Using conjoint analysis to examine bias in referral to a behavior intervention program

Research in the United States suggests that teachers view Black students' misbehavior as more likely to reoccur, but such research has not disentangled the effect of race from related factors. We used conjoint analysis to experimentally test the effect of multiple student characteristics on the chances of being referred for a behavior intervention program. Although preservice teacher participants were not more likely to refer Black students, they were more likely to refer students who had lower grades, lived in poverty, lived with a single mother, and had been retained. We interpret these results and highlight directions for future research and practice.     

高职院校的教材选用和教材建设

针对当前高职院校教材选用和教材建设中存在的问题,就建立教材选用制度、建立教材评价指标体系、增强教材的高职特色等,提出具体建议。     

Do gender and physical attractiveness affect college grades?

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness.     

韩国汉语教育及教科书选用问题之历史研究

韩国汉语教育历史悠久,但关于教科书选用问题的历史研究并不多见。然而这一研究不仅为当代韩国汉语教育提供了可以追溯的历史依据,而且对汉语教科书的开发和建设有着非常重要的意义。     

Response bias in follow-up studies of college students

The problems of response bias in longitudinal studies of college students are examined. An extensive follow-up questionnaire was sent to 1,253 college seniors who had participated in a similar survey as freshman four years earlier. Careful measure of student responsiveness in relation to various techniques designed to increase the proportion of responders (e.g., postcard, telephone contact) were kept.The less responsive groups were significantly different from their more responsive counterparts on nearly a dozen variables representing a wide variety of content areas, including academic achievement, self-concept, alcohol consumption, social deviance, and major choice preferences. Controlling for sex and socioeconomic status served to reduce, but not eliminate, these biases. Overall, the results indicate that researchers cannot account for follow-up nonresponse bias by making statistical adjustments according to data available at initial testing. The results are discussed in light of identifying the reasons for nonresponse, and attempting to develop categories of nonresponders who may be motivated to cooperate by different types of follow-up techniques.     

PUBLICATION BIAS: THE ACHILLES' HEEL OF SYSTEMATIC REVIEWS?

ABSTRACT:  The term 'publication bias' usually refers to the tendency for a greater proportion of statistically significant positive results of experiments to be published and, conversely, a greater proportion of statistically significant negative or null results not to be published. It is widely accepted in the fields of healthcare and psychological research to be a major threat to the validity of systematic reviews and meta-analyses. Some methodological work has previously been undertaken, by the author and others, in the field of educational research to investigate the extent of the problem. This paper describes the problem of publication bias with reference to its history in a number of fields, with special reference to the area of educational research. Informal methods for detecting publication bias in systematic reviews and meta-analyses of controlled trials are outlined and retrospective and prospective methods for dealing with the problem are suggested.     

论科学课程的社会建构观--国外科学课程研究的最新发展及启示

本文从科学哲学、科学知识社会学以及实在论的建构主义等的研究出发,阐述了科学知识是由社会建构的;并通过对科学课程形成的主体分析论述了科学课程也是由社会建构的,并指出了树立科学课程的社会建构观所具有的教育意义.     

Evaluating Model Fit and Structural Coefficient Bias: A Bayesian Approach to Multilevel Bifactor Model Misspecification

Appropriate model specification is fundamental to unbiased parameter estimates and accurate model interpretations in structural equation modeling. Thus detecting potential model misspecification has drawn the attention of many researchers. This simulation study evaluates the efficacy of the Bayesian approach (the posterior predictive checking, or PPC procedure) under multilevel bifactor model misspecification (i.e., ignoring a specific factor at the within level). The impact of model misspecification on structural coefficients was also examined in terms of bias and power. Results showed that the PPC procedure performed better in detecting multilevel bifactor model misspecification, when the misspecification became more severe and sample size was larger. Structural coefficients were increasingly negatively biased at the within level, as model misspecification became more severe. Model misspecification at the within level affected the between-level structural coefficient estimates more when data dependency was lower and the number of clusters was smaller. Implications for researchers are discussed.     

西方语言文化中的“性别歧视”

由于客观历史原因 ,性别差异在人类历史上是普遍存在的社会现象。西方社会和中国一样也不例外。通过对英语语言和文化的研究可以发现 ,在男人和女人的社会地位问题上 ,“性别歧视” ,特别是“男尊女卑”这种观念和现象在英语词汇、男女姓名、女性用语特征及文学作品等西方语言和文化中都多有表现。研究了解这些语言文化及其在使用上诸多方面的特征 ,对于我国的英语教学和研究以及先进文化的建设均有现实的意义     

Creating Respectful Classroom Environments

Creating respectful classroom environments Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young children. Emphasis is placed on the creation of respectful classroom environments taught by teachers who have themselves been prepared to nurture this kind of environment.