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1.
A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and problem‐solving. The behaviourally anchored Evaluation of Teaching Competencies Scale is a highly reliable (alpha = .94), unidimensional measure that correlated strongly with an instructor‐related composite of the Students’ Evaluation of Educational Quality (SEEQ, r = .72), but not to a SEEQ composite related to instructor assigned work (r = .04, N = 195). The results are discussed in the context of other measures of teaching effectiveness and transformational leadership theory. 相似文献
2.
孙钰华 《陕西师范大学继续教育学报》2008,(4)
职业锚理论探讨教师从业的主观价值选择,给出了研究教师工作满意度的新视角。教师职业锚有多种,它启示我们要将教师视为学校的主体,使教师的内部价值与学校的外部工作要求相匹配,学校要树立职业生涯意识,创设合理有效的激励机制。 相似文献
3.
Development and validation of two scales to measure elaboration and behaviors associated with stewardship in children 总被引：1，自引：0，他引：1
Susan Lynn Vezeau Marc J. Stern D. DeWayne Moore Brett A. Wright 《Environmental Education Research》2017,23(2):192-213
This investigation examines the development of two scales that measure elaboration and behaviors associated with stewardship in children. The scales were developed using confirmatory factor analysis to investigate their construct validity, reliability, and psychometric properties. Results suggest that a second-order factor model structure provides the best fit. This model produced: (1) a stewardship elaboration scale measuring interest and cognitive engagement in stewardship issues, and (2) a stewardship behavior scale measuring in-park, community, and home behaviors. These scales will be useful for evaluating environmental educational programs focused on environmental and park stewardship. The scales may also help researchers assess whether environmental education results in participants elaborating on persuasive messaging, thereby increasing the likelihood that behavioral intentions leading to behavior change will occur. 相似文献
4.
大学生兼职的现状调查与职业发展研究 总被引：1，自引：0，他引：1
赵果 《辽宁师范大学学报(社会科学版)》2013,(6):859-863
大学生从事兼职现已成为大学校园里的普遍现象,且越来越受到教育理论界的关注。兼职不仅是大学生参加社会实践活动和勤工俭学的一种有效途径,同时也是大学生思想政治教育的重要抓手。本文采取抽样调查的实证研究方法,从大学生兼职的群体、兼职时间的长短、兼职的目的和种类,以及兼职工作与大学生经济状况的关系等几个方面,分析在校大学生从事兼职工作的现状,探讨大学生从事兼职对其学业状况、能力发展和职业发展的关联性影响,研究高校、教育行政主管部门等如何从提高大学生思想政治教育的实效性出发,在切实引导和保障大学生顺利完成学业的前提下,达到兼职工作需求和发展意愿之间的平衡,实现大学生个人的成长成才。 相似文献
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Development of the child care worker job stress inventory 总被引：4，自引：0，他引：4
Barbara Curbow Kai Spratt Antoinette Ungaretti Karen McDonnell Steven Breckler 《Early childhood research quarterly》2000,15(4):515-536
After a series of instrument development studies, a mail survey was conducted with 196 randomly selected family day care providers (FDCPs) and child care center workers (CCCWs) residing in the state of Maryland (response rates were 76.6% and 70.5%, respectively). Embedded in the instrument were three job stress scales, specific to child care workers, measuring job demands, job control, and job resources. Extensive psychometric testing of the three 17-item instruments demonstrated several areas of strength. The job demands scale, because of its breadth of stressors covered, fared slightly worse on indicators of reliability (alpha = 0.77; mean interitem correlation [MIC] = 0.17; item-to-total correlations [ITCs] = 0.14 to 0.49) than did job control (alpha = 0.88; MIC = 0.31; ITCs = 0.26 to 0.69) and job resources (alpha = 0.89; MIC = 0.35; ITCs = 0.32 to 0.70). Known groups validity was demonstrated through a conceptually meaningful pattern of differences between FDCPs and CCCWs. Construct validity for all three scales was demonstrated by a pattern of stronger correlations with conceptually similar versus dissimilar instruments. Average correlations with similar versus dissimilar instruments were: job demands, 0.54 versus 0.24; job control, 0.74 versus 0.30; and job resources, −0.53 versus 0.30. Similar to the reliability analysis, results of factor analysis were stronger for job control and job resources than for job demands. 相似文献
6.
