Huber Inventory of Trainee Self‐efficacy: Assessment of measurement models     

Adam B. Lockwood  Thomas J. Gross  Ryan L. Farmer  Stephen W. Loke 《Psychology in the schools》2019,56(6):992-1003

The purpose of this study was to further examine the factor structure of the Huber Inventory of Trainee Self‐Efficacy (HITS), a measure of school psychology trainee self‐efficacy. Lockwood et al. (2017, Psychol. Sch., Vol. 54, pp. 655–670) extant data set, collected from 520 school psychology trainees, was utilized. Four measurement models were examined for model fit and factor loadings. Of the four models, a bifactor model with a single latent general self‐efficacy (GSE) and latent domain‐specific factors (i.e., Multidimensional Assessment Skills, Counseling Skills, Professional Interpersonal Skills, and Research Skills) was the most parsimonious. However, standardized loadings indicated that all practice‐related items loaded more significantly onto GSE than their domain‐specific factors, indicating the utility of GSE for practice‐related skills. Of note, the Research Skills factor displayed greater domain‐specific loadings than general loadings. These findings suggest that GSE may be the best indicator of trainee self‐efficacy, though a two‐factor model that represents practical skills versus research skills may also be appropriate. Additionally, reliability scores indicate that subscale interpretation may also be reasonable. Limitations, implications for trainers of school psychologists, and for future research directions are discussed.  相似文献   

Experiential learning and values education at a school youth camp: Maintaining Jewish culture and heritage     

Zehavit Gross  Suzanne D. Rutland 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):29-49

In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to “transmit” knowledge through “evocation”, with the students involved in active learning; while others focus more on students’ “acquisition” of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth.  相似文献   

The use of engineering design scenarios to assess student knowledge of global,societal, economic,and environmental contexts     

Ann F. McKenna  Morgan M. Hynes  Amy M. Johnson  Adam R. Carberry 《European Journal of Engineering Education》2016,41(4):411-425

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations.  相似文献   

Get ready for the gamer generation     

Adam Carstens  John Beck 《TechTrends》2004,49(3):22-25

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Bounds for characteristic exponents of discrete linear time varying systems     

Adam Czornik 《Journal of The Franklin Institute》2010,347(2):502-507

In this paper we introduce certain constants that characterize exponential stability or exponential unstability of discrete linear time varying systems. We also present bounds for Lyapunov and Perron exponents in terms of the introduced constants.  相似文献   

What types of functions may be the lower Bohl function of a diagonal discrete linear time-varying systems?     

Artur Babiarz  Adam Czornik  Alexander Konyukh  Michał Niezabitowski 《Journal of The Franklin Institute》2017,354(13):5131-5144

In this paper, we give the necessary and sufficient conditions for a function f to be a lower Bohl function of a diagonal discrete linear time-varying systems.  相似文献   

“Beyond BIO2010: Celebration and Opportunities” at the Intersection of Mathematics and Biology     

John R. Jungck  Holly D. Gaff  Adam P. Fagen  Jay B. Labov 《CBE life sciences education》2010,9(3):143-147

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留学的可知风险(1780～1880):国家主义、国际主义与美国大学的起源     

亚当·R.尼尔逊  朱知翔 《北京大学教育评论》2010,8(3):111-133,190

在美国从殖民地走向独立的过程中,政治领袖们常常将教育视为国家进步的工具之一.学校和学院成为培养国家认同感和民族统一的理想场所,教育的"功用"与对国家繁荣、安全、和谐的追求紧密结合.美国革命初期,民族领袖们就教育与国家发展提出了一系列提议.其中,他们着重考虑了国立大学的提议--即建立一所确保美国立于世界开化国家之列的研究生教育机构.每一个关于国立大学的提案中都包含追求国家独立与清楚认识美国与欧洲的持续联系的深层矛盾.一些人认为欧洲能提供最好的高等教育机会,另一些人则警示国人有可能遭受来自海外的政治和学术"污染".因此.美国独立战争后主要的矛盾就在于留学海外的可知风险.本文认为,1780～1800年间,阻止未来的领导者留学海外的希望是推动美国高等教育发展的主要动力.  相似文献   

Regression Effects in Angoff Ratings: Examples from Credentialing Exams     

Adam E. Wyse 《教育实用测度》2018,31(1):68-78

This article discusses regression effects that are commonly observed in Angoff ratings where panelists tend to think that hard items are easier than they are and easy items are more difficult than they are in comparison to estimated item difficulties. Analyses of data from two credentialing exams illustrate these regression effects and the persistence of these regression effects across rounds of standard setting, even after panelists have received feedback information and have been given the opportunity to discuss their ratings. Additional analyses show that there tended to be a relationship between the average item ratings provided by panelists and the standard deviations of those item ratings and that the relationship followed a quadratic form with peak variation in average item ratings found toward the middle of the item difficulty scale. The study concludes with discussion of these findings and what they may imply for future standard settings.  相似文献   

Examining How Professional Roles and Test Development Experiences Impact Angoff Ratings     

Adam E. Wyse 《教育实用测度》2018,31(4):324-334

An important consideration in standard setting is recruiting a group of panelists with different experiences and backgrounds to serve on the standard-setting panel. This study uses data from 14 different Angoff standard settings from a variety of medical imaging credentialing programs to examine whether people with different professional roles and test development experiences tended to recommend higher or lower cut scores or were more or less accurate in their standard-setting judgments. Results suggested that there were not any statistically significant differences for different types of panelists in terms of the cut scores they recommended or the accuracy of their judgments. Discussion of what these results may mean for panelist selection and recruitment is provided.  相似文献