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Models to assess mediation in the pretest–posttest control group design are understudied in the behavioral sciences even though it is the design of choice for evaluating experimental manipulations. The article provides analytical comparisons of the four most commonly used models to estimate the mediated effect in this design: analysis of covariance (ANCOVA), difference score, residualized change score, and cross-sectional model. Each of these models is fitted using a latent change score specification and a simulation study assessed bias, Type I error, power, and confidence interval coverage of the four models. All but the ANCOVA model make stringent assumptions about the stability and cross-lagged relations of the mediator and outcome that might not be plausible in real-world applications. When these assumptions do not hold, Type I error and statistical power results suggest that only the ANCOVA model has good performance. The four models are applied to an empirical example. 相似文献
24.
Aims
Speed reading is advertised as a way to increase reading speed without any loss in comprehension. However, research on speed reading has indicated that comprehension suffers as reading speed increases. We were specifically interested in how processes of inference generation were affected by speed reading.Methods
We examined how reading speed influenced inference generation in typical readers, trained speed readers and participants trained to skim read passages. Passages either strongly or weakly promoted a bridging or predictive inference. After reading, participants performed a lexical decision task on either a nonword, neutral or inference‐related word.Results
Typical readers responded to strong and weak inference words faster than neutral words. There were no statistical differences in reaction time between inference‐related and neutral words for speed and skim readers.Conclusions
These findings provide no substantive evidence that the appropriate inferences are generated when reading at rapid speeds. Thus, speed reading may be detrimental to normal integrative comprehension processes. 相似文献25.
Barbara W. LeRoy Preethy Samuel Marcella Deluca Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396
AbstractSince 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given. 相似文献
26.
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers’ adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems. 相似文献
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Akindele Matthew Ige 《Early Childhood Education Journal》2011,39(2):161-167
Early childhood is a critical period of rapid physical, cognitive, and psycho-social development of a child. The quality of
care and education which a child receives at this crucial age will determine to a great extent the level of his/her physical
and cognitive development in the future. In Nigeria, Early Childhood Care, Development and Education (ECCDE) is an aspect
of Universal Basic Education which was introduced in 1999 to increase the access of children to basic education and improve
the state of education in the country. While all hands are on deck to ensure successful implementation and achievement of
the objectives of the scheme, it is unfortunate that ECCDE is facing some challenges thus making it unrecognized in Nigeria.
This paper examines the challenges of early childhood education in Nigeria. To improve the situation, the following measures
are recommended: establishment of more public crèche, kindergarten, and nursery schools by the government; enforcement of
the use of mother tongue in the teaching of children; training more personnel in the field of early childhood education in
tertiary institutions; and introducing unified curriculum as well as providing more infrastructures. 相似文献
29.
Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional
environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school
students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation
and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study
perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and
methodological considerations are provided for future study. 相似文献
30.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献