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431.
Adelaide Ariel Bernard P. Veldkamp Wim J. van der Linden 《Journal of Educational Measurement》2004,41(4):345-359
Preventing items in adaptive testing from being over- or underexposed is one of the main problems in computerized adaptive testing. Though the problem of overexposed items can be solved using a probabilistic item-exposure control method, such methods are unable to deal with the problem of underexposed items. Using a system of rotating item pools, on the other hand, is a method that potentially solves both problems. In this method, a master pool is divided into (possibly overlapping) smaller item pools, which are required to have similar distributions of content and statistical attributes. These pools are rotated among the testing sites to realize desirable exposure rates for the items. A test assembly model, motivated by Gulliksen's matched random subtests method, was explored to help solve the problem of dividing a master pool into a set of smaller pools. Different methods to solve the model are proposed. An item pool from the Law School Admission Test was used to evaluate the performances of computerized adaptive tests from systems of rotating item pools constructed using these methods. 相似文献
432.
Lesley Farrell Bernard Holkner 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):133-144
This is a paper about knowledge, learning and the idea of community in what we call “hybrid workspaces”. Hybrid workspaces “bring together physical place and cyber place” in communication networks (Castells, 2001, p. 131). Many people work in various kinds of hybrid workspaces. A person working on a production line might have real-time co-workers in their own town, just as a colleague might work in a hybrid workspace and rely upon others who communicate asynchronously via a website to help them solve problems. Hybrid workspaces, like most workspaces, are centrally concerned with the global production and diffusion of certain kinds of routine and innovative working knowledge. In this paper we think about knowledge as social action that is generated, mediated, negotiated and traded among people in the politically charged dynamic of hybrid workspace communities. We consider the ways people adopt, modify and are changed by the technologies they implement in these workspaces. We are especially interested in what people have to learn to know, and to be, to operate effectively in these hybrid communities, and what role formal, informal and non-formal education has to play in negotiating what counts as knowledge, and who can say so, in virtual workspaces. 相似文献
433.
Bernard A. Jones 《Educational studies》1988,14(1):51-63
Attitude formation and attitude change in children may be seen as matters of central concern to the teacher. This paper describes how, in one particular subject area (physical education), the investigator gathered attitude statements from young children and produced a scale to measure their stated attitudes towards curriculum physical education. The paper relates the process of establishing test reliability and validity and indicates how standardisation and greater ease of administration may be achieved through the use of an audio tape presentation. 相似文献
434.
An attributional analysis of students' interactions: The social consequences of perceived responsibility 总被引:6,自引:0,他引:6
Recent research on why some children are disliked by their classmates, why students do or do not help one another, and how children manage to get along with teachers and classmates is reviewed in this article. A motivational approach focusing on attribution theory is used to examine these questions. Inferences of responsibility and feelings of anger and sympathy are documented to impact students' negative social responses (rejection and neglect) as well as their willingness to help their classmates. Students' understanding of the responsibility-emotion-behavior links is proposed to influence their self-presentation strategies, such as excuse giving and seeking social approval. 相似文献
435.
Vignoli Emmanuelle Nils Frédéric Parmentier Michaël Mallet Pascal Rimé Bernard 《International Journal for Educational and Vocational Guidance》2020,20(3):567-589
International Journal for Educational and Vocational Guidance - Adolescents (N = 359) completed a self-report questionnaire assessing the emotional impact of an... 相似文献
436.
Bernard Barker 《British Journal of Sociology of Education》2017,38(2):221-240
This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a ‘best case’ scenario, where prototype academies have rigorously implemented government policy, are students less reliant than before on family resources, influences and dispositions? Our data suggest that family background continues to be an important influence on participants’ attitudes, values, occupational interests and preferences. There are few signs that the new academy regime is creating improved opportunities for social mobility. 相似文献
437.
Outcomes and satisfaction of two optional cadaveric dissection courses: A 3‐year prospective study
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Diogo Pais Diogo Casal Luís Mascarenhas‐Lemos Pedro Barata Bernard J. Moxham João Goyri‐O'Neill 《Anatomical sciences education》2017,10(2):127-136
Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester‐long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly‐introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127–136. © 2016 American Association of Anatomists. 相似文献
438.
Bernard P. Ricca Nicole Bowers Michelle E. Jordan 《Journal of Experimental Education》2020,88(3):431-447
AbstractResearch around problem solving in collaborative groups has made progress, but several conceptual and methodological issues remain. These issues include the appropriate choices of units of analysis; the ability of current theoretical sets of macrocognition codes to capture group dynamics; detection and identification of potentially emergent phenomena within groups; and the extent to which multiple dynamics are integral to understanding groups. Using data from a complex engineering challenge, we applied methods drawn from complex-systems analysis to offer insight into each of these issues, showing the need for multiple dimensions when studying group dynamics and highlighting methodological difficulties when dealing with emergent phenomena. We suggest future research to improve the understanding of the complex dynamics of collaborative groups. 相似文献
439.
Jean-Marc Bernard Alain Patrick Nkengne Nkengne Fran?ois Robert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,68(1):555-575
SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction
and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries,
the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education
quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results
show that the main problems affecting pupils’ achievement lie rather in the effective implementation of curricula in the classrooms
than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background
analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses
of this approach in taking into account the needs and the realities of African educational systems are stressed. These various
elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure
for education quality issues. 相似文献