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Lonny R. Wilson Thomas E. Cone Robert Busch Terry Allee 《Psychology in the schools》1983,20(2):241-249
The expectancy and severe discrepancy formulas, like those originally considered by the US. Office of Education (1976), provide the oldest but least defensible method of quantifying academic discrepancy. A logical and mathematical analysis reveals that all variations of this approach have several major weaknesses. First, the expectancy formulas themselves are predicated upon the very questionable assumption that achievement follows a straight line growth pattern, which raises questions about the accuracy of the resulting severe discrepancy values. Second, when discrepancy values are obtained by multiplying the expected values by a fractional constant, the approach is necessarily biased in the direction of applying a more stringent underachievement criterion for older and brighter children. Third, the formulas employ a grade equivalent scale that results in inconsistencies, one being that fewer arithmetic problems are identified. Finally, the expectancy approach does not consider errors in measurement or regression effects, and consequently produces serious identification errors. A variation of the expectancy approach involving a discrepancy ratio between obtained and expected achievement has the previously mentioned limitations, except the bias, and it produces scores that cannot be easily interpreted. 相似文献
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Neporcha Cone 《Journal of Science Teacher Education》2009,20(4):365-383
This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about
diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning
for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary
science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests–posttests
with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers
engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy
beliefs regarding equitable science teaching and learning of all students. 相似文献
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