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931.
Herman N. Stuart 《Journal of Experimental Education》2013,81(2):147-153
In this research, the author addresses whether the application of unidimensional item response models provides valid interpretation of test results when administering items sensitive to multiple latent dimensions. Overall, the present study found that unidimensional models are quite robust to the violation of the unidimensionality assumption due to secondary dimensions from sensitive items. When secondary dimensions are highly correlated with main construct, unidimensional models generally fit and the accuracy of ability estimation is comparable to that of strictly unidimensional tests. In addition, longer tests are more robust to the violation of the essential unidimensionality assumption than shorter ones. The author also shows that unidimensional item response theory models estimate item difficulty parameter better than item discrimination parameter in tests with secondary dimensions. 相似文献
932.
Olivia N. Saracho 《Journal of Experimental Education》2013,81(4):184-189
The study investigated the significance of matching cognitive style of first- and third-grade students to their teachers. The Articulation of the Body-Concept Scale was administered as a measure of cognitive style to 20 first- and 20 third-grade female teachers and a sample (480) of six boys and six girls for each teacher. Teachers ranked their students according to their judgment of the students’ academic competence. Discrepancy scores were obtained based on the degree to which teachers differed in ranking their students in comparison to rankings on the Comprehensive Tests of Basic Skills. A repeated measures analysis of variance indicated statistically significant main effects for grade level and a statistically significant interaction among the cognitive styles of teachers in ranking their matched and mismatched students according to sex in relation to the students’ academic achievement scores. 相似文献
933.
Anna-Liisa Närvänen 《Scandinavian Journal of Educational Research》2013,57(5):546-563
The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children. 相似文献
934.
Gustav Hellde´N 《Scandinavian Journal of Educational Research》2013,57(2):205-217
The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development. 相似文献
935.
Robert N. Singer 《Quest (Human Kinetics)》2013,65(3):246-252
The practice of the self-defense martial arts has much to offer physical education. In this paper we draw on Pierre Bourdieu's sociological theory of the Logic of Practice to present a case that when viewed as a social practice, these movement forms generate certain, specific, practically oriented schemes of dispositions or habitus in the practitioner. We then consider the potential value of using matia1 arts practice in physical education for their ability to offer a glimpse at genuinely alternative ways of relating to oneself and the world through the physical mediunm that would help to compliment and offset the overriding domninance of dualist understandings of the mind /body nexus that currently exists in Western physical education. 相似文献
936.
Howard N. Zelaznik 《Quest (Human Kinetics)》2013,65(2):193-196
This paper examines the sociological implications of sport as a male preserve. Sport is a gendered cultural form that has been dominated by men and masculinity. The effects of this domination upon broader patterns of social relations have been misrepresented in much of the literature on sport and gender, where sport is often conceptualized as a static fact, rather than as a dynamic social practice. Analysis of sport as social practice directs attention to the manner in which sport gives meaning to broader patterns of social relations. In the case of gender relations, sport as a male preserve has contributed to the oppression of women through the objectification and dornination of their physicality and sexuality. A feminist alternative to sport as a male preserve challenges gender inequality by challenging sexual stereotypes and patriarchal control of women's bodies. 相似文献
937.
938.
Herman N. Morse 《Religious education (Chicago, Ill.)》2013,108(10):1031-1038
939.
Phyllis N. Maramarco∗ 《Religious education (Chicago, Ill.)》2013,108(5):297-303
940.