电系统电能计量误差

电能计量装置作为供用电双方贸易结算和企业内部技术考核电能的依据,它的准确与否极为重要.从电能表、互感器、二次接线三个方面对电能计量误差进行了简要分析,并有针对性地提出了降低电能计量误差的一些应对措施.     

The Teacher's Role in Creating a Positive Verbal and Nonverbal Environment in the Early Childhood Classroom

Teachers play a critical role in establishing the verbal and nonverbal environment in the early childhood classroom. Within this article, children's literature is used as a vehicle for enhancing understanding of (a) how teachers talk to children, (b) how teachers allow children to talk to each other in positive and reinforcing or negative ways, and (c) how teachers help children talk to themselves about their learning and participation in class. The role of the teacher as a positive, conscious, and deliberate model of self-regulated learning is promoted.     

消除测量深孔尺寸误差和形状误差的方法

在精度要求较高而且较深的内孔尺寸测量中,往往存在尺寸上的误差,通过采用百分表轴向方向尺寸测量和径向方向尺寸测量重合法,可有效消除测量时的深孔尺寸误差和形状误差,保证工件加工质量。     

The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom

While many studies have documented the importance of supportive student–teacher relationships, particularly during students’ formative education experiences, few studies have systematically examined teachers’ conceptions of their relationships. The purpose of this project was to examine elementary school teachers’ conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher closeness in which teachers described how their feelings of closeness to students were related to five different teacher's approach orientations. Teachers’ approach orientations may have important implications for the way in which children in the class are privileged or marginalised by their teacher relationship.     

圆筒弯扭组合变形中弯曲切应变的测量误差分析

在实际测量过程中，电阻应变片的贴片位置、栅长大小以及横向效应均会对测量的精确度产生影响。该文从以上3个方面对《材料力学》课程的电测综合性实验——圆筒的弯扭组合实验中，利用全桥接法测量弯曲切应变的误差原因进行了全面分析，指出测量误差主要是由于电阻应变花的敏感栅中心偏离中性轴所致。     

The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study

This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study‐Kindergarten cohort (ECLS‐K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio‐economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 217–235, 2011     

五孔球探针旋转流场测量的应用方法与误差探讨

介绍五孔球探针的基本结构和使用方法。通过深入探讨气体绕流球体的的原理,分析了在调节探针方位确定气流方向时出现多个平衡点的原因,并进行实验验证,提出在复杂流场中确定正确的气流方向角的三个基本判据。从压力测量、探针位置精度、速度梯度和静压梯度等方面分析了流场测量误差的来源,并指出了实现误差控制的相应措施。     

Emotional Contagion in the Classroom: The Impact of Teacher Satisfaction and Confirmation on Perceptions of Student Nonverbal Classroom Behavior

Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors—they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed.     

大学生个体社会化滞后的表现、原因及其对策

大学生个体社会化正处于关键发展时期,其社会化程度将影响其健全人格和正确世界观、人生观、价值观的形成,并在很大程度上制约着他们的再社会化及其发展方向。探讨大学生个体社会化滞后的表现、原因及对策,对促进他们个体社会化有重要作用。     

谈大学生心理健康问题与应对措施

随着社会的飞速发展,人们的生活节奏日益加快,竞争越来越激烈,人际关系也变得越来越复杂,当代青年大学生思想压力也随之加重。如何加强对大学生的心理健康教育,使他们避免或消除种种心理压力造成的心理危机或心理障碍,增进心身健康,以积极、正常的心理状态去适应当前和发展的社会环境,预防心理疾病的发生,就成为高校迫切需要高度关注的问题。     

Voice in Digital Education: The Impact of Instructor's Perceived Age and Gender on Student Learning and Evaluation

Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.     

Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.     

The Impact of Varying the Number of Measurement Invariance Constraints on the Assessment of Between-Group Differences of Latent Means

The objective was to offer guidelines for applied researchers on how to weigh the consequences of errors made in evaluating measurement invariance (MI) on the assessment of factor mean differences. We conducted a simulation study to supplement the MI literature by focusing on choosing among analysis models with different number of between-group constraints imposed on loadings and intercepts of indicators. Data were generated with varying proportions, patterns, and magnitudes of differences in loadings and intercepts as well as factor mean differences and sample size. Based on the findings, we concluded that researchers who conduct MI analyses should recognize that relaxing as well as imposing constraints can affect Type I error rate, power, and bias of estimates in factor mean differences. In addition, fit indexes can be misleading in making decisions about constraints of loadings and intercepts. We offer suggestions for making MI decisions under uncertainty when assessing factor mean differences.     

基于RS485与C8051F350芯片实现远程高精度温度测量

本文介绍了如何采用C8051F350芯片基于RS485串行总线接口实现远程高精度温度测量，并采用多项式曲线拟和结合补偿误差查表插值的方法完成了铂电阻阻值-温度转换的数据处理。系统简单可靠，精度高，并易于远程组网测量，具有很大的实用性。     

新时代教师队伍建设视域下的教师教学与扮演角色变革取向

新时代要落实立德树人根本任务,办好人民满意的教育,必须打造一支高素质、专业化、创新型教师队伍。为此,大量学校和教师已经开始从基于学生学习的教学、基于游戏化的教学和基于项目式的教学等方面开展了促进学生核心素养形成与全面发展的教学改革。总结已有经验,结合未来形势,可以发现,未来的教学需要向着整体化教学、情境化教学和自主化教学方向进行更为深入的改革;而教师则需要顺应改革需求,争做学生信仰与价值的引领者、学生学习的研究者和学生个性化发展的指导者,方可适应未来教育教学变革需要。     

国内外课堂教学行为研究之比较

课堂教学行为的研究，内容主要集中在教师行为和师生互动行为上，方法以“过程——结果法”尤为盛行，但也表现出对象理解的片面、方法使用的不恰当等问题。与此相应，课堂教学行为研究必然走向：对课堂教学行为认识的澄清，现实基础上的课堂教学行为改造、研究方法的多元化等。     

Reassessing the Effect of Survey Characteristics on Common Method Bias in Emotional and Social Intelligence Competencies Assessment

Since the idea of method variance was inspired by D. T. Campbell and Fiske in 1959, many papers have demonstrated an ongoing debate about both its nature and impact. Often, method variance entails an upward bias in correlations among observed variables—common method bias. This article reports a split-ballot multitrait–multimethod experimental design for estimating 2 opposite biases: the upward biasing method variance from the reaction to the length of the response scale and the position of the survey items in the questionnaire and the downward biasing effect of poor data quality. The data are derived from self-reported behavior related to emotional and social competencies. This article illustrates a methodology to estimate common method bias and its components: common method scale variance, common method occasion variance, and the attenuation effect due to measurement errors. The results show that common method variance has a much smaller impact than random and systematic measurement errors. The results also corroborate previous findings: the greater reliability of longer scales and the lower reliability of items placed toward the end of the survey.