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101.
The New Zealand Progress at School project, designed to investigate school effects, found that individual progress at school is associated with a set of non-cognitive dispositions, most importantly, aspiration, self-concept, and acceptance of the institutional regime. The few schools identified as over-and under-performing were distinguished by the favourable and unfavourable dispositions of their students. School composition - or mix - effects proved in this study to be minor and relative to the output criterion, and some implications of that, including the selective effects of within-class markets, are discussed with particular reference to another contemporary New Zealand study, the Smithfield project. It is concluded that the study of school effectiveness might usefully include in its models the relationship between the properties of systems, the level of disposition, and the forms of practice they generate. 相似文献
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Roy Martin 《Psychology in the schools》1971,8(4):405-405
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The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery-Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. Since, at the three- and four-year level, the VMI was normed only on white suburban children, the results of this study seemed to indicate the need for norms for black children at the preschool level. Thus, the second part of this paper reports normative data for black preschool children on the VMI. 相似文献
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Roy Levy 《Educational Measurement》2020,39(1):94-95
In this digital ITEMS module, Dr. Roy Levy describes Bayesian approaches to psychometric modeling. He discusses how Bayesian inference is a mechanism for reasoning in a probability-modeling framework and is well-suited to core problems in educational measurement: reasoning from student performances on an assessment to make inferences about their capabilities more broadly conceived, as well as fitting models to characterize the psychometric properties of tasks. The approach is first developed in the context of estimating a mean and variance of a normal distribution before turning to the context of unidimensional item response theory (IRT) models for dichotomously scored data. Dr. Levy illustrates the process of fitting Bayesian models using the JAGS software facilitated through the R statistical environment. The module is designed to be relevant for students, researchers, and data scientists in various disciplines such as education, psychology, sociology, political science, business, health, and other social sciences. It contains audio-narrated slides, diagnostic quiz questions, and data-based activities with video solutions as well as curated resources and a glossary. 相似文献
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