排序方式: 共有63条查询结果,搜索用时 9 毫秒
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The least squares method of fitting a line is not one that naturally occurs to students. We present three tasks to understand student views on how lines may be fit. 相似文献
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Subscore added value analyses assume invariance across test taking populations; however, this assumption may be untenable in practice as differential subdomain relationships may be present among subgroups. The purpose of this simulation study was to understand the conditions associated with subscore added value noninvariance when manipulating: (a) subdomain test length, (b) differences in subgroup mean ability, and (c) subgroup differences in intersubdomain correlations. Results demonstrated that subscore added value was noninvariant for 24–100% of replications (depending on subdomain test length) when the subgroup difference in intersubdomain correlation was equal to .30. To examine if this condition was met in practice, applied invariance analyses of three operational testing programs were conducted. Across these datasets, noninvariant subscore added value was present for some subdomains across sex and ethnic subgroups. Overall, these results indicate that subscore added value noninvariance is largely driven by differential intersubdomain correlations among subgroups, which may be present in some operational testing programs. 相似文献
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Walsh Yoselyn Magana Alejandra J. Feng Shi 《Journal of Science Education and Technology》2020,29(4):443-458
Journal of Science Education and Technology - The current study investigates the differences in students’ explanations of friction concepts after the use of the visuohaptic simulation with... 相似文献
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Jeffery H. Marshall M. Alejandra Sorto 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(2):173-197
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural Guatemalan primary schools. After presenting a conceptual framework for linking the work of the teacher with student learning in mathematics together with an overview of the different forms of teacher knowledge, the paper introduces the Guatemalan context and the analytical framework including the sample, data and methods. Overall, the results provide some empirical support for a widely held, if infrequently tested, belief in mathematics education: effective teachers have different kinds of mathematical knowledge. The results also suggest specific mechanisms by which effective teachers can make substantial impacts on student learning, even in extremely poor contexts. 相似文献
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Sandra Patricia Rojas Rojas Alejandra Meneses Emilio Sánchez Miguel 《International Journal of Science Education》2013,35(13):1827-1847
ABSTRACTReading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning. 相似文献
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This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in fee-charging private voucher schools to those of similar students in public schools and free private voucher schools. Our results reveal that students in fee-charging private voucher schools score slightly higher than students in public schools. The difference in standardized test scores is approximately 10 points, a test score gain of 0.2 standard deviations. We find no difference in the academic achievement of students in the fee-charging private voucher treatment group relative to their counterparts in free private voucher schools. 相似文献
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