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排序方式: 共有117条查询结果,搜索用时 15 毫秒
71.
We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to skewness, incremental prediction of college degree attainment, and differences across racial/ethnic and socioeconomic subgroups. The most difficult high school courses to earn an “A” grade included calculus, chemistry, trigonometry, other advanced math, physics, algebra 2, and geometry. The GRM‐based indices were less skewed than simple high school grade point average (HSGPA) and had higher correlations with ACT Composite score. The index that included ACT test scores and allowed item parameters to vary by school group was most predictive of college degree attainment, but had larger subgroup differences. Implications for implementing multiple measure models for college readiness are discussed. 相似文献
72.
Anny Castilla-Earls Douglas Petersen Trina Spencer Krista Hammer 《Early education and development》2013,24(8):1166-1186
Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate that 3-year-old SS children produced stories containing characters and actions. Four-year-old SS children’s stories were characterized by the use of characters, actions, and internal responses. Five-year-old SS children retold stories containing characters, settings, initiating events, actions, internal responses, formulaic markers, temporal markers, and knowledge of dialogue. Practice: Developmental information to assist educators working with SS children. 相似文献
73.
The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United States. Results demonstrated that the scale is a valid and reliable measure of teachers' technology skills, beliefs, and barriers and has implications for preservice teacher technology preparation. 相似文献
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The intention of the authors in this article is to contribute to the discussion concerning educational change by implementing the concept of social innovation. We argue that the application of the concept of social innovation makes it possible to better understand the process of implementation as well as sustainability and the social impact of educational changes. In the article, an integrated model of social innovation has been constructed and applied in conceptualising two consequent radical educational changes accompanying the post-communist changes in Estonia. As a result, the authors conclude that the concept of social innovation provides a promising framework, which facilitates the understanding and analysis of radical educational change. The social innovation approach is useful in identifying the different levels of change and assessing how deep the changes have been. However, in education systems in neo-liberal countries, where competition is one of the basic values, educational changes, even though becoming part of the everyday practices of actors, may redistribute power, rather than having an empowering effect for the majority of the main actors. 相似文献
77.
Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods. 相似文献
78.
This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.
相似文献
Krista R. MuisEmail: |
79.
Nathan Lindsay Krista Harrell‐Blair Lindsey McDaniel Clifton Williams Diane Reed 《About Campus》2010,15(2):26-29
The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities. 相似文献
80.
Kyungbin Kwon Suhkyung Shin Thomas A. Brush Krista D. Glazewski Thomas Edelberg Su Jin Park 《Interactive Learning Environments》2018,26(6):839-855
This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors. 相似文献