Comparing Multidimensional and Unidimensional Proficiency Classifications: Multidimensional IRT as a Diagnostic Aid     

Cindy M. Walker  S. Natasha Beretvas 《Journal of Educational Measurement》2003,40(3):255-275

This research examined the effect of scoring items thought to be multidimensional using a unidimensional model and demonstrated the use of multidimensional item response theory (MIRT) as a diagnostic tool. Using real data from a large-scale mathematics test, previously shown to function differentially in favor of proficient writers, the difference in proficiency classifications was explored when a two-versus one-dimensional confirmatory model was fit. The estimate of ability obtained when using the unidimensional model was considered to represent general mathematical ability. Under the two-dimensional model, one of the two dimensions was also considered to represent general mathematical ability. The second dimension was considered to represent the ability to communicate in mathematics. The resulting pattern of mismatched proficiency classifications suggested that examinees found to have less mathematics communication ability were more likely to be placed in a lower general mathematics proficiency classification under the unidimensional than multidimensional model. Results and implications are discussed.  相似文献   

Historical Views on the Origins of Korea’s Taekwondo     

Cindy Park  Tae Yang Kim 《国际体育史杂志》2016,33(9):978-989

Abstract

The present study reviews the key contents and issues of Traditionalism, New Traditionalism and Revisionism, the key historical views of Taekwondo, with the purpose of focusing on the validity and limitations of New Revisionism. Traditionalism emphasizes that Taekwondo is Korea’s traditional martial art. New Traditionalism accepts this view and also recognizes the partial effect of Karate on Taekwondo without providing enough supporting evidence on their claims. Revisionism also focuses on the effect of Karate on Taekwondo. While New Revisionism shares a similar focus to Revisionism, it also focuses on the effects of Chinese martial arts on Karate and Taekwondo, which have been neglected previously. The validity of New Revisionism was supported with evidence on the following factors: the effect of Chinese martial arts on Karate, the effect of Chinese martial arts on Korea’s top five martial arts schools and their training methods, and the effect of Chinese martial arts appearing in the book written by the figures related to the top five initial martial arts schools after 1945. Despite a few limitations of the current historical views, New Revisionism suggests that Korea’s Taekwondo was affected by Japanese martial arts and Chinese martial arts, both directly and indirectly, in its formation.  相似文献   

Systems learning with a conceptual representation: a quasi-experimental study     

Cindy E. Hmelo-Silver  Rebecca Jordan  Catherine Eberbach  Suparna Sinha 《Instructional Science》2017,45(1):53-72

In this paper, we share results from a classroom intervention that used a conceptual representation to support reasoning about ecosystems. Engaging students in modeling allows them to make their ideas visible while being malleable and available for discussion, which enables students to make meaning out of systems. Further, the Components-Mechanisms-Phenomena (CMP) conceptual representation was designed to enable students to construct coherent mental models. Following our intervention, students deepened their understanding of ecosystem dynamics when compared to students who engaged in traditional instruction without use of the CMP conceptual representation. We discuss our results in terms of data that helped guide the design of the intervention and we describe a theoretical perspective that can be used to guide future instruction.  相似文献   

Is there a thing called dyslexia?     

Aaron  P. G.  Kuchta  Steven  Grapenthin  Cindy Taylor 《Annals of dyslexia》1988,38(1):31-49

A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years because poor readers, regardless of the labels attached to them, resemble each other symptomatically (i.e., in reading achievement). For this reason, it is difficult to establish a priori criteria based on symptoms to identify dyslexia and compare it with other forms of reading disability. One possible solution to this impasse is to see if poor readers differ in the etiology of their reading disability and, if they do, then to see whether one group of poor readers fits the traditional definition of dyslexia. This strategy was adopted in the present study. In this paper, it was hypothesized that the etiology of dyslexia is different from that of other forms of reading disability because there is a difference in the components that malfunction in dyslexia and other forms of reading disability. Studies have shown that the two components that account for a large proportion of variance in reading are decoding and comprehension. Previous studies also indicate that dyslexic children are deficient in decoding skills but not necessarily in comprehension. In this study, reading-disabled children were divided into two groups on the basis of their listening comprehension. Children whose listening comprehension was at or above grade level were placed in one group; poor readers with below-grade-level listening comprehension were placed in the second group. Both groups, however, were matched for reading comprehension. The two groups and a control group of normal readers were administered a number of tasks that were designed to assess the efficiency of the components of reading. It was found that poor readers with normal listening comprehension were deficient in tasks that involved grapheme-phoneme conversion (Component I, decoding). When tested on tasks that minimized decoding requirements, their reading comprehension was comparable to that of normal readers. In contrast, the group with sub-average listening comprehension was poor in measures of reading comprehension, even when decoding requirements were minimal. With the exception of very few children, this group also had adequate decoding skills. Because poor readers with normal listening comprehension had average or above average IQ, they conform to the traditional definition of dyslexia. Poor readers with below average listening comprehension had below average IQ and could be considered as “general reading backward.” It was, therefore, concluded that the etiology of developmental dyslexia is different from that of general reading backwardness. In this paper, the termetiology refers to proximal causal factors such as decoding and comprehension and not to distal causal factors such as genetic and neurological characteristics.  相似文献   

