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51.
Matthias von Davier Kentaro Yamamoto Hyo Jeong Shin Henry Chen Lale Khorramdel Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488
ABSTRACTBased on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance. 相似文献
52.
Stephen P. Kilgus Katie Eklund Nathaniel P. von der Embse 《Psychology in the schools》2019,56(4):526-538
The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP‐SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants ( n = 71) rated each of these students using both the ISP‐SS and the Social Skills Improvement System—Rating Scales (SSiS‐RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP‐SS structural validity, indicating ISP‐SS items broadly conformed to a single “Social Skills” factor. Follow‐up analyses suggested ISP‐SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP‐SS items, finding each ISP‐SS item to be moderately or highly related to its corresponding SSiS‐RS subscale. Finally, analyses indicated three of the seven ISP‐SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP‐SS is to be appropriate for use in schools. Implications for practice and future research are discussed. 相似文献
53.
Hilbert Sven Bruckmaier Georg Binder Karin Krauss Stefan Bühner Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):665-683
European Journal of Psychology of Education - In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and... 相似文献
54.
55.
Dipl.-Soz.wiss. Karin Beher Prof. Dr. Thomas Rauschenbach 《Zeitschrift für Erziehungswissenschaft》2006,9(1):51-66
Im Mittelpunkt des Beitrags stehen konzeptionelle Hintergründe der 2003/04 begonnenen offenen Ganztagsschule (OGS) in Nordrhein-Westfalen
sowie erste Ergebnisse der wissenschaftlichen Begleitung, wie sie sich im Rahmen einer explorativen Erkundungsstudie zeigen.
Hintergrund der konzeptionellen Debatte sind zwei Elemente: zum einen die vielschichtiger gewordene Debatte über Betreuungs-,
Bildungs- und Erziehungskonzepte, zum anderen die st?rkere Kooperation zwischen der Schule und der Kinder- und Jugendhilfe
im Rahmen der offenen Ganztagsschule. Die OGS in Nordrhein-Westfalen beansprucht durch die verst?rkte Einbeziehung au?erschulischer
Partner zu einem neuen Verst?ndnis von Schule und Lernen beizutragen. Im Konzept und Modell dieser neuen Angebotsform begegnen
sich somit die Vorstellungen beider Bereiche zur ad?quaten Gestaltung schulischer und au?erschulischer Lern- und Bildungsprozesse.
Vor diesem Hintergrund werden erste Befunde und sich abzeichnende Trends der realen Entwicklung in diesem Land dargestellt. 相似文献
56.
This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators. 相似文献
57.
Karin Scager Sanne F. Akkerman Albert Pilot Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335
Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do. 相似文献
58.
Reading and Writing - The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating... 相似文献
59.
Christine Edwards-Groves Peter Grootenboer Ian Hardy Karin Rönnerman 《School Leadership & Management》2019,39(3-4):315-333
ABSTRACTEducational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform. 相似文献
60.
A randomized controlled trial of a home-visiting intervention aimed at preventing relationship problems in depressed mothers and their infants 总被引:1,自引:0,他引:1
This study examined the effect of a mother–baby intervention on the quality of mother–child interaction, infant–mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1–12 months. A randomized controlled trial compared an experimental group ( n = 35) receiving the intervention (8–10 home visits) with a control group ( n = 36) receiving parenting support by telephone. There were assessments pre, post, and follow-up after 6 months. The intervention had positive effects on the quality of mother–infant interaction. Infants in the experimental group had higher scores for attachment security and for one aspect of socioemotional functioning, namely, competence. The intervention proved successful in preventing deterioration of the quality of mother–child interaction. 相似文献