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1.
Mark L. Davison Ernest C. Davenport Jr. Yu‐Feng Chang Kory Vue Shiyang Su 《Journal of Educational Measurement》2015,52(3):263-279
Criterion‐related profile analysis (CPA) can be used to assess whether subscores of a test or test battery account for more criterion variance than does a single total score. Application of CPA to subscore evaluation is described, compared to alternative procedures, and illustrated using SAT data. Considerations other than validity and reliability are discussed, including broad societal goals (e.g., affirmative action), fairness, and ties in expected criterion predictions. In simulation data, CPA results were sensitive to subscore correlations, sample size, and the proportion of criterion‐related variance accounted for by the subscores. CPA can be a useful component in a thorough subscore evaluation encompassing subscore reliability, validity, distinctiveness, fairness, and broader societal goals. 相似文献
2.
处理一般事件及极端事件风险的混合分布 总被引：1，自引：0，他引：1
以指数分布为例，提出用混合分布去拟合一组数据，比用单一的指数分 要好，一般的原始分布只对中间部分拟合较好，而对尾部拟合较差，可用混合分布来克服此缺陷。 相似文献
3.
文章从歌唱时的呼吸、共鸣、发声、高音的训练、肌肉的紧张与放松、真假声的运用等等方面提出了如何做到歌唱中注意集中和注意分配的统一,如何做到由于注意的集中而产生的紧张性、巧妙地转移注意从而获得松驰性. 相似文献
4.
Aik‐Ling Tan 《International Journal of Science Education》2013,35(12):1661-1676
The purpose of this paper is to identify tensions in teacher–student interaction in a high school biology laboratory. Using micro‐analytic analysis of classroom talk, the interaction between the students and a teacher working in the biology laboratory session on Reproduction in Plants is studied. The two tensions highlighted here are tension with textbooks as authority and tension with the teacher as authority. Tension with textbooks as authority originates from an over‐reliance on generalizations expressed in textbooks resulting in the inability of learners to appreciate alternatives and exceptions. Tension with the teacher as authority stems from the task design and varying levels of control that a teacher has over the learner and the learning process. The genesis of the two forms of tensions in the laboratory is different and they are tackled differently by the participants to yield different outcomes. While science educators have conducted intensive research over the past two decades on the effects of school science laboratory work on students’ learning of science, more can be done in the specific area of teacher–student interaction. This paper offers some insights into the interaction between a teacher and her students in a laboratory as they learn biology. An increased understanding of the impact of the tensions in a science laboratory might help to bring about realization of the true spirit and intent of school science laboratory experiences. 相似文献
5.
《Studying Teacher Education》2013,9(3):261-273
What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. Data sets included: video-stimulated reflections; audiotaped reflexive dialogue; individual and shared reflective writings. Data analyzed through the iterative process revealed competing tensions that were not addressed by the triad, leading to a less than meaningful learning experience. We sought to name the dilemmas and document how they impeded meaningful learning; identifying tensions proved useful in data interpretation. The research led us to focus on the tension between collegiality and criticality. Managing this tension requires being authentic with and accepting of the other and working with cognitive dissonances. Collegiality and criticality together promote reflexivity and increase growth, leading to new professional knowledge. 相似文献
6.
Marit Aas 《Educational Action Research》2013,21(3):441-454
Most action researchers agree that action research consists of cycles of planning, acting, reflecting, and taking further action. However, in action research literature, there is something missing. The nature of reflection in the action research process, including its relationship with the tensions that arise while discussing purposes, processes, and outcomes, has not been well explored. As a contribution to an expanded reflection repertoire, this article presents a thinking tool: the expansive learning circle. This model, or thinking tool, draws on the theoretical framework of cultural–historical activity theory and the idea that contradictions and tensions are driving forces for development. The central thesis of the article is that there is a need for a reflection repertoire that can highlight tension in an action research project and help people cope with this type of complex reflective work. 相似文献
7.
Dena Fam Elizabeth Clarke Rebecca Freeth Pim Derwort Kathleen Klaniecki Lydia Kater‐Wettstdt Sadhbh Juarez‐Bourke Stefan Hilser Daniela Peukert Esther Meyer Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34
Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified. 相似文献
8.
陈阳光 《金华职业技术学院学报》2006,6(5):21-25
本文从博弈论角度,分析在直接委托和间接委托两种模式下企业管理当局和注册会计师之间的博弈过程,给出了博弈矩阵。然后分析促使审计合谋行为发生的均衡条件,并且检验了间接委托模式下的模型对我国上市公司审计的适用性。最后对审计合谋这一现象给出了治理对策。 相似文献
9.
A comparison of assessment policy in England and Vermont suggests the utility of viewing the assessment development process as resulting from the interplay of three loosely related games: policy making, assessment, and teaching. This process is characterized by two universal tensions. The technical one stems from the need to reconcile the goals of instructional improvement and accountability. The political tension stems from the differences in perspectives of policy makers, educationists, and educators. How tensions are resolved depends on the size of the unit, the introduction of broader ideological issues into the debate, and the quality of communication within and across games. 相似文献
10.
