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161.
Sarah Bridges-Rhoads Jessica Van Cleave Hilary E. Hughes 《International journal of qualitative studies in education》2016,29(4):536-552
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field. 相似文献
162.
Koen Van der Bracht Fanny D’hondt Mieke Van Houtte Bart Van de Putte Peter A. J. Stevens 《牛津教育评论》2016,42(2):129-145
Public concerns over the possible effects of school segregation on immigrant and ethnic majority religiosity have been on the rise over the last few years. In this paper we focus on (1) the association between ethnic school composition and religious salience, (2) intergenerational differences in religious salience and (3) the role of ethnic school composition for intergenerational differences in religious salience. We perform analyses on religious salience, one five-point Likert scale item measuring religious salience among 3,612 16-year-old pupils in Belgian secondary schools. National origin was used as a proxy for ethnicity. Ethnic minority pupils in schools with a higher share of ethnic minorities tend to be more religious. This relation holds for Muslim as well as other religious and ethnic minorities. Ethnic school composition also moderates the relationship between migrant generation and religious salience: second generation migrants tend to be more religious in ethnic minority dominated schools. For ethnic Belgians the association is moderated by their religious affiliation: Catholics tend to be more religious, while non-affiliated ethnic Belgians are less religious in schools with a higher share of ethnic minority pupils. 相似文献
163.
Eunkyeng Baek S. Natasha Beretvas Wim Van den Noortgate John M. Ferron 《Journal of Experimental Education》2020,88(4):698-710
AbstractRecently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed. 相似文献
164.
David Braze Leonard Katz James S. Magnuson W. Einar Mencl Whitney Tabor Julie A. Van Dyke Tao Gong Clinton L. Johns Donald P. Shankweiler 《Reading and writing》2016,29(3):435-451
Gough and Tunmer’s (1986) simple view of reading (SVR) proposed that reading comprehension (RC) is a function of language comprehension (LC) and word recognition/decoding. Braze et al. (2007) presented data suggesting an extension of the SVR in which knowledge of vocabulary (V) affected RC over and above the effects of LC. Tunmer and Chapman (2012) found a similar independent contribution of V to RC when the data were analyzed by hierarchical regression. However, additional analysis by factor analysis and structural equation modeling indicated that the effect of V on RC was, in fact, completely captured by LC itself and there was no need to posit a separate direct effect of V on RC. In the present study, we present new data from young adults with sub-optimal reading skill (N = 286). Latent variable and regression analyses support Gough and Tunmer’s original proposal and the conclusions of Tunmer and Chapman that V can be considered a component of LC and not an independent contributor to RC. 相似文献
165.
Ton Van Der Valk 《欧洲师范教育杂志》1996,19(2):153-166
A problem posing orientation teacher education course has been developed at Utrecht University for physics students. For that purpose, an inventory study of the 1995 orientation physics course was carried and is reported here. The research focus was: What were students’ initial motives for attending the orientation course? How do these motives change during the course? In this study, students were asked at three different moments to describe (the change in) their motives for taking part in the course: at the start, halfway and at the end of the course. Moreover, students’ logbooks and learning reports were analysed. Five motives have been found, the most important being the desire to learn whether being a secondary school teacher will suit them, with job prospects and acquiring presentation skills being important motives as well. These results offer a basis for the development of a preliminary ‘didactical structure’ for the course. 相似文献
166.
Kenny Stevens Frank Appaerts Ingrid Van Vlierberghe J. Boutsen 《European Journal of Engineering Education》2002,27(1):49-61
This project describes the development of a universal student friendly distance learning (DL) provider system via the Internet and in particular the development of a lab environment for engineering students in ICT. Application of most DL courses is still hampered by the need for high-speed links, unrealistic computer and software resources at the student site and the impossibility to run Windows or Unix applications over the Internet. The described solution solves practically all of these problems. Moreover, since courses, (simulation) programs, databases, etc. can be added or changed, the system is not only teacher friendly but also costeffective. The major part of the work concerns the design of an electronic lab environment at the university that can be remotely used via the Internet. The main aim is to provide the student with meta-cognitive knowledge as can be provided only by real lab exercises. In this case the student must work him/herself through a course on passive filters. After choosing the right topology for the particular filter-lab task, he/she must design the correct circuit diagram and verify it with a standard circuit simulation program. Next, with a matrix shown on screen, he/she interconnects the circuit components and measuring equipment. The results of the measurements performed at the lab in the university are sent back to the student (via the Internet). The lab report is automatically generated. Simultaneously, the set up and the different instruments can be visualized via a web camera. Thus, the design of the electronic lab environment is user, student and teacher friendly. 相似文献
167.
Anique B.H. De Bruin Margaretha W.J. Van De Wiel Remy M.J.P. Rikers Henk G. Schmidt 《Higher Education》2005,49(4):547-547
Author Index
Author Index 相似文献168.
Jan Van Den Brink 《Educational Studies in Mathematics》1993,24(1):35-64
Three teaching designs are offered. They were developed for 12 to 16 year old pupils taking into account their personal differences in terms of gender (in Making Up the Cube), culture (in Mecca), knowledge, and use of calculators in The integrating calculator. The designs concern the representation of three-dimensional objects in the plane, directions and great circles on the sphere, and exploration of the integrating calculator. 相似文献
169.
Alan Van Beervleet Paula Van Biervleet 《International Journal of Disability, Development & Education》1983,30(2):111-118
The emphasis on deinstitutionalization in recent years has resulted in a substantial increase in the use of small community-based residential facilities for disabled students; concomitantry there has been a shift towards a developmental or functional model for instructing these students. These initiatives have resulted in changes in the educational system and in the roles of teachers. Instructional planning for disabled students can no longer be viewed simply within the constraints of the classroom; rather a functional curriculum must be developed which provides for the learning and practising of skills across environments, including residences. Educators must fully participate with parents and residential staff to ensure the coordination of children's habilitation programs; without this involvement, crucial elements may be overlooked. In this paper a model is presented which describes how educators can participate in the planning of programs for severely disabled students in community-based residences. Steps in the process involve assessment of current skills and deficits, evaluation of the type and quality of services children are currently receiving, development of goals, identification and analysis of community resources, specification of individual objectives, monitoring of progress, and evaluation of overall service provision.
170.