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141.
In recent years, longitudinal data have become increasingly relevant in many applications, heightening interest in selecting the best longitudinal model to analyze them. Too often, traditional practice rather than substantive theory guides the specific model selected. This opens the possibility that alternative models might better correspond to the data. In this paper, we present a general longitudinal model that we call the Latent Variable-Autoregressive Latent Trajectory (LV-ALT) model that includes most other longitudinal models with continuous outcomes as special cases. It is capable of specializing to most models dictated by theory or prior research while having the capacity to compare them to alternative ones. If there is little guidance on the best model, the LV-ALT provides a way to determine the appropriate empirical match to the data. We present the model, discuss its identification and estimation, and illustrate how the LV-ALT reveals new things about a widely used empirical example. 相似文献
142.
Hsin-Yi Chang Tzung-Jin Lin Min-Hsien Lee Silvia Wen-Yu Lee Tzu-Chiang Lin Aik-Ling Tan 《Studies in Science Education》2020,56(1):77-110
ABSTRACTIn this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants’ verbal or writing abilities, and affective or economic reasons, (b) a unique method that can reveal aspects not easily measured by other methods, (c) a major method that reflects characteristics of science subjects, and (d) a formative assessment to diagnose students’ ideas to benefit their learning. Furthermore, five research trends of studies using drawing as assessment tools are identified, including: (a) students’ conceptions of scientists from the Draw-a-Scientist-Test (DAST) and evolving studies, (b) students’ understanding or mental models of science concepts, (c) participants’ conceptions of science learning or teaching, (d) students’ inquiry abilities and modelling skills via drawing, and (e) technology to support drawing. For each trend, we synthesised and commented on the current findings. A framework conceptualising phases and issues when designing research and instruments employing drawing assessments is proposed. The review provides insights into the design and future direction of research employing drawing assessments in science education. 相似文献
143.
Diana Miconi Ughetta Moscardino Gianmarco Altoè Silvia Salcuni 《Child development》2019,90(1):e37-e55
This study examined whether executive functions (EFs) moderate the association between independent and interdependent self-construals and social adjustment in 488 Moroccan, Romanian, and Italian preadolescents (ages 11–13) in Italy. Participants were assessed using self-report questionnaires and standardized EF tasks. Better working memory was related to increased social competence across all groups. High levels of inhibitory control were found to enhance the positive relation between interdependence and prosocial behavior for native Italian youth, and between interdependence and social competence for Moroccan preadolescents. High levels of cognitive flexibility boosted the interdependence–social competence link for the immigrant groups, whereas among native Italian preadolescents, the interdependence–social competence link was significant at low levels of flexibility. Implications for developmental theory and practice are discussed. 相似文献
144.
Marília Mariano Sheila C. Caetano Anderson Ribeiro da Silva Pamela J. Surkan Silvia S. Martins Hugo Cogo-Moreira 《Early education and development》2019,30(4):511-521
Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers. 相似文献
145.
Knowledge has become the main competitive tool for firms. Just as knowledge is considered as the most important strategic resource, knowledge management (KM) is considered to be critical to a firm’s success. Several attempts have been undertaken to identify and define the different KM processes. From the literature review, four key dimensions stand out as affecting KM processes: knowledge creation, knowledge transfer, knowledge storage/retrieval, and knowledge application. The aim of this paper is to contribute to the KM and value literature by determining the importance of the different processes of KM for increasing value creation and value capture in firms. The context for the research hypotheses is the Spanish banking industry in 2010. The results support a positive relationship between KM and value creation, and between value creation and value capture. 相似文献
146.
Properties of dual language exposure that influence 2-year-olds' bilingual proficiency 总被引:1,自引:0,他引:1
The mothers of 29 Spanish English bilingual 25-month-olds kept diary records of their children's dual language exposure and provided information on their children's English and Spanish language development using the MacArthur-Bates inventories. Relative amount of exposure predicted language outcomes in English and Spanish. In addition, the number of different speakers from whom the children heard English and the percent of their English input that was provided by native speakers were unique sources of variance in children's English skills. These properties of children's dual language exposure and their bilingual proficiency varied as a function of whether the children's mother, father, or both parents were native Spanish speakers. Practical and theoretical implications are discussed. 相似文献
147.
This study investigated 6 weeks of online asynchronous discussions in a graduate-level course involving eleven students. The
research purposes of this study were to identify patterns of collaborative knowledge exploration (CKE) and to suggest new
analytical dimensions for investigating online discussions. Based upon a unique theoretical framework integrating the concepts
of transition community and discourse community, three major dimensions of online asynchronous learning were adopted in the
analysis. The first dimension focuses on the various forms of social negotiation in the discourse. The second dimension regards
references to various learning resources, while the third is related to the coherence of the resources utilized. Based upon
these dimensions and the analysis of the participating students’ online asynchronous discussions, this study suggested ten
different patterns of CKE representing the cognitive processes of Elaborating, Challenging, Correcting, and Debating. We argue
that the proposed analytical framework allows us to interpret the sociocultural and cognitive aspects of students’ interactions
for online problem-based learning. In addition, the results suggest that the more cognitively demanding the pattern is, the
less frequently it occurs. Potential factors contributing to the observed findings are discussed in this study. 相似文献
148.
149.
Archila Pablo Antonio Molina Jorge Danies Giovanna de Mejía Anne-Marie Truscott Restrepo Silvia 《Science & Education》2021,30(2):267-291
Science & Education - A well-informed populace is vitally important for the proper functioning of democracy. Media news articles constitute an essential means by which the public comes into... 相似文献
150.
Silvia Cristina Bettez Jean Rockford Aguilar-Valdez Heidi B. Carlone Jewell E. Cooper 《Cultural Studies of Science Education》2011,6(4):941-950
This article is a response to Randy Yerrick and Joseph Johnson’s article “Negotiating White Science in Rural Black America:
A Case for Navigating the Landscape of Teacher Knowledge Domains”. They write about research conducted by Yerrick in which
videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis
is framed through Shulman’s (1986) work on “domains of teacher knowledge” and Ladson-Billings’ (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier
emphasis on Shulman’s work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential
to provide a more nuanced analysis of what occurred in Yerrick’s classroom from a critical lens. Thus we examine Yerrick and
Johnson’s work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical
reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but
also users and critics of such knowledge. 相似文献