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681.
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Camil Demetrescu Francesco Lupia Angelo Mendicelli Andrea Ribichini Francesco Scarcello Marco Schaerf 《Journal of Informetrics》2019,13(1):87-104
Research assessment exercises have now become common evaluation tools in a number of countries. These exercises have the goal of guiding merit-based public funds allocation, stimulating improvement of research productivity through competition and assessing the impact of adopted research support policies. One case in point is Italy's most recent research assessment effort, VQR 2011–2014 (Research Quality Evaluation), which, in addition to research institutions, also evaluated university departments, and individuals in some cases (i.e., recently hired research staff and members of PhD committees). However, the way an institution's score was divided, according to VQR rules, between its constituent departments or its staff members does not enjoy many desirable properties well known from coalitional game theory (e.g., budget balance, fairness, marginality). We propose, instead, an alternative score division rule that is based on the notion of Shapley value, a well known solution concept in coalitional game theory, which enjoys the desirable properties mentioned above. For a significant test case (namely, Sapienza University of Rome, the largest university in Italy), we present a detailed comparison of the scores obtained, for substructures and individuals, by applying the official VQR rules, with those resulting from Shapley value computations. We show that there are significant differences in the resulting scores, making room for improvements in the allocation rules used in research assessment exercises. 相似文献
684.
Economic stress, parenting, and child adjustment in Mexican American and European American families 总被引：1，自引：0，他引：1
Parke RD Coltrane S Duffy S Buriel R Dennis J Powers J French S Widaman KF 《Child development》2004,75(6):1632-1656
To assess the impact of economic hardship on 111 European American and 167 Mexican American families and their 5th-grade (M age=11.4 years) children, a family stress model was evaluated. Structural equation analyses revealed that economic hardship was linked to indexes of economic pressure that were related to depressive symptoms for mothers and fathers of both ethnicities. Depressive symptoms were linked to marital problems and hostile parenting. Paternal hostile parenting was related to child adjustment problems for European Americans, whereas marital problems were linked to child adjustment problems for Mexican Americans. Maternal acculturation was associated with both higher marital problems and lower hostile parenting. The utility of the model for describing the effects of economic hardship in Mexican Americans is noted. 相似文献
685.
验证性因素分析是依据一定的理论对潜在变量与观察变量间关系做出合理的假设并对这种假设进行统计检验的现代统计方法。本研究采用LISREL软件对某次数学考试的结构进行了检验,试卷设计方案基本得到了验证,显示了较好的结构效度。 相似文献
686.
Sarah Anne Gray Katherine Dueck Maria Rogers Rosemary Tannock 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):17-35
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed. 相似文献
687.
XUChiang－man ZHANGZhao－yang 《上海大学学报(英文版)》2001,5(1):57-59
Fast algorithms for reducing encoding complexity of fractal image coding have recently been an important research topic.Serach of the bast matched domain block is the most computation intensive part of the fractal encoding process.In this paper,a fast fractal approximation coding scheme implemented on a personal computer based on matching in range block‘s neighbours is presented.Experimental results show that the proposed algorithm is very simple in implementation,fast in encoding time and high in compression ratio while PSNR is almost the same as compared with Barnsley‘s fractal block coding. 相似文献
688.
Andrea D. Ellinger 《Performance Improvement Quarterly》1999,12(4):45-70
Proponents of the learning organization acknowledge that leaders and managers must assume roles as coaches in organizations that aspire to become learning organizations. The concept of the manager as a coach is becoming increasingly popular as a way to facilitate learning and improve employee performance. Yet, despite the research that has been done on coaching, studies generally focus on characteristics of good coaches, requisite coaching skills, and employees' perceptions of the improvement in managers coaching skills following such training programs. This article describes some of the findings from a larger qualitative critical incident study. Specifically, the triggers for coaching and the outcomes of coaching interventions for the individual employee, manager, and organization are examined and reported here. This study identifies gaps and discrepancies, political, and developmental issues as the primary triggers for coaching. Additionally, this study suggests that managers' commitment to coaching has the potential to impact performance at the individual employee, manager, and organizational level. 相似文献
689.
Fernanda L. Cross Aixa D. Marchand Michael Medina Andrea Villafuerte Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. 相似文献
690.