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1.
In this ITEMS module, we frame the topic of scale reliability within a confirmatory factor analysis and structural equation modeling (SEM) context and address some of the limitations of Cronbach's α. This modeling approach has two major advantages: (1) it allows researchers to make explicit the relation between their items and the latent variables representing the constructs those items intend to measure, and (2) it facilitates a more principled and formal practice of scale reliability evaluation. Specifically, we begin the module by discussing key conceptual and statistical foundations of the classical test theory model and then framing it within an SEM context; we do so first with a single item and then expand this approach to a multi‐item scale. This allows us to set the stage for presenting different measurement structures that might underlie a scale and, more importantly, for assessing and comparing those structures formally within the SEM context. We then make explicit the connection between measurement model parameters and different measures of reliability, emphasizing the challenges and benefits of key measures while ultimately endorsing the flexible McDonald's ω over Cronbach's α. We then demonstrate how to estimate key measures in both a commercial software program (Mplus) and three packages within an open‐source environment (R). In closing, we make recommendations for practitioners about best practices in reliability estimation based on the ideas presented in the module. 相似文献
2.
Conventional treatments of functions start by building a rule of correspondence betweenx-values andy-values, typically by creating an equation of the formy=f(x). We call this acorrespondence approach to functions. However, in our work with students we have found that acovariational appraoch is often more powerful, where students working in a problem situation first fill down a table column withx-values, typically by adding 1, then fill down ay-column through an operation they construct within the problem context. Such an approach has the benefit of emphasizing rate-of-change. It also raises the question of what it is that we want to cal rate across different functional situations. We make two initial conjectures, first that a rate can be initially understood as aunit per unit comparison and second that a unit is theinvariant relationship between a successor and its predecessor. Based on these conjectures we describe a variety of multiplicative units, then propose three ways of understanding rate of change in relation to exponential functions. Finally we argue that rate is different than ratio and that an integrated understanding of rate is built from multiple concepts. 相似文献
3.
This article argues that greater understanding of the Aristotelian concept of phronesis or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify phronesis empirically so that RPL assessors can identify it and RPL candidates can articulate it. Extracts from the qualitative data of two separate research projects are presented to show examples of phronesis. These extracts also show the difficulties associated with its articulation and identification. It is argued that even if phronesis cannot be accredited for RPL purposes, it should be taught and discussed in the curricula of adult education and RPL portfolio development courses to show the importance of this form of knowledge and reasoning and the different forms it might assume in formal education and life contexts. 相似文献
4.
Arthur Stinner 《International Journal of Science Education》2013,35(3):244-257
In this paper it is argued that scientific thinking in physics involves the progressive clarification of the relationship between mathematics and physics, as well as the clarification of scientific induction and deduction. Furthermore, the framing of theories and the working out of their consequences involve the exercise of the imagination. One locus of scientific imagination is the thought experiment, primarily understood as a mental device that helps explicate concepts and principles, and unravel paradoxes. A sound curriculum in physics, however, must also be based on broad principles of education. These principles are first stated and then it is argued that in conjunction with what we have said about scientific thinking we should teach physics in terms of contexts of inquiry. These contexts relate to questions, method, problems, experiments, history, and the large context problem itself. Here we find the clarification of induction and deduction, as well as the proper placing of the thought experiment. In the appendix it is shown how this contextual approach can be used for the teaching of kinematics. It is claimed that when we teach within the contexts of inquiry, physics is liberated from a specifiable method, and becomes historical, relevant, alive, human and exciting. 相似文献
5.
6.
John Corlett 《Quest (Human Kinetics)》2013,65(4):457-458
In a recent issue of Quest, Pringle (2000) asserts a number of criticisms of the achievement goal approach to motivation and claims that conclusions drawn by researchers in this field are “overly optimistic.” In this response, we sugest that Pringle's paper is marked by a limited review of the literature and many erroneous conclusions. Several issues of contention are discussed, and it is proposed that claims of achievement goal theorists are rightly optimistic. In particular, the assertions that the achievement goal area of inquiry is deconrextualized and reductionistic are challenged. It is also argued that the championing of the interpretivist perspective for the study of motivational processes rellected in the Pringle article is inherently biased. In contrast, we suggest that there is not one correct methodology or theoretical perspective for understanding and fostering motivation of young people in physical education and that the achievement goal framework has much to offer with respect to this question. 相似文献
7.
《Journal of moral education》2012,41(3):168-181
Abstract After some preliminary doubts about Kohlberg's method of assessing moral reasoning, his ‘stage‐structural’ theory is criticized under six heads. (1) The claim that the stages constitute structural wholes, representing unified and differentiated patterns of thought: it is argued that the available evidence, and Kohlberg's own methodology, unambiguously implies a developmental continuum, not discrete stage structures. (2) Invariance, which, after counter‐evidence led to a revision in the theory, has yet to be demonstrated. (3) Cultural Universality: it is argued that, because of an ambiguity in the notion of a universal principle, Kohlberg's arguments against cultural relativism tend, if anything, to support it. (4) Logical Necessity: it is argued that Kohlberg shows at most that the sequence forms a hierarchy, from which neither its logical nor even its psychological necessity follows. (5) Increasing Cognitive Adequacy, with the associated claim that it is cognitive conflict which produces movement from one stage to another: it is argued that the empirical evidence conflicts with the theoretical claims, and that the theoretical arguments establish, at most, an increase in moral understanding, which could well increase, rather than decrease, cognitive conflict. (6) Increasing Moral Adequacy: this claim is as yet unjustified in any of its three possible interpretations. Finally it is suggested that Kohlbergian theory is in danger of becoming, in Lakatos's terms, a degenerating research programme. 相似文献
8.
