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181.
A new item parameter replication method is proposed for assessing the statistical significance of the noncompensatory differential item functioning (NCDIF) index associated with the differential functioning of items and tests framework. In this new method, a cutoff score for each item is determined by obtaining a (1 −α) percentile rank score from a frequency distribution of NCDIF values under the no-DIF condition by generating a large number of item parameters based on the item parameter estimates and their variance-covariance structures from a computer program such as BIILOG-MG3. This cutoff for each item can be used as the basis for determining whether a given NCDIF index is significantly different from zero. This new method has definite advantages over the current method and yields cutoff values that are tailored to a particular data set and a particular item. A Monte Carlo assessment of this new method is presented and discussed. 相似文献
182.
AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
183.
184.
May Cheng May Hung Winnie So Wing Mui Wong Yu Lai Wah Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98
Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.
185.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension
of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were
randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program
in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive
impact on the reading development of low achieving students. Students who received strategy instruction made superior gains
in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and
showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language
instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination
of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials,
and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of
the Program as well as its limitations are discussed. 相似文献
186.
倪曼 《武汉工程职业技术学院学报》2007,19(1):30-33
电子表格Excel具有强大的计算功能,它提供了一种描述问题、建立模型、处理数据与求解的有效工具。通过可靠性问题中的一个实例,说明它在计算机仿真决策中的应用。 相似文献
187.
Mary Alice McDonald Marian Sigman Michael P. Espinosa Charlotte G. Neumann 《Child development》1994,65(2):404-415
Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities. 相似文献
188.
189.
Martin J. Markey Ronald H. Fredrickson Richard W. Johnson Mary Alice Julius 《Counselor Education & Supervision》1970,9(3):178-182
Study was made of training impact of different electronic playback techniques on ratings of student counselor performance. Thirty-two upperclass university females were randomly divided into four playback treatment groups: (a) audio-video, (b) audio, (c) video, and (d) no playback received. Four underclass university females served as trained clients. All student counselors interviewed two different trained clients in two 20-minute sessions separated by a playback treatment period. All sessions were recorded by television cameras. Trained judges rated the second interview using the Counselor Evaluation Inventory, Nonverbal Behavior Scale, and Audio-Visual Counseling Scale. Two-way analysis of variance was used to compare scores on criterion instruments. Results indicated no judged differences among the playback treatment groups, nor could discriminant rankings be made among the various playback methods. Several explanations are discussed as to limited influence of playback media on early interview performance. 相似文献
190.
社会转型期,大量充斥的信息中女性都是些定型了和模式化的形象,广告、媒体的推波助澜,女性渐渐失去自我,女性意识迷失。新时期应是女性大有作为的时代,女性要全面培养主体意识、自我意识和平等意识,只有这样才能担负起时代的重任。同时女性意识觉醒,也是社会的责任,需要政策法律支持和社会舆论引导,为女性发展创造良好的社会空间。 相似文献