Derek C. Briggs 《Journal of Educational Measurement》2013,50(2):204-226
A vertical score scale is needed to measure growth across multiple tests in terms of absolute changes in magnitude. Since the warrant for subsequent growth interpretations depends upon the assumption that the scale has interval properties, the validation of a vertical scale would seem to require methods for distinguishing interval scales from ordinal scales. In taking up this issue, two different perspectives on educational measurement are contrasted: a metaphorical perspective and a classical perspective. Although the metaphorical perspective is more predominant, at present it provides no objective methods whereby the properties of a vertical scale can be validated. In contrast, when taking a classical perspective, the axioms of additive conjoint measurement can be used to test the hypothesis that the latent variable underlying a vertical scale is quantitative (supporting ratio or interval properties) rather than merely qualitative (supporting ordinal or nominal properties). The application of such an approach is illustrated with both a hypothetical example and by drawing upon recent research that has been conducted on the Lexile scale for reading comprehension. 相似文献
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《Early childhood research quarterly》2005,20(3):345-360
The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). We explored both the seven subscales and the possibility of fewer distinct aspects of quality being measured by the scale. The large sample size allowed both exploratory and confirmatory factor analyses to be performed. The results showed two distinct factors, Activities/Materials (nine items) and Language/Interaction (seven items), which accounted for 69% of the variance. High internal consistency scores, a moderate correlation between the factor-based scales, and a strong correlation between the combined factor-based scales and the overall ECERS-R score suggested these were distinct factors that could serve as a proxy for the larger scale. Structural aspects of quality and teacher education were examined in relation to the new factor-based scales and the overall score. Implications for practitioners and future research suggestions are provided. 相似文献
9.
This article examines statistical evidence for the reliability of a locally developed portfolio assessment system across three separate portfolio scoring sessions over the course of a year and finds that the English teachers at this California site were able to demonstrate “strong” levels of interrater agreement. Further, the statistical evidence reported indicates that levels of agreement improved with each scoring session without mandating a fixed task portfolio menu or resorting to piece-by-piece scoring procedures. The study argues that defensible local portfolio assessment systems can be developed which enhance, rather than diminish, teacher professionalism while still providing dependable data for external purposes. 相似文献
10.
Researchers have suggested that questionnaire item sensitivity may be a possible source of response bias in investigations using mail surveys. In conducting job satisfaction studies of faculty members in higher education, investigators have assumed that job satisfaction items are not highly sensitive to faculty members and do not vary in their degree of sensitivity. The purpose of the present research was to assess the degree of sensitivity of various job satisfaction items to faculty members and to identify dimensions of faculty members' sensitivity to these items. Results from a questionnaire returned from 354 faculty members at a large university showed that their sensitivity to job satisfaction items centered primarily in three areas: (1) concern with extrinsic job factors, (2) concern with department head actions, and (3) concern with promotion and salary. On the whole, item sensitivity appeared to be rather low. Implications and suggestions for future research are discussed. 相似文献
11.
WENDY M. YEN 《Journal of Educational Measurement》1986,23(4):299-325
Two methods of constructing equal-interval scales for educational achievement are discussed: Thurstone's absolute scaling method and Item Response Theory (IRT). Alternative criteria for choosing a scale are contrasted. It is argued that clearer criteria are needed for judging the appropriateness and usefulness of alternative scaling procedures, and more information is needed about the qualities of the different scales that are available. In answer to this second need, some examples are presented of how IRT can be used to examine the properties of scales: It is demonstrated that for observed score scales in common use (i.e., any scores that are influenced by measurement error), (a) systematic errors can be introduced when comparing growth at selected percentiles, and (b) normalizing observed scores will not necessarily produce a scale that is linearly related to an underlying normally distributed true trait. 相似文献
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A method of expanding a rating scale 3-fold without the expense of defining additional benchmarks was studied. The authors used an analytic rubric representing 4 domains of writing and composed of 4-point scales to score 120 writing samples from Georgia's 11th-grade Writing Assessment. The raters augmented the scores of papers on which the proficiency levels appeared slightly higher or lower than the benchmark papers at the selected proficiency level by adding a “+” or a “?” to the score. The results of the study indicate that the use of this method of rating augmentation tends to improve most indices of interrater reliability, although the percentage of exact and adjacent agreement decreases because of the increased number of rating possibilities. In addition, there was evidence to suggest that the use of augmentation may produce domain-level scores with sufficient reliability for use with diagnostic feedback to teachers about the performance of students. 相似文献
14.
