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J. Estill Alexander C. Glennon Rowell Betty S. Heathington 《Publishing Research Quarterly》1989,5(2):51-64
This article focuses on how schools can cope with today’s increasing number of textbook controversies. Educators should understand
the concerns generated by textbook controversies, the importance of sound and useful policies in dealing with them, how effective
policies are developed, and the responsibilities of superintendents, principals, teachers, librarians, and publishers in addressing
controversies and implementing policies. 相似文献
865.
Stefan C. Dombrowski A. Alexander Beaujean Ryan J. McGill Nicholas F. Benson W. Joel Schneider 《Structural equation modeling》2013,20(6):847-860
Exploratory bifactor analysis (EBFA) represents a methodological advancement for implementing a bifactor model in exploratory factor analysis (EFA). However, little is known about how to properly employ the procedure. The current rotation criteria available for EBFA make it more likely to “get stuck” in local minima, contributing to possible group factor collapse, than more traditional EFA rotations. Thus, getting a proper solution is a more complex and involved process than typical EFA and may require a sensitivity analysis. This article examines EBFA through a sensitivity analysis and subsequent simulation of parameters thought to contribute to group factor collapse. Results support the use of sensitivity analysis, as the problematic variable was shown to greatly increase the likelihood of factor collapse. The hypothesis that estimation start values contribute to factor collapse was not supported. Accompanying R syntax for all analyses are provided to facilitate reproducibility. 相似文献
866.
A directly applicable latent variable modeling procedure for classical item analysis is outlined. The method allows one to point and interval estimate item difficulty, item correlations, and item-total correlations for composites consisting of categorical items. The approach is readily employed in empirical research and as a by-product permits examining the latent structure of tentative versions of multiple-component measuring instruments. The discussed procedure is straightforwardly utilized with the increasingly popular latent variable modeling software Mplus, and is illustrated on a numerical example. 相似文献
867.
Rabbi Alexander Segel 《Journal of Jewish Education》2013,79(2):116-118
In light of recent developments in the Modern Orthodox community's approach to homosexuality, this article presents a classroom discussion on homosexuality that took place at a Modern Orthodox high school. An examination of the discussion's heteroglossia, or multiplicity of languages existing in tension, along with attention to the discussion's turn-taking structures, reveals the teacher's high degree of control over what students could express. This controlling pedagogy consistently suppresses expressions of empathy in favor of legalistic assertions. This article questions whether the specific issue of homosexuality demands a different approach. 相似文献
868.
Robert A Spicer Tao Su Paul J Valdes Alexander Farnsworth Fei-Xiang Wu Gongle Shi Teresa E V Spicer Zhekun Zhou 《国家科学评论(英文版)》2021,8(1)
The often-used phrase ‘the uplift of the Tibetan Plateau’ implies a flat-surfaced Tibet rose as a coherent entity, and that uplift was driven entirely by the collision and northward movement of India. Here, we argue that these are misconceptions derived in large part from simplistic geodynamic and climate modeling, as well as proxy misinterpretation. The growth of Tibet was a complex process involving mostly Mesozoic collisions of several Gondwanan terranes with Asia, thickening the crust and generating complex relief before the arrival of India. In this review, Earth system modeling, paleoaltimetry proxies and fossil finds contribute to a new synthetic view of the topographic evolution of Tibet. A notable feature overlooked in previous models of plateau formation was the persistence through much of the Cenozoic of a wide east–west orientated deep central valley, and the formation of a plateau occurred only in the late Neogene through compression and internal sedimentation. 相似文献
869.
The purpose of this study is to investigate the level of knowledge management (KM) maturity of credit unions. The application of a maturity model to 15 credit unions in North America revealed that an overall level of KM maturity is at an early stage of development, but there are signs of future improvement. Credit unions operate in a highly competitive, knowledge-intensive financial industry and experience various pressures to increase their efficiency, which they can achieve through the implementation of KM solutions. Despite the absence of official KM strategies, KM projects were introduced locally in order to fill particular knowledge gaps. The availability of IT infrastructure and the implementation of KM-related technologies alone are insufficient to ensure universal success of organizational KM activities. Credit union managers periodically access and use academic research in their decision making. At the same time, they prefer accessing scholarly knowledge in translated form from books, practitioner magazines, and consultants. It was concluded that organizations competing in the knowledge-intensive sector have an inner need for KM solutions. 相似文献
870.
If tests of cognitive ability are repeatedly taken, test scores rise. Such retest effects have been observed for a long time and for a variety of tasks. This study investigates retest effects on figural matrix items in an educational context. A short term effect is assumed for the direct retest administration in the same test session, and a long term effect is assumed for a retest interval of six months. Using multilevel modeling, we analyze if the magnitude of these effects is not only influenced by individual variation, but also by the cluster structure of students grouped within classrooms. We also investigate if the use of identical versus parallel tests has an impact on the size of the retest effects. Our main results show a negligible short term retest effect, but a large long term retest effect. Using parallel tests does not contribute to understanding individual differences in retest effects. The variation in retest effects is larger between classrooms than between students. Reasoning ability, as measured with a different test, and school grades significantly influences retest effects at the individual level, but at the classroom level, only reasoning ability is a significant predictor. 相似文献