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131.
132.
The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs
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This study examined the exchangeability of total scores (i.e., intelligent quotients [IQs]) from three brief intelligence tests. Tests were administered to 36 children with intellectual giftedness, scored live by one set of primary examiners and later scored by a secondary examiner. For each student, six IQs were calculated, and all 216 values were submitted to a generalizability theory analysis. Despite strong convergent validity and reliability evidence supporting brief IQs, the resulting dependability coefficient was only .80, which indicates relatively low exchangeability across tests and examiners. Although error variance components representing the effects of the examiner, examiner‐by‐examinee interaction, the examiner‐by‐test interaction, and the test contributed little to IQ variability, the component representing the test‐by‐examinee interaction contributed about one‐third of the variance in IQs. These findings hold implications for selecting and interpreting brief intelligence tests and general testing for intellectual giftedness. 相似文献
133.
Hongwen Guo Paul D. Deane Peter W. van Rijn Mo Zhang Randy E. Bennett 《Journal of Educational Measurement》2018,55(2):194-216
The goal of this study is to model pauses extracted from writing keystroke logs as a way of characterizing the processes students use in essay composition. Low‐level timing data were modeled, the interkey interval and its subtype, the intraword duration, thought to reflect processes associated with keyboarding skills and composition fluency. Heavy‐tailed probability distributions (lognormal and stable distributions) were fit to individual students' data. Both density functions fit reasonably well, and estimated parameters were found to be robust across prompts designed to assess student proficiency for the same writing purpose. In addition, estimated parameters for both density functions were statistically significantly associated with human essay scores after accounting for total time spent writing the essay, a result consistent with cognitive theory on the role of low‐level processes in writing. 相似文献
134.
Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Based on the patterns of cross-loading correlations, this study found that there were limited correlational relationships between the set of independent variables and the set of dependent TPACK variables. For this pilot study, the sample consisted of 90 elementary education majors and 51 secondary education majors. 相似文献
135.
Developing a community of inquiry instrument: Testing a measure of the Community of Inquiry framework using a multi-institutional sample 总被引:1,自引:1,他引:0
J.B. Arbaugh Martha Cleveland-Innes Sebastian R. Diaz D. Randy Garrison Philip Ice Jennifer C. Richardson Karen P. Swan 《The Internet and Higher Education》2008,11(3-4):133
This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors—one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors. 相似文献
136.
Amy Roth-McDuffie J. Randy McGinnis Anna O. Graeber 《Journal of Mathematics Teacher Education》2000,3(3):225-250
This study investigated, from the students',professor's, and researchers' perspectives, the effects of a reform-based introductory undergraduate mathematics course, and the efforts of a mathematics professor to teach such a course. The class had been designed for teacher candidates of middle school mathematics and science (Grades 4 to 8) but was open to all qualified students. We addressed the following research question: What perceptions about learning and teaching mathematics emerged through the participants' experiences in a reform-based mathematics course? Results of the analysis of the data suggested that the teacher candidates and the professor took an important first step toward enculturation into a reform-based vision of mathematics learning and teaching. Implications for mathematics faculty and teacher education faculty interested in promoting reform-based mathematics are presented. 相似文献
137.
Randy Elliot Bennett Mary Morley Dennis Quardt Donald A. Rock Mark K. Singley Irvin R. Katz Adisack Nhouyvanisvong 《Journal of Educational Measurement》1999,36(3):233-252
We evaluated a computer-delivered response type for measuring quantitative skill. "Generating Examples" (GE) presents under-determined problems that can have many right answers. We administered two GE tests that differed in the manipulation of specific item features hypothesized to affect difficulty. Analyses related to internal consistency reliability, external relations, and features contributing to item difficulty, adverse impact, and examinee perceptions. Results showed that GE scores were reasonably reliable but only moderately related to the GRE quantitative section, suggesting the two tests might be tapping somewhat different skills. Item features that increased difficulty included asking examinees to supply more than one correct answer and to identify whether an item was solvable. Gender differences were similar to those found on the GRE quantitative and analytical test sections. Finally, examinees were divided on whether GE items were a fairer indicator of ability than multiple-choice items, but still overwhelmingly preferred to take the more conventional questions. 相似文献
138.
Randy Yerrick 《Research in Science Education》1999,29(2):269-293
The purpose of this study was to examine how lower track science students would understand shifts in standard classroom discourse
patterns. The researcher videotaped his daily efforts to renegotiate the lower track classroom environment to become more
representative of a scientific community. This paper is an analysis of the implicit obstacles inherent in shifting class discussions
to classroom arguments examining tentative hypotheses. Students have inserted struggles for social status into classroom arguments
about scientific ideas making it difficult to separate in a group discussion when the evidence convinced a student or whether
the social politics of the class had persuaded her. As a result of changing classroom rules for participation, engagement,
and collaborative inquiry, students' abilities to argue scientifically were changed. Despite these shifts students continued
to insert their own interpretations of argumentation, social norms, and strategies for active re-negotiation of the teacher's
agenda for the construction of scientific classroom discourse. 相似文献
139.
140.
The recent trends and practices in working with individuals with severe handicaps are many and varied. Politics and social values have steered technological advancements in certain directions and away from others, but it is clear that today teachers, parents, and other professionals have more effective treatment procedures available for individuals with severe handicaps than ever before. This paper discusses the concomitant developments in behavioral techniques for persons with severe handicaps and ethical trends for providing services that have occurred over the past ten years. 相似文献