The traditional kappa statistic in assessing interrater agreement is not adequate when multiraters and multiattributes are involved. In this article, latent trait models are proposed to assess the multirater multiattribute (MRMA) agreement. Data from the Third International Mathematics and Science Studies (TIMSS) are used to illustrate the application of the latent trait models. Results showed that among four possible latent trait models, the correlated uniqueness model had the best fit to assess the MRMA agreement. Furthermore, in coding a set of different attributes, the coding accuracy within the same rater may differ across attributes. Likewise, when different raters rate the same attribute, the accuracy in rating varies among the raters. Thus, the latent models provide us with a more refined and accurate assessment of interrater agreement. The application of the latent trait models is important in school psychology research and intervention because accurate assessment of children's functioning is fundamental in designing effective intervention strategies. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 515–525, 2007. 相似文献
15.
OBJECTIVE: The aim was to construct and test the reliability (utility, internal consistency, interrater agreement) and the validity (internal validity, concurrent validity) of a scale for home visiting social nurses to identify risks of physical abuse and neglect in mothers with a newborn child. METHOD: A 71-item scale was constructed based on a literature review and focus group sessions with social nurses and paraprofessionals who had experience with underprivileged families. This scale was applied in a random sample of 40 home visiting social nurses, who collected data in a sample of 373 nonabusive and 18 abusive/neglectful mothers with a newborn child. RESULTS: Items with prevalence rates below 5% and items making no significant difference between maltreating and non-maltreating mothers were omitted. The final version contained 20 items. This scale showed high internal consistency (alpha = .92) and high interrater reliability (r = .97). Exploratory factor analysis yielded a three-factor solution: Isolation (8 items, explaining 62.17% of the common variance), Psychological complexity (6 items, 18.86%), and Communication problems (6 items, 8.41%). Scores on Communication problems and Isolation significantly predicted scores on a social deprivation scale, which significantly distinguished maltreating from non-maltreating mothers. Mothers scoring high on Communication problems or Isolation obtained higher scores for social deprivation than low-scoring mothers. CONCLUSIONS: Home visiting nurses can identify risks for physical abuse and neglect among mothers with a newborn infant by focusing on signs of social isolation, distorted communication and psychological problems. 相似文献
16.
In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too restrictive. They suggested that an anchor test with representative content coverage and equal mean item difficulty but a smaller spread of item difficulty (miditest) may provide the same or better results for equating while decreasing the pressure to find very hard and very easy items to include in the anchor. Analyses to date have concentrated on the results of equating the scores from one form to another with findings that are supportive of the Sinharay and Holland concept (Sinharay &; Holland, 2006a, 2006b, 2007; Liu, Sinharay, Holland, Feigenbaum, &; Curley, 2009). These studies do not address longer chains of equating. It is important to monitor the possibility of scale drift over forms. The current research begins to address this issue. 相似文献
17.
武光太 《南阳师范学院学报》2009,8(2)
为了发展农村经济,党中央国务院提出了新农村建设的重大战略.要搞好新农村建设,首要的任务就在于完善农村土地产权制度,保护农民的土地财产权益.提高耕地质量、发展农业规模经济与农村土地市场也需要完善农村土地产权制度.我国现在实行的农村土地集体所有制存在很多弊端,主要表现为村民很难行使集体所有权以及土地承包经营权不稳定.因此,土地国有制并赋予农民长久甚至是永久使用权才是符合我国国情的农地产权制度改革的最佳模式. 相似文献
18.
Research with adults has shown that variations in verbal labels and numerical scale values on rating scales can affect the responses given. However, few studies have been conducted with children. The study aimed to examine potential differences in children's responses to Likert‐type rating scales according to their anchor points and scale direction and to see whether or not such differences were stable over time. A total of 130 British children, aged 9 to 11 years, completed six sets of Likert‐type rating scales, presented in four different ways varying the position of positive labels and numerical values. The results showed, both initially and 8–12 weeks later, that presenting a positive label or a high score on the left of a scale led to significantly higher mean scores than did the other variations. These findings indicate that different arrangements of rating scales can produce different results, which has clear implications for the administration of scales with children. 相似文献
19.
Principals’ self-efficacy: relations with job autonomy, job satisfaction, and contextual constraints
The purpose of the present study was to explore relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals’ self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research. 相似文献
20.
黄瑞 《兰州石化职业技术学院学报》2014,(3):28-31
土体性质表现出其具有固有的应变特性,土体每一点的参数都会发生变化,故在边坡稳定的可靠度分析中不能被忽略。在边坡稳定分析中,常用的模拟土体随机场的模型有折减法、中点法和局部平均离散法。针对一个典型边坡,应用了三个随机场模型导出该边坡的稳定分析结果,对不同随机场模型方法得到的可靠度分析结果进行了互相对比。结果表明边坡的可靠度结果受到土体特性空间变异性的影响,并且这个影响取决于相关距离的相对尺寸和临界滑裂面长度的影响。 相似文献