共查询到20条相似文献，搜索用时 375 毫秒
1.
An Assessment of Statistical Process Control-Based Approaches for Charting Student Evaluation Scores
Xin Ding Don Wardell Rohit Verma 《Decision Sciences Journal of Innovative Education》2006,4(2):259-272
We compare three control charts for monitoring data from student evaluations of teaching (SET) with the goal of improving student satisfaction with teaching performance. The two charts that we propose are a modified p chart and a z‐score chart. We show that these charts overcome some of the shortcomings of the more traditional charts for analyzing SET data. A comparison of three charts (an individuals chart, the modified p chart, and the z‐score chart) reveals that the modified p chart is the best approach for analyzing SET data because it utilizes distributions that are appropriate for categorical data, and its interpretation is more straightforward. We conclude that administrators and faculty alike can benefit by using the modified p chart to monitor and improve teaching performance as measured by student evaluations. 相似文献
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《Ethnography and Education》2013,8(1):76-91
Researchers' reflexivity about how they shape the phenomena that they study within the data collection process is often presented as a crucial component of ethnographic research methodology. Nevertheless, academic literature about ethnography is mostly silent around whether researchers' dreams are relevant to the research process and their interpretation can be considered a valuable material to be reflexive of. While using data from an ethnographic study in two public primary schools in Australia and Slovakia about inclusive education and school leadership, this paper demonstrates how researcher's dreams and their interpretation navigated his decisions about the data collection process, data analysis and ethical aspects of the study. This paper presents original implications for understanding the concept of reflexivity and putting it in practice when employing ethnographic research methodology. 相似文献
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The present study aims to identify the relationship between individuals' multiple intelligence areas and their learning styles with mathematical clarity using the concept of rough sets which is used in areas such as artificial intelligence, data reduction, discovery of dependencies, prediction of data significance, and generating decision (control) algorithms based on data sets. Therefore, first multiple intelligence areas and learning styles of 243 mathematics prospective teachers studying at a state university were identified using the “Multiple Intelligence Inventory for Educators” developed by Armstrong and the “Learning Styles Scale” developed by Kolb. Second, the data was appropriated for rough set analysis and we identified potential learning styles that a student can have based on the learning style s/he already has. Certainty degrees of the learning style sets were αR(D) ≅ 0.717, αR(C) ≅ 0.618, αR(AS) ≅ 0.699, αR(AC) ≅ 0.461, and these sets were found to be rough sets. Finally, decision rules were identified for multiple intelligences and learning styles. 相似文献
4.
There is a need for effect sizes that are readily interpretable by a broad audience. One index that might fill this need is π, which represents the proportion of scores in one group that exceed the mean of another group. The robustness of estimates of π to violations of normality had not been explored. Using simulated data, three estimates of π (π? direct, r, and rrobust) were studied under varying conditions of sample size, distribution shape, and group mean difference. This study demonstrated that r and rrobust were biased estimates of π when data were nonnormal. We recommend that neither be used in estimating π unless data are normally distributed. 相似文献
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This study examined how YouTube creates a unique, nonformal cyberspace for Black females to vlog about natural hair. Specifically, we utilized qualitative video data analysis techniques to understand how using YouTube as a facilitation tool has the ability to collectively capture and maintain an audience of more than a million adult learners. After analyzing 30 videos, 4 themes emerged reflective of how using the technology of video assists these nonformal adult educators with regard to: (a) Demystifying Black Natural Hair Myths, (b) Digital Storytelling as an Educational Tool, (c) The Use of Humor, Honesty, and Humility While Facilitating Adults, and (d) The Natural Hair Thing Extends Beyond Cultural Differences. Lastly, we offer implications for future research with regard to the availability and credibility of YouTube as a data source and alternative qualitative video data analysis techniques. 相似文献
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This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, which is based on two properties: orientation and time. Orientation differentiates and emphasises the significance of choice factors in relation to the school versus the family, and time is related to focus on the present versus the future. The paper subsequently presents the data related to these properties and reflects on the intricate dynamic of parents’ school choice decisions under the Voucher Scheme. 相似文献
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Ian Hembry Rommel Bunuan John M. Ferron Wim Van den Noortgate 《Journal of Experimental Education》2015,83(4):514-546