Ronald Barnett 《Educational Philosophy and Theory》2017,49(1):78-88
Almost 40 years ago, a book appeared by J.S. Brubacher entitled On the Philosophy of Higher Education. Today, we have neither its successor nor a sense as to what such a book might contain. The argument here is that we currently lack a recognised subfield of study that might be termed ‘the philosophy of higher education’. The paper attempts to begin to remedy this situation by assembling the main planks of such a field, and identifying broadly the kinds of resources that might be brought together. A particular approach is argued for that builds from a recognition of the university both as institution and as idea. This approach would understand both that the university possesses a social ontology and that the university is accompanied by a widening conceptual hinterland. An undue pessimism is noted, such that the contemporary university is sometimes seen as being subject to overwhelming global forces, which underplays the university’s potential as an agent. It is suggested that an adequate philosophy of higher education would seek to widen the conceptual landscape by identifying universal and imaginative concepts that can assist not merely in understanding the university or in defending the university but in changing it. 相似文献
9.
Agneta Ljung-Djärf 《Early education and development》2013,24(2):330-339
Research Findings: This article is about computer use in 3 Swedish preschools with a specific focus on the preschool teacher's way of managing this use. Data were collected in 3 preschools serving children from 3 to 5 years of age. The data consisted of approximately 13 hr of video-documented observations and interviews with 9 teachers. The study is an example of a situated evaluation, which is an evaluation that takes place within an institutional practice such as a preschool. A key question is how this new artifact should be used in preschool activities. Practice or Policy: The study revealed how political and theoretical visions may be realized in everyday preschool practices. The teacher's approach to computer use was shown to be determined by a combination of the teacher's assumptions about the possibilities of computers and the dominant underlying principle or rationale at work in the preschool. It is argued that the computer is treated differently depending on whether a caring, nurturing, or teaching rationale dominates. It is also argued that the dominant rationale produces three different meaning-shaping practices; in the study, these are labeled protective, supporting, and guiding. These environments afford quite different possibilities for children to learn about and from the computer. 相似文献
10.
J.M. Mitchell 《Asia-Pacific Journal of Teacher Education》1996,24(1):47-61
The relationship between practice‐teaching students and their school‐based supervisors or ‘associates’ is an important aspect of the practicum. This study presents two case‐studies as a means of analysing this relationship and the impact it might have on the future classroom practices of the student teacher. In the first case‐study the relationship is hierarchical: the associate teacher is assumed to know how to be a good teacher, and technical knowledge about ‘good practice’ is merely transmitted to the student. In the second case the opinions and knowledge of both parties are respected, and the student is an active participant in the evaluation process. It is argued that the second approach is more likely to encourage the development of reflective teaching. This study is part of a wider study on the interaction between student teachers and associates in the practicum. 相似文献
11.
Marianne Ellegaard Linn Damsgaard Jesper Bruun Bjørn Friis Johannsen 《Assessment & Evaluation in Higher Education》2018,43(5):727-744
Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative. 相似文献
12.
Florence R. Sullivan 《科学教学研究杂志》2008,45(3):373-394
This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty‐six 11–12‐year‐olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) = 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open‐ended, extended inquiry prompts the utilization of science literacy‐based thinking and science process skills and leads to increased systems understanding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373–394, 2008 相似文献
13.
Maria Araceli Ruiz‐Primo Min Li Kellie Wills Michael Giamellaro Ming‐Chih Lan Hillary Mason Deanna Sands 《科学教学研究杂志》2012,49(6):691-712
The purpose of this article is to address a major gap in the instructional sensitivity literature on how to develop instructionally sensitive assessments. We propose an approach to developing and evaluating instructionally sensitive assessments in science and test this approach with one elementary life‐science module. The assessment we developed was administered to 125 students in seven classrooms. The development approach considered three dimensions of instructional sensitivity; that is, assessment items should: represent the curriculum content, reflect the quality of instruction, and have formative value for teaching. Focusing solely on the first dimension, representation of the curriculum content, this study was guided by the following research questions: (1) What science module characteristics can be systematically manipulated to develop items that prove to be instructionally sensitive? and (2) Are the instructionally sensitive assessments developed sufficiently valid to make inferences about the impact of instruction on students' performance? In this article, we describe our item development approach and provide empirical evidence to support validity arguments about the developed instructionally sensitive items. Results indicated that: (1) manipulations of the items at different proximities to vary their sensitivity were aligned with the rules for item development and also corresponded with pre‐to‐post gains; and (2) the items developed at different distances from the science module showed a pattern of pre‐to‐post gain consistent with their instructional sensitivity, that is, the closer the items were to the science module, the larger the observed gains and effect sizes. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 691–712, 2012 相似文献
14.
