The utility of graphical representations in text: Some theoretical and empirical issues     

Ralph E. Reynolds  Dale R. Baker 《科学教学研究杂志》1987,24(2):161-173

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Performance Assessment and Equity: a view from the USA     

Eva L. Baker  Harold F. O'Neil Jr 《Assessment in Education: Principles, Policy & Practice》1994,1(1):11-26

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Successful diversity management initiatives: A blueprint for planning and implementation: by Patricia Arredondo. Thousand Oaks, CA: Sage, 1996. 228p. $45.00 (cloth); $21.95 (paper). ISBN 0-8039-7290-3 (cloth). ISBN 0-8039-7291-1 (pbk)     

Nancy L. Baker  Director 《The Journal of Academic Librarianship》1997,23(6):538-539

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A model of competition and monopoly in the record industry     

Alan J. Baker 《Journal of Cultural Economics》1991,15(1):29-53

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TESTING CREATIVITY IN THE ACADEMIC ENVIRONMENT     

J.E. Baker 《European Journal of Engineering Education》1978,3(2):149-154

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A Comparison of Two Procedures for Computing IRT Equating Coefficients     

Frank B. Baker  Ali Al-Karni 《Journal of Educational Measurement》1991,28(2):147-162

In order to equate tests under Item Response Theory (IRT), one must obtain the slope and intercept coefficients of the appropriate linear transformation. This article compares two methods for computing such equating coefficients–Loyd and Hoover (1980) and Stocking and Lord (1983). The former is based upon summary statistics of the test calibrations; the latter is based upon matching test characteristic curves by minimizing a quadratic loss function. Three types of equating situations: horizontal, vertical, and that inherent in IRT parameter recovery studies–were investigated. The results showed that the two computing procedures generally yielded similar equating coefficients in all three situations. In addition, two sets of SAT data were equated via the two procedures, and little difference in the obtained results was observed. Overall, the results suggest that the Loyd and Hoover procedure usually yields acceptable equating coefficients. The Stocking and Lord procedure improves upon the Loyd and Hoover values and appears to be less sensitive to atypical test characteristics. When the user has reason to suspect that the test calibrations may be associated with data sets that are typically troublesome to calibrate, the Stocking and Lord procedure is to be preferred.  相似文献   

Applying productivity indices as an innovation for motivating individual and institutional initiatives for faculty renewal     

Merl Baker 《Innovative Higher Education》1991,16(2):157-171

The enthusiasm of faculty for their respective academic pursuits is recognized as a most important issue in most American institutions of higher education. Numerous approaches have been described and advocated to enhance faculty satisfaction with their work with a growing appreciation for the value of renewal programs. Self renewal through challenging work assignments is deemed a most practical approach and can be achieved practically within tightening financial restraints. A major handicap to the exploitation of self renewal programs has been a lack of tangible measurements of achievements in the academic functions being pursued. This paper proposes the use of functional productivity indices as tools for motivating renewal opportunities and assessing experiences.  相似文献   

MEASURING SCHOOL PSYCHOLOGY TRAINEE SELF‐EFFICACY          下载免费PDF全文

Adam B. Lockwood  John Mcclure  Karen Sealander  Courtney N. Baker 《Psychology in the schools》2017,54(6):655-670

There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed.  相似文献   

Avoiding the Issue of Gender in Japanese Science Education     

Kathryn Scantlebury  Dale Baker  Ayumi Sugi  Atsushi Yoshida  Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438

This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option “I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some items up to 67% of the males responded that they did not understand the question. Females in science choosing this option did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States and in other countries. Respondents held the most favorable views of science when they were in elementary school and females preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and science teachers is that male non-science majors rather than female non-science majors reported poor academic performance in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science teacher and science subjects.  相似文献   

State-formation,teaching techniques,and globalisation as aporia     

Bernadette Baker 《Discourse: Studies in the Cultural Politics of Education》2005,26(1):45-77

This paper conjoins Derrida's analysis of aporia and boderlines with Foucault's genealogical sensibilities to rethink the attribution of recent events in education to globalisation. Three analytical domains are linked to historicise student-teacher interaction: studies of pedagogical techniques, sociological analyses of the state, and philosophical conceptions of Being and desire. This confluence of domains makes apparent multiple efforts to transgress noncrossable borders in educational work, suggesting new conceptualisations of justice and ethical responsibility in the analysis of classroom life.  相似文献