A multilevel logistic model for estimating a nonlinear trajectory in a multiple-baseline design is introduced. The model is applied to data from a real multiple-baseline design study to demonstrate interpretation of relevant parameters. A simple change-in-levels (ΔLevels) model and a model involving a quadratic function (Quadratic) for the nonlinear intervention phase data were also estimated. In addition, a simulation study was conducted to assess Markov chain Monte Carlo estimation of the logistic model and compare its trajectory recovery with use of the ΔLevels and Quadratic models. While most of the logistic model's parameter values were recovered well, trajectory recovery was very reasonable using the simpler Quadratic model. Results are discussed along with recommendations for practitioners and directions for future research. 相似文献
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Diana S. Ginns Sara E. Moulton Jose M. Castillo Andrew S. Jenkins Jennifer M. Hodnett 《Psychology in the schools》2020,57(7):1003-1021
Using data from a national survey of school psychologists we investigated (a) the extent to which school psychologists supported students' social–emotional and behavioral well-being using data and evidence-based practices programming, (b) how facilitators and barriers impacted school psychologists' service delivery in these areas, and (c) how participants' demographic characteristics predicted facilitators to these practices. The survey was administered to randomly selected National Association of School Psychologists' members. One hundred ninety-nine full-time, school-based school psychologists (24% response rate) completed the survey. Results indicated more practitioners reported using data to design, implement, and evaluate evidence-based strategies for social–emotional and behavioral supports (M = 3.32, SD = 0.90) than reported using evidence-based strategies themselves in these same areas (M = 3.10, SD = 1.05). School psychologists who reported more facilitators were more likely to use data and engage in evidence-based practices related to social–emotional and behavioral supports for students. Results also indicated certain barriers impeded school psychologists' practices in these areas. Few demographic characteristics predicted the presence of facilitators or barriers. Findings from the current study extend the extant literature by providing empirical data on facilitators of and barriers to services related to school psychologists' use of data and evidence-based practices in these areas. 相似文献
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In a recent article, Castro-Schilo, Widaman, and Grimm (2013) compared different approaches for relating multitrait–multimethod (MTMM) data to external variables. Castro-Schilo et al. reported that estimated associations with external variables were in part biased when either the correlated traits–correlated uniqueness (CT-CU) or correlated traits–correlated (methods–1) [CT-C(M–1)] models were fit to data generated from the correlated traits–correlated methods (CT-CM) model, whereas the data-generating CT-CM model accurately reproduced these associations. Castro-Schilo et al. argued that the CT-CM model adequately represents the data-generating mechanism in MTMM studies, whereas the CT-CU and CT-C(M–1) models do not fully represent the MTMM structure. In this comment, we question whether the CT-CM model is more plausible as a data-generating model for MTMM data than the CT-C(M–1) model. We show that the CT-C(M–1) model can be formulated as a reparameterization of a basic MTMM true score model that leads to a meaningful and parsimonious representation of MTMM data. We advocate the use confirmatory factor analysis MTMM models in which latent trait, method, and error variables are explicitly and constructively defined based on psychometric theory. 相似文献
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The purpose of this study is to explore learner engagement and motivation related toFlow particularly in WBI settings. In theFlow state people are absorbed in their activities while irrelevant thoughts and perceptions are screened out. In this article,
we attempted to identify some of the critical elements of learner feelings and WBI features which relate to the experience
ofFlow. Survey data were collected from 266 Korean cyber-university students and the data were subject to factor analyses and multiple
regression to determine the best predictors ofFlow in WBI environments. As a result, six factors, including G-factor for flow, were found. Based on these findings, a theoretical
model for Learner Flow within WBI was proposed 相似文献
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This is a re-analysis of data collected in an evaluation of Sesame Street. The data were obtained from 695 kindergarten-aged children randomly selected from five areas of the United States. The purpose of the study was to examine the effects of Sesame Street in a multi-variate framework, and to develop production functions showing the contributions which could be derived from the production function paradigm, most especially what might be gained by examining the possible results of mixing television viewing with teacher effort.The major findings are that the more a child watches Sesame Street, the more he learns; the higher a child's social class the more he learns from watching the program; and that Sesame Street does not affect disadvantaged children more than advantaged children, and hence has limited utility as a means of reducing differences in school performance between the rich and poor. Limitations in the data prevented calculation of production functions estimating trade-offs between teacher input and television viewing, but the limited data available suggest that mixes are better than either teacher alone or television alone.This research was partially supported by Grant #Y-NGL-008-054 from the National Aeronautics and Space Administration. The authors would also like to acknowledge the support of their colleagues in Washington University's Center for Development Technology. 相似文献
