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101.
Brian Holmes G. L. de Landsheere E. Eaglesham J. Idenburg H. S. McFarland R. W. McCulloch J. B. Biggs G. Mori F. Morino James W. Coulthard M. J. Langeveld M. L. Kellmer Pringle M. A. Brimer Jesse E. Gordon T. N. Postlethwaite W. E. Vliegenthart Eve Malmquist B. F. Nel Gerhard Pause Kurt Graff A. Gammie Dirk Wendt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(4):477-506
103.
Carla Gerhard Andreas G. Klein Karin Schermelleh-Engel Helfried Moosbrugger Jana Gäde Holger Brandt 《Structural equation modeling》2013,20(2):276-287
This article investigates likelihood-based difference statistics for testing nonlinear effects in structural equation modeling using the latent moderated structural equations (LMS) approach. In addition to the standard difference statistic TD, 2 robust statistics have been developed in the literature to ensure valid results under the conditions of nonnormality or small sample sizes: the robust TDR and the “strictly positive” TDRP. These robust statistics have not been examined in combination with LMS yet. In 2 Monte Carlo studies we investigate the performance of these methods for testing quadratic or interaction effects subject to different sources of nonnormality, nonnormality due to the nonlinear terms, and nonnormality due to the distribution of the predictor variables. The results indicate that TD is preferable to both TDR and TDRP. Under the condition of strong nonlinear effects and nonnormal predictors, TDR often produced negative differences and TDRP showed no desirable power. 相似文献
104.
Gerhard Smid 《Studies in Continuing Education》2013,35(1):55-70
This paper explores the ways in which it is possible for universities to design learning opportunities for management consultants. Drawing on a successful practice in The Netherlands and using the literature on learning, development of competencies and career theory, it investigates selected aspects of this particular “market”, comparing the conventions governing the practice of consultants with those of academic practice. Its subsequent argument for the successful design of learning opportunities for professional consultants is organised around a discussion of five learning “devices”: (1) a self-reflective design practice; (2) a design process operating along three dimensions - the acquisition of knowledge and/or techniques, development of professional competencies, and personal and professional transitions; (3) treating knowledge as a process rather than a product; (4) building on learning experiences in work and on anticipated performances; and (5) a prohibition of “ego” in consultants' learning. The paper concludes with some reflections on the use of these devices elsewhere. 相似文献
105.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
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