Joseph Smith 《Curriculum Journal》2016,27(4):500-517
This paper critically examines the framing of historical knowledge in the primary and ‘broad general education’ phases (ages 4–14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and ‘Experiences and Outcomes’ and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as ‘People, Past Events and Societies’ within the context of a ‘social studies’ curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, ‘Curriculum for Excellence’ offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development. 相似文献
15.
This text is not a research paper, nor an epistemological reflection about the field of comparative education. It is an essay in the literal meaning of the word—‘an attempt, trial, that needs to be put to test in order to understand if it is able to fulfil the expectations’—in which we introduce an interpretation of the current condition of the field of comparative education. In the introduction to this essay we discuss the current phenomenon of a regained popularity of comparative educational research. We believe that this situation has both positive and negative consequences: it can contribute to the renewal of the field or it may be no more than a brief fashion. Our reflections focus on the uses of comparative research in education, not on any precise research question. Even so, only for illustrative purposes, we present some examples related to the European Union. We then go on to discuss current comparative practices, arguing that comparative educational studies are used as a political tool creating educational policy, rather than a research method or an intellectual inquiry. In the two main sections of this text we define two extreme positions: comparison as a mode of governance and comparison as a historical journey. We do recognise that between these two extremes there is room enough to imagine different positions and dispositions. But our intention is to separate very different traditions of the comparative field analytically. Throughout the article we build a case in favour of a comparative-historical approach. Nevertheless, we argue that the reconciliation between ‘history’ and ‘comparison’ will only be possible if we adopt new conceptions of space and time, and of space-time relationship. This is a condition required for the understanding of comparative research in education as a historical journey. 相似文献
16.
There is a fundamental tension in ethnographic research between trying to understand participants from within their own perspective and viewing them with greater distance. With this in mind, the aim of this article is to describe how a reflexive communication model was developed during the study of El Sistema Gothenburg, and to discuss aspects and strategies that are crucial when navigating between an emic and an etic approach. It is argued that by reflexive communication, researchers can make their results useful for participants and that reflecting upon the relationship is even more important when communicating critique. With the help of this model, communication of critical results was facilitated by the establishment of an integrative approach that combined the insiders’ and outsiders’ perspectives and was based on the formation of a strong relationship between the researchers and the participants, as well as by the participants’ own cultivation of theoretical understanding. 相似文献
17.
Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge. 相似文献
18.
Aragón, Acevedo-Díaz and García-Carmona study prospective biology teachers’ understanding of the Nature of Science (NOS). In my comment, I would first like to step back and ask what it is to understand something, i.e. the sciences. I will turn to a quasi-Wittgensteinian epistemological tradition and suggest that, contrary to our habit to associate meaning with definitions, to understand something is, in fact, to engage in the normative practices around it. To understand the sciences then, we don’t need some definition; we need to engage in their practices. I will then turn to NOS research and suggest that NOS terminology, as well as certain NOS teaching practices, often fail to address two seemingly opposite mentalities, both of which prohibit understanding the sciences: scientism, i.e. the implication that there is in fact a definition of science; and relativism, i.e. the implication that, lacking a definition, science is a meaningless term. Both these mentalities could be challenged if NOS incorporated a quasi-Wittgensteinian account of what it is to understand something. In the last part of the paper, I will highlight some promising aspects of NOS research. To be specific, Aragón, Acevedo-Díaz and García-Carmona use the historical case of Semmelweis and childbed fever as a trigger to highlight certain elements of NOS and then facilitate reflective dialogue. Indeed, reflection over particular cases seems to be a promising way to understand the sciences; as a quasi-Wittgensteinian approach would suggest, it allows people to engage in the normative practices of scientific research. In the end, NOS researchers could benefit from such an epistemological account of understanding: avoid misconceptions such as scientism and relativism, as well as provide a strong theoretical background for their recommendations.
相似文献19.
Elin Nilsson 《Educational gerontology》2017,43(2):73-88
Dementia affects cognitive abilities in several ways, memory dysfunction being one of the most common symptoms. Not only does this have implications for the individual diagnosed with dementia, but also for the life shared with others. Spouses in couples share memories and experiences that make up an extensive common ground that constitutes the basis for their interaction. From video-recorded interviews with 12 couples in which one of the spouses is diagnosed with dementia, this study focuses on instances where the spouse with dementia is unable to recollect information that she is presupposed to know, so-called type-1 knowable. Conversation Analysis is used to analyze how the spouses in interaction manage this problem. Two conclusions are argued for: (a) different expectations of what is, or should be, in common ground may cause communicative problems and distress, and (b) spouses without dementia may use fishing techniques as a way of managing problems regarding recalling knowledge. These techniques do not necessarily enable the person with dementia to recall the information; on the contrary they may cause embarrassment for the person with dementia. By adopting a we-perspective approach to service provision, social workers can make a difference for couples and families living with dementia. 相似文献