ABSTRACTGlobalisation and technological advances in the twenty-first century have caused a blurring of national lines, which in the past were the basis of a nearly indisputable model of civic identity. This process has led to a noticeable trend of the globally oriented pressures within the national curricula, on top of the existing locally oriented demands. By employing an interpretative, qualitative methodology, this study offers a multidimensional analysis of the tensions and power relations within the global–local nexus in history teaching. We reveal and discuss Israeli teachers’ perceptions and behaviours regarding the tension between the global and local inclinations within four major themes: teachers’ entrepreneurial performance, critical views of the existing curricula, the presence of Israeli–Palestinian conflict throughout teaching involvements, and the meaning the teachers attribute to Holocaust in their teaching. The context for this study is Israel: a developed OECD country locked into an intense and long-standing ethnic and political conflict. The tension between the ‘global’ and the ‘local’ in the Israeli education system, studied through the prism of teachers themselves, provides a thought-provoking case study. 相似文献
11.
文章在实地调查的基础上,简要地分析了晋语五台片舒声促化的基本情况和形成因素,比较全面地列出了晋语五台片中的舒声促化字,为研究晋语入声舒化和舒声促化提供了充实的语料。 相似文献
12.
通过对商务交际中使用幽默言语的可行性分析,从社会语用的角度,总结了幽默言语在商务交际中缓和紧张局面,保全"面子",讽刺批判和自我解嘲的功能。 相似文献
13.
ABSTRACT Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools. 相似文献
14.
广义复合Poisson风险模型下的生存概率 总被引：1，自引：0，他引：1
龚日朝 《衡阳师范学院学报》2001,22(3):76-80
将复合Poisson模型进行了推广，将保费到达过程推广为Poisson过程，然后得出了当索赔服从指数分布时，有限时间内的生存概率。 相似文献
15.
‘Improving quality’ has become a key phrase in policy and academic discourses on education in low‐income countries, reflecting concerns that the success in increasing enrolment and widening access to schooling is being undermined by low‐quality teaching and learning, and subsequent low levels of skills and knowledge among school leavers. We wish to revitalise discussions problematising ‘quality’ through examining current debates on and available frameworks for understanding the concept and proposing a new framework. We model ‘quality’ as a stretched ‘fabric’ maintained in tension through a contextually appropriate balance across seven conceptual dimensions. We recognise tensions and complementarities among the dimensions and the centrality of values inherent in making judgements of quality, that quality is a matter of process rather than product, and that this complex process demands a strategic approach. Finally, we recognise two issues that remain to be addressed in a future agenda. 相似文献
16.
This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
17.
18.
Background and objective
Botulinum toxin type A (BoNT/A) is a metalloprotease that blocks synaptic transmission via the cleavage of a synaptosomal-associated protein of 25 kDa (SNAP-25). It has gained widespread use as a treatment for cerebral palsy and skeletal muscle hypertrophy. In China, Chinese botulinum toxin type A (CBTX-A), a type of BoNT/A, is in widespread clinical use. However, the changes in the morphological and biochemical properties of treated muscles and in remote muscles from the CBTX-A injection site are relatively unknown. Therefore, we investigated the changes in histomorphology and myosin heavy chain (MyHC) isoform composition and distribution in rat gastrocnemius muscles after intramuscular injection of CBTX-A.Methods
The weakness of the injected muscles was assessed periodically to identify their functional deficiency. Muscle slices were stained with hematoxylin-eosin (HE) and adenosine triphosphatase (ATPase). MyHC isoform composition was analyzed by sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) to uncover changes in morphological and biochemical properties.Results
Our findings demonstrate that following injection of CBTX-A 5 U into rat gastrocnemius muscles, shifts in MyHC isoform composition emerged on the third day after injection and peaked in the fourth week. The composition remained distinctly different from that of the control group after the twelfth week. More specifically, there was a decrease in the proportion of the type IIb isoform and an increase in the proportions of type IIx, type IIa, and type I isoforms.Conclusions
Data revealed that CBTX-A led to a shift in MyHC composition towards slower isoforms and that the MyHC composition remained far from normal six months after a single injection. However, no noticeable remote muscle weakness was induced. 相似文献19.
SUZANNE MACKENZIE 《Support for Learning》2011,26(2):64-71
This research examines the role of teaching assistants (TAs) working with children with special educational needs (SEN) in an increasingly complex and diverse context. The role of the TA has been given more attention recently, partly due to the increased focus on their effectiveness within an inclusive education system in a time of workforce reform. The research takes a life history approach to examining the experiences of TAs within inclusive contexts and focuses upon how their backgrounds impact upon their role within the classroom, as well as how their experiences demonstrate ambiguity, tension and contradictions. Rather than a focus on pupil and institutional outcomes, the article analyses the tensions between the policy and institutional frameworks of inclusion and how TAs experience this. TAs' contradictions, tensions, resistance and also pleasures within their work are explored from their own perspectives. The personal interpretations, understandings and day‐to‐day implementation of inclusion are the focus. 相似文献
20.
This article explores the pedagogical virtue of open‐mindedness in practice and its relationship to epistemic justice through analysis of a fictional, narrative case. The case focuses on a young white woman who attempts to implement a pedagogy of open‐mindedness as she teaches a unit on the civil rights movement. After presenting the case scenario, Tadashi Dozono and Rebecca Taylor examine three tensions that arise for teachers as they seek to enact a pedagogy of open‐mindedness. First, what form of open‐mindedness should guide them? Second, how should they respond to limits in their own knowledge and understanding? And finally, how should teachers exercise authority within a pedagogy of open‐mindedness? Their analysis confronts the tension between the teacher's own open‐mindedness, on the one hand, and the teacher's subject position, on the other. Through this exploration of open‐mindedness, Dozono and Taylor argue that, in practice, teachers must counteract legacies of epistemic injustice as a necessary part of cultivating their own and their students' access to open‐mindedness. 相似文献