Easier Said Than Done: Rejoinder on Sijtsma and on Green and Yang     

Ernest C. Davenport  Mark L. Davison  Pey‐Yan Liou  Quintin U. Love 《Educational Measurement》2016,35(1):6-10

The main points of Sijtsma and Green and Yang in Educational Measurement: Issues and Practice (34, 4) are that reliability, internal consistency, and unidimensionality are distinct and that Cronbach's alpha may be problematic. Neither of these assertions are at odds with Davenport, Davison, Liou, and Love in the same issue. However, many authors in the testing community mention these terms not only together, but sometimes as if they are synonymous. Moreover, Cronbach's coefficient alpha is very popular as an index of reliability. Thus, articles discussing alpha are not only appropriate, but necessary. Our concerns are the same as formed the genesis of prior (2009) articles by these same authors, Sijtsma and Green and Yang. This rejoinder also makes comments about item parcels when tests are multidimensional and about factor analytic approaches to assessing reliability.  相似文献   

Ultra-ionization potentials of mercury     

Ernest Orlando Lawrence 《Journal of The Franklin Institute》1927,204(1):91-94

  相似文献   

Analysis of “Eggio:” a preparation of the yolk of eggs     

Charles S. Boyer 《Journal of The Franklin Institute》1892,133(3):205-206

  相似文献   

Changing lead into gold     

Ernest R. House 《Interchange》1981,12(1):22-26

  相似文献   

Adaptive Instructional Strategies for Teaching Rules in Mathematics     

Steven M. Ross  Ernest A. Rakow 《Educational technology research and development : ETR & D》1982,30(2):67-74

These researchers explored ways of adapting instruction to individual students. In one experiment, as an incentive for focusing on more difficult learning tasks, they assigned more points to tasks predicted to be difficult for the student. In a second experiment, they varied both incentives and number of examples offered to demonstrate the tasks, again on the basis of pretest scores. Included is a discussion of how the findings-that both techniques are beneficial—can be applied in classroom instruction. The authors acknowledge the contribution of Duncan N. Hansen, who directed the research project involving performance of the present studies and participated in the writing of earlier drafts. Requests for reprints should be sent to Steven M. Ross, Foundations of Education, Memphis State University.  相似文献   

The Planet Mars and Science in Victorian America     

George Ernest Webb 《Journal of American culture (Malden, Mass. : 2003)》1980,3(4):573-580

  相似文献   

HAROLD ORDWAY RUGG, 1886–1960     

B. Othanel Smith  F. Ernest Johnson  Carelton Washburne  Theodore Brameld 《Educational theory》1960,10(3):176-181

  相似文献   

Enhancing the MeSH thesaurus to retrieve French online health resources in a quality-controlled gateway     

Douyère M  Soualmia LF  Névéol A  Rogozan A  Dahamna B  Leroy JP  Thirion B  Darmoni SJ 《Health information and libraries journal》2004,21(4):253-261

The amount of health information available on the Internet is considerable. In this context, several health gateways have been developed. Among them, CISMeF (Catalogue and Index of Health Resources in French) was designed to catalogue and index health resources in French. The goal of this article is to describe the various enhancements to the MeSH thesaurus developed by the CISMeF team to adapt this terminology to the broader field of health Internet resources instead of scientific articles for the medline bibliographic database. CISMeF uses two standard tools for organizing information: the MeSH thesaurus and several metadata element sets, in particular the Dublin Core metadata format. The heterogeneity of Internet health resources led the CISMeF team to enhance the MeSH thesaurus with the introduction of two new concepts, respectively, resource types and metaterms. CISMeF resource types are a generalization of the publication types of medline. A resource type describes the nature of the resource and MeSH keyword/qualifier pairs describe the subject of the resource. A metaterm is generally a medical specialty or a biological science, which has semantic links with one or more MeSH keywords, qualifiers and resource types. The CISMeF terminology is exploited for several tasks: resource indexing performed manually, resource categorization performed automatically, visualization and navigation through the concept hierarchies and information retrieval using the Doc'CISMeF search engine. The CISMeF health gateway uses several MeSH thesaurus enhancements to optimize information retrieval, hierarchy navigation and automatic indexing.  相似文献   

Whitehead and the Implications of the Process Metaphor for Mathematics     

Paul Ernest 《Interchange》2000,31(2-3):225-241

In Principia Mathematica Whitehead and Russell erected one of the cornerstones of modernist philosophy of mathematics. However, as an epistemological project seeking to secure the foundations of mathematics, this attempt failed, as Whitehead acknowledged. His later work in process philosophy represented a new direction. Although not explicitly a philosophy of mathematics, it provides a suggested metaphor for philosophy of mathematics. This paper explores the possible implications of organismic and process philosophy, both for the philosophy of mathematics, and for mathematics education and teaching.  相似文献   

Adapted Verbal Feedback,Instructor Interaction and Student Emotions in the Landscape Architecture Studio          下载免费PDF全文

Carl A. Smith  Mark E. Boyer 《The International Journal of Art & Design Education》2015,34(2):260-278

In light of concerns with architectural students’ emotional jeopardy during traditional desk and final‐jury critiques, the authors pursue alternative approaches intended to provide more supportive and mentoring verbal assessment in landscape architecture studios. In addition to traditional studio‐based critiques throughout a semester, we provide privately held, one‐on‐ one feedback at the semester's close that follows a mentor–trainee model of purposeful interface and a vision of where the student is going. This article reports 82 landscape architecture students’ experience of this adapted verbal feedback. The findings suggest an overwhelming positive student experience, and we conclude that these sessions help balance the emotional challenge of architectural study with nurturing support. Furthermore, the students’ positivity was not influenced by their experiences in the previous class. We therefore conclude that the adapted feedback sessions provide appropriate closure, even when (perhaps particularly when) a student has had a negative emotional experience during the class.  相似文献