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931.
This study examines changes in institutional research performance over time by analyzing data from four national surveys of the American professoriate conducted between 1969 and 1988. To assess whether groups of institutions may be accumulating advantage relative to others, research activities are compared across five Carnegie institution types. Weights are created to adjust for sampling differences and research output measures are standardized to adjust for variation by discipline. Findings show an overall strengthening of research emphasis reflected by a stronger orientation toward research (more faculty holding Ph.D.'s and having a primary interest in research) and higher research output (grant and publication performance). While Research-I universities have retained their initial (1969) advantage, they have not accumulated more. Meanwhile, Doctoral-Granting-I universities have gained strength relative to Research-II institutions. Research at Comprehensive-I was also up, but at a slower rate than the other Carnegie groups. 相似文献
932.
Robert A. Rescorla 《Learning & behavior》1993,21(3):179-186
The effects of concurrent facilitation (A?, AX+) and inhibition (B+, BY?) training were studied in four autoshaping experiments with pigeons. The development and transfer of each type of modulation was slowed by concurrent training in the alternative paradigm. The interfering effect of facilitation on the development of inhibition contrasts with the positive effect of excitatory training. Implications for accounts of modulation are discussed. 相似文献
933.
Several item bias detection methods were applied to the analysis of bias among males and females for items from a curriculum-based mathematics test. The focus of this analysis was the consistency of the methods across different test administrations of the same items. The results indicated that, of the methods studied, the Mantel–Haenszel (M–H) and IRT-based sum-of-squares methods were the most consistent. However, the degree of reliability and agreement for these methods was modest at best. As with most prior research, no reasonable explanation could be found for the most consistently flagged items. A likely reason for this lies in the confusion of visible genetic group characteristics with their instructional backgrounds. A multidimensional perspective of item bias is proposed for future research that will take such confounding into account. 相似文献
934.
This study of secondary inservice teachers was designed to measure the possible relationship between the consistency with which they logically relate philosophical views (theory) to educational ideas (practice) and their teaching flexibility (as demonstrated in actual teaching practice).Using the GNC Scale of Logical Consistency of Ideas about Education, two groups of teachers were identified, i.e., those who were logically consistent in their ideas about education and those who were not so. Each of the logically consistent teachers was found to be so within an empirical, rather than rationalistic framework of educational theory.Flexibility was ascertained by data gathered through the use of the Flanders Verbal Interaction System. Each teacher tape recorded his/her own classes and then completed a Flanders' Matrix.The Mann-Whitney U Test was used as a basis for the statistical analysis. Neither group was found to be either more flexible or to exhibit more indirect behavior within the classroom, i.e., being logically consistent in ideas about education (as measured by the GNC Scale) was not found to be related to being flexible in teaching (as measured by the FVIS). 相似文献
935.
Additional analyses of a previously published study addressed three questions about growth in word reading during early reading intervention: (1) How well do Verbal IQ, reading-related language abilities (phonological, rapid naming, and orthographic), and attention ratings predict reading growth? (2) How well do language deficits predict reading growth? and (3) How well does Verbal IQ-word reading discrepancy predict reading growth? Univariate analyses showed that Verbal IQ, phonological skills, orthographic skills, rapid automatized naming (RAN), and attention ratings predicted the response to early intervention, but multivariate analyses based on a combination of predictors for real-word reading and pseudoword reading showed that Verbal IQ was not the best unique predictor. Students with double or triple deficits in language skills (RAN, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ-word reading discrepancy did not predict the response to early intervention in reading. Overall results supported the use of reading-related language and attention measures rather than IQ-achievement discrepancy in identifying candidates for early reading intervention. 相似文献
936.
Robert D. Reason Patrick T. Terenzini Robert J. Domingo 《Research in higher education》2006,47(2):149-175
Perhaps two-thirds of the gains students make in knowledge and cognitive skill development occur in the first 2 years of college
(Pascarella, E. T., and Terenzini, P. T. (2005). How college affects students Vol. 2. A third decade of research. San Francisco:
Jossey-Bass). A significant proportion of the students entering America’s colleges and universities, however, never make it
to their second year at the institution where they began. This study, part of a national effort to transform how colleges
and universities think about, package, and present their first year of college, is based on data from nearly 6,700 students
and 5,000 faculty members on 30 campuses nationwide. The study identifies the individual, organizational, environmental, programmatic,
and policy factors that individually and collectively shape students’ development of academic competence in their first year
of college.
*Paper presented at the meeting of the Association for Institutional Research, June 6, 2005 San Diego, CA. This study was
supported by grants from the Atlantic Philanthropies and the Lumina Foundation for Education to the Policy Center for the
First Year of College, Brevard, NC. The opinions expressed herein do not necessarily reflect the opinions or policies of those
foundations or the Policy Center, and no official endorsement should be inferred. 相似文献
937.
Geneviève L. Lavigne Robert J. Vallerand Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits
that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence.
These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads
to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high
school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with
LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence
and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels
of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from
a motivational approach in this area. 相似文献
938.
Four rats were trained to press a bar for food pellets and then were housed in operant chambers for 6 continuous days of choice-testing between obtaining pellets freely or by barpressing. There were two additional 3-day choice periods following more barpress training. It was found that (1) animals preferred to secure food by barpressing when initially placed in the choice situation and immediately following additional barpress training; (2) there was a subsequent decrease to very low levels of response-dependent food taken during choice testing; and (3) opening the chambers for daily maintenance during choice-testing caused a temporary increase in barpressing for food. Thus the previously reported stability of high rates of barpressing in the presence of free food is, at least in part, dependent upon short testing sessions. 相似文献
939.
This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings. 相似文献
940.
Robert Bleicher 《科学教学研究杂志》1994,31(7):697-719
Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed. 相似文献