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11.
This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre‐ and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item‐by‐item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726–747, 2008 相似文献
12.
Craig K. Enders 《Structural equation modeling》2013,20(3):434-448
Recent missing data studies have argued in favor of an “inclusive analytic strategy” that incorporates auxiliary variables into the estimation routine, and Graham (2003) outlined methods for incorporating auxiliary variables into structural equation analyses. In practice, the auxiliary variables often have missing values, so it is reasonable to ask whether the inclusion of such variables will improve the estimation of model parameters. Simulation results indicated that the proportion of missing data and the missing data mechanism of the auxiliary variables had little impact on bias. Even when an auxiliary variable was missing not at random, bias was relegated to the auxiliary variable portion of the model, and did not propagate into the model of substantive interest. The study results suggest that the inclusion of an auxiliary variable is beneficial, even if the auxiliary variable has a substantial proportion of missing data. 相似文献
13.
As public research organisations are increasingly driven by their national and regional governments to engage in knowledge
transfer, they have started to support the creation of companies. These research based spin-off companies (RBSOs) often keep
contacts with the research institutes they originate from. In this paper we present the results of a study of four research
institutes within two universities and two non-university public research organisations (PROs) in the Netherlands. We show
that research organisations have distinct motivations to support the creation of spin-off companies. In terms of resources
RBSOs contribute, mostly in a modest way, to research activities by providing information, equipment and monetary resources.
In particular, RBSOs are helpful for researchers competing for research grants that demand participation of industry. Furthermore,
RBSOs may be seen as a proactive response by Dutch public research organisations to demands of economic relevance from their
institutional environment. RBSOs enhance the prestige of their parent organisations and create legitimacy for public funds
invested in PROs. At the same time, most RBSOs do not have a significant impact on the direction of the research conducted
at the PROs. 相似文献
14.
Doug Enders 《Clearing house (Menasha, Wis.)》2013,86(2):62-67
Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators’ application of this complex concept. 相似文献
15.
Cluster sampling results in response variable variation both among respondents (i.e., within-cluster or Level 1) and among clusters (i.e., between-cluster or Level 2). Properly modeling within- and between-cluster variation could be of substantive interest in numerous settings, but applied researchers typically test only within-cluster (i.e., individual difference) theories. Specifying a between-cluster model in the absence of theory requires a specification search in multilevel structural equation modeling. This study examined a variety of within-cluster and between-cluster sample sizes, intraclass correlation coefficients, start models, parameter addition and deletion methods, and Type I error control techniques to identify which combination of start model, parameter addition or deletion method, and Type I error control technique best recovered the population of the between-cluster model. Results indicated that a “saturated” start model, univariate parameter deletion technique, and no Type I error control performed best, but recovered the population between-cluster model in less than 1 in 5 attempts at the largest sample sizes. The accuracy of specification search methods, suggestions for applied researchers, and future research directions are discussed. 相似文献
16.
17.
This research examined the impact of the first‐year implementation of an instructional intervention to promote achievement and equity in science and literacy for culturally and linguistically diverse elementary students. The research addressed three areas: (a) overall science and literacy achievement, (b) achievement gaps among demographic subgroups, and (c) comparison with national (NAEP) and international (TIMSS) samples of students. The research involved 1,523 third‐ and fourth‐grade students at six elementary schools in a large urban school district. Significance tests of mean scores between pre‐ and posttests indicate statistically significant increases on all measures of science and literacy at both grade levels. While achievement gaps widened with third graders on some of the measures, the gaps tended to narrow with fourth graders. The results based on item‐by‐item comparisons with NAEP TIMSS samples of students indicated overall positive performance of the students in the research at the end of the school year. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 857–887, 2005 相似文献
18.
Jürgen Enders 《Higher Education》2002,44(3-4):493-517
The paper addresses the processes and outcomesof doctoral training and their impact on thesubsequent careers and work affiliations ofdoctoral degree holders on the bases of theresults of the first large scale survey amongthis target group in Germany. It assesses theGerman experience with the doctoral degree as aticket to multiple journeys on the labourmarket inside and – quantitatively moreimportant – outside academe. Links between`traditional' inequalities in the framework ofthe equality of opportunity discourse,`non-traditional' inequalities in the frameworkof the life-cycle discourse, transition toemployment and advanced career stages, areaddressed. The overall picture that derivesfrom the survey results shows a quite positiveoutcome of the PhD on the labour market. By andlarge, PhD matters if we compare doctoraldegree holders and graduates. Selectionfor doctoral training is biased by socialorigin while later career attainment amongPhD-holders is not. Thus, the `need ofinequality' is mainly satisfied by respectiveselection processes within the educationalsystem. In contrast, the analysis supports the`entry-job hypotheses' that suggests asignificant impact of early career stages onlater stages. The analysis shows as well that adeviation from continuous full-time employmentis a clear career hindrance. 相似文献
19.
Higher education and its communities: Interconnections, interdependencies and a research agenda 总被引:2,自引:0,他引:2
Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with
their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly
universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try
to encourage universities to reach out more to external communities, some important barriers to such linkages still remain.
To fulfil their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the
university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability
arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article
proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s
interaction with society. 相似文献
20.
The purpose of this study was to examine the impact of misspecifying a growth mixture model (GMM) by assuming that Level-1 residual variances are constant across classes, when they do, in fact, vary in each subpopulation. Misspecification produced bias in the within-class growth trajectories and variance components, and estimates were substantially less precise than those obtained from a correctly specified GMM. Bias and precision became worse as the ratio of the largest to smallest Level-1 residual variances increased, class proportions became more disparate, and the number of class-specific residual variances in the population increased. Although the Level-1 residuals are typically of little substantive interest, these results suggest that researchers should carefully estimate and report these parameters in published GMM applications. 相似文献