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111.
Soghra Akbari Chermahini Marian Hickendorff Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186
The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test. 相似文献
112.
French Raechel Mahat Marian Kvan Thomas Imms Wesley 《Journal of Educational Change》2022,23(1):115-130
Journal of Educational Change - Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical... 相似文献
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This paper describes an innovative approach to preparing MSW students for work with traumatized clients via a trauma certificate program. It explores conceptual and ethical principles of the program and presents results of the formative evaluation done with faculty, field instructors and students from the program's pilot year. Students reported gains in self-ratings of their efficacy in working with trauma in children, adults and communities, as well as articulating what parts of trauma theory were most useful to them in post-graduation. Field instructors were enthusiastic about the knowledge and skills students were building, and suggested further refinements to the program, including increased communication and networking on the topic of trauma. 相似文献
117.
Marian D. Ilie 《Educational technology research and development : ETR & D》2014,62(6):767-794
Gagné’s instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher–student relationship. Therefore, it’s proposing an adaption of Gagné’s instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events (Learning organization and Final appreciation) to Gagné’s original nine instructional events. Out of these eleven, it’s considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students’ perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested. 相似文献
118.
The current proliferation of baseline assessment schemes for Reception pupils has a number of aims, one of which involves the concept of 'value-added' from Reception to Key Stage 1. This paper looks at results from data collected for three baseline schemes, and investigates what can be said about national levels of performance. It also looks at evidence on relationships between baseline and Key Stage 1 test results, and critically evaluates the extent to which such data can be used for 'value-added' analyses. 相似文献
119.
Responses to the Negative Emotions of Others by Autistic, Mentally Retarded, and Normal Children 总被引:9,自引:0,他引:9
Attention, facial affect, and behavioral responses to adults showing distress, fear, and discomfort were compared for autistic, mentally retarded, and normal children. The normal and mentally retarded children were very attentive to adults in all 3 situations. In contrast, many of the autistic children appeared to ignore or not notice the adults showing these negative affects. As a group, the autistic children looked at the adults less and were much more engaged in toy play than the other children during periods when an adult pretended to be hurt. The autistic children were also less attentive to adults showing fear, although their behavior was not different from the normal children. Few of the children in any group showed much facial affect in response to these situations. The results are discussed in terms of the importance of affect in the social learning experiences of the young child. 相似文献
120.
Marian K. Magid 《Clearing house (Menasha, Wis.)》2013,86(4):157-159
Teaching with film is a powerful and meaningful instructional strategy. This article discusses five classroom-tested methods for teaching with film: (1) film as a visual textbook, (2) film as a depicter of atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of the methods discussed includes examples of a variety of films that could be used, along with suggested focus questions and conversation topics. Furthermore, this article discusses relevant legal issues surrounding the use of film in the classroom. 相似文献