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Victoria Pavlou 《The International Journal of Art & Design Education》2004,23(1):35-47
This paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions. 相似文献
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Allan B. de Guzman Patricia Marie V. Llanes Paula Andrea R. Floresca Nolleen Llanna B. Gonzales 《Educational gerontology》2020,46(8):439-451
ABSTRACT To date, little to no attempt has been made yet to describe how people experience agony, specifically, the elderly population in the penal setting and how exactly this experience of agony affects these marginalized communities. This grounded theory paper aspires to contribute to the understanding of the complexity of agony specifically, shedding light on what happens to incarcerated elderly when they experience this process of agonizing in prison. The Strauss and Corbin grounded theory method of analysis was utilized to generate theories from systematically obtained and analyzed data. A total of 25 respondents were selected using inclusion criteria and chosen through purposive sampling. Subsequently, a two-part data gathering tool was used consisting of a robotfoto and individual interviews. Lastly, the emerged themes were further subjected to member checking procedures to establish the credibility of the data collected. From the vertical and horizontal analyses of the verbalizations and sharings of a select group of elderly prisoners, the Splash Model of Agony has emerged which describes the Triggering, Escalating, and Plummeting phases of their agony while in prison. 相似文献
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John J. McArdle Fumiaki Hamagami Janice Y. Chang Earl S. Hishinuma 《Structural equation modeling》2013,20(4):608-629
The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this article we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2008; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply 3 recently available forms of longitudinal data analysis: (a) Dealing with incomplete data—We apply these methods to cohort-sequential data with relatively large blocks of data that are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (b) Ordinal measurement models (Muthén & Muthén, 2006)—We use a variety of statistical and psychometric measurement models, including ordinal measurement models, to help clarify the strongest patterns of influence. (c) Dynamic structural equation models (DSEMs; McArdle, 2008). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study. 相似文献
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This article is an argument about something that is both important and severely underemphasized in most current science curricula.
The empirical attitude, fundamental to science since Galileo, is a habit of mind that motivates an active search for feedback
on our ideas from the material world. Although more simple views of science manifest the empirical attitude through relation
of theories to data, we describe more recent philosophical scholarship that characterizes the relation of theories to data
through phenomena (regularities in nature’s behavior that can be identified and characterized through data). This view highlights the centrality
of material
practice, in which scientists design data collection events to inform phenomena. Thus manifestation of the empirical attitude in science
is characterized as a design endeavor that involves considerably sophisticated coordination among theories, phenomena, data,
and data collection events. If we want students to learn how to participate in such work, curricula should break down these
complex processes into more basic components at least at the outset. Our recommendation is to begin with design activities
that can focus on the empirical attitude initially without the complex coordination with phenomena and data. We present an
example of such an activity and share results that suggest design activities can target the empirical attitude and be built
upon in curricula to gradually include coordination with phenomena and theories. 相似文献
20.
The purpose of this article is to demonstrate constraining the nominal response model in Mplus software to calibrate data under the partial credit model (PCM) and generalized partial credit model (GPCM). Currently, many researchers are uncertain if the PCM and GPCM can be estimated within Mplus. Through model constraint commands in Mplus, we demonstrate that both models can be estimated in recent versions of this software. We present an example of this approach with data from 522 respondents on a subset of items from the Math Self-Efficacy Scale (Betz & Hackett, 1983). It is demonstrated that the presented model code is a viable way of estimating the models in Mplus. 相似文献