The design and implementation of learning paths in a learning management system     

Cindy De Smet  Tammy Schellens  Bram De Wever  Pascale Brandt-Pomares  Martin Valcke 《Interactive Learning Environments》2016,24(6):1076-1096

Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.  相似文献   

Learning to talk the educational psychology talk through a problem-based course   总被引：3，自引：0，他引：3  

Ellina Chernobilsky  Maria Carolina DaCosta  Cindy E. Hmelo-Silver 《Instructional Science》2004,32(4):319-356

A sociocultural view of learning proposes that learning involves becoming enculturated into a community of practice. A step along the way is learning to use the specialized language of such a community, as language is a crucial tool that regulates participation, mediates cognition and plays a central role in the development of thought. Problem-based learning (PBL), with its emphasis on collaborative discourse, provides opportunities for students to develop the conceptual language of a discipline, which in turn affects cognition. In a problem-based undergraduate Educational Psychology course, many psychological theories, concepts and principles are introduced to pre-service teachers. During the course, as students learn through problem solving, they engage with new knowledge. This evolving knowledge requires new discourse structures that will allow students to express their new ideas and that will ultimately structure students' ways of knowing. The content of group and individual artifacts is analyzed to examine how PBL influences students' language and knowledge development over the course of the semester in an Educational Psychology class (n = 34). The goal of this paper is to present these analyses and to discuss how the change affects students' language and knowledge.  相似文献   

Families who begin versus decline therapy for children who are sexually abused     

Lippert T  Favre T  Alexander C  Cross TP 《Child abuse & neglect》2008,32(9):859-868

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Evolution of the Web revolution     

Gruwell CA 《Medical reference services quarterly》2007,26(3):85-90

The "Navigate the Net" column began in 1994 as a vehicle for health sciences librarians to share their explorations in finding Web-related resources located on the Internet. Over the years, there have been tremendous changes and growth in this very important information vehicle. The current editors of the column assumed their responsibility for the column in the spring of 1998. This article serves as a brief overview reflecting the changes in both the Internet and the resources hosted, maintained, and scrutinized by health sciences librarians and information professionals.  相似文献   

The influence of career experience in defining head injuries: challenges for research     

Christian CW 《Child abuse & neglect》2007,31(4):325-327

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Identifying children at high risk for a child maltreatment report     

Dubowitz H  Kim J  Black MM  Weisbart C  Semiatin J  Magder LS 《Child abuse & neglect》2011,35(2):96-104

Objective

To help professionals identify factors that place families at risk for future child maltreatment, to facilitate necessary services and to potentially help prevent abuse and neglect.

Method

The data are from a prospective, longitudinal study of 332 low-income families recruited from urban pediatric primary care clinics, followed for over 10 years, until the children were approximately 12 years old. Children with prior child protective services involvement (CPS) were excluded. The initial assessment included sociodemographic, child, parent and family level variables. Child maltreatment was assessed via CPS reports. Risk ratios (RRs) and their 95% confidence intervals (CIs) were estimated using Cox regression models.

Results

Of the 224 children without a prior CPS report and with complete data who were followed for an average of 10 years, 97 (43%) later had a CPS report. In a multivariate survival analysis, 5 risk factors predicted CPS reports: child's low performance on a standardized developmental assessment (RR = 1.23, 95% CI = 1.01-1.49, p = .04), maternal education ≤ high school (RR = 1.55, CI = 1.01-2.38, p = .04), maternal drug use (RR = 1.71, CI = 1.01-2.90, p < .05), maternal depressive symptoms (RR per one standard deviation higher score = 1.28, CI = 1.09-1.51, p < .01), and more children in the family (RR per additional child = 1.26, CI = 1.07-1.47, p < .01).

Conclusions

Five risk factors were associated with an increased risk for later maltreatment. Child health care and other professionals can identify these risk factors and facilitate necessary services to strengthen families, support parents and potentially help prevent child maltreatment.  相似文献