Extending Performance Technology: What to fix when everything's broken     

Mark G. Brown  Joseph E. Schwarz 《Performance Improvement》1988,27(4):6-12

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The Challenge and Attainability of Goals for Adequate Yearly Progress     

Richard D. Schwarz  Wendy M. Yen  William D. Schafer 《Educational Measurement》2001,20(3):26-33

For standards-referenced assessment systems, there is a tension between setting high goals versus attainable ones for adequate yearly progress. The more relevant information that policymakers can consider in setting these goals, the more likely it will be that productive goals are set. Some strategies are presented here that can be used either singly or in combination to evaluate the level of rigor implied by these expectations. These strategies relate to understanding how likely it is, based on past experience, that a particular goal can be met.  相似文献   

WHAT RESPONDENTS LEARN FROM SCALES: THE INFORMATIVE FUNCTIONS OF RESPONSE ALTERNATIVES   总被引：1，自引：0，他引：1  

Schwarz  Norbert 《Int. Journal of Public Opinion Research》1990,2(3):274-285

Survey respondents are often asked to report the frequency withwhich they engage in a certain behavior by checking the appropriatealternative from a list of response categories provided to them.A psychological research program, reviewed in the present paper,indicates that response alternatives are not only measurementdevices but constitute a source of information for the respondent.Specifically, respondents assume that the average or typicalbehavior is reflected by values stated in the middle range ofthe response alternatives and that the extremes of the listreflect the extremes of the distribution. This assumption affectstheir own responses in various ways. First, respondents usethe range of the response alternatives as a frame of referencein estimating their own behavioral frequencies and report higherfrequencies on scales that present high rather than low frequencyresponse alternatives. Second, respondents extract comparisoninformation from their own location on the response scale anduse this information in making comparative judgments. Finally,if the target behavior is open to interpretation, as is oftenthe case when subjective experiences are assessed, respondentsuse the response alternatives to determine the exact referenceof the question. Accordingly, the same question in combinationwith different response alternatives is likely to assess differentexperiences. Implications for questionnaire construction arediscussed.  相似文献   

试论知识迁移的广义相似说与体育教学     

贾琴  刘翠娟 《西安体育学院学报》2004,(Z1)

综合各家迁移理论,应用广义相似原理在教材的选编、教法的选择和练习的设计等方面实现"为迁移而教"的 目的。展望未来,广义相似说在体育教学中的应用具有积极的意义。本文就广义相似说在教材的选编、教法的选择和练 习的设计中的应用作一尝试研究。  相似文献   

Explicit Theory of Mind Is Even More Unified Than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development          下载免费PDF全文

Hannes Rakoczy  Delia Bergfeld  Ina Schwarz  Ella Fizke 《Child development》2015,86(2):486-502

Existing evidence suggests that children, when they first pass standard theory‐of‐mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that he believes his mother is beautiful. In three experiments, 3‐ to 6‐year‐olds' (N = 119) understanding of aspectuality was tested with a novel, radically simplified task. In contrast to all previous findings, this task was as difficult as and highly correlated with a standard false belief task. This suggests that a conceptual capacity more unified than previously assumed emerges around ages 4–5, a full‐fledged metarepresentational scheme of propositional attitudes.  相似文献   

Developmental and compensatory play: a means of facilitating social, emotional, cognitive, and linguistic growth in deaf children     

F H Sisco  P L Kranz  N L Lund  G C Schwarz 《American annals of the deaf》1979,124(7):850-857

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Argumentation for Learning: Well-Trodden Paths and Unexplored Territories     

Christa S. C. Asterhan  Baruch B. Schwarz 《教育心理学家》2016,51(2):164-187

There is increasing consensus among psycho-educational scholars about argumentation as a means to improve student knowledge and understanding of subject matter. In this article, we argue that, notwithstanding a strong theoretical rationale, causal evidence is not abundant, definitions of the objects of study (argumentation, learning) are often not well defined, and the variance in research methods is large. We argue that we systematically review the available research evidence by mapping it on the Argumentation For Learning research framework, which specifies the different antecedents, dialogue characteristics, and learning outcomes of argumentation. In doing so, we identify claims that are supported with substantive empirical evidence and demonstrate which questions are still open to further empirical examination. We also uncover several promising, relatively unexplored venues for future research.  相似文献   

Learning practices and development in yeshivas: historical,social, and cultural perspectives     

Schwarz  Baruch B.  Bekerman  Zvi 《European Journal of Psychology of Education - EJPE》2021,36(4):1181-1198

European Journal of Psychology of Education - Although the yeshiva is the housekeeper of the Jewish tradition of learning, it has undergone dramatic changes along history. We describe these changes...  相似文献   

Attitudes, Behaviors, and Reasons for Changing Responses Following Answer-Changing Instruction   总被引：1，自引：0，他引：1  

Robert F. McMorris  Lawrence P. DeMers  Shirley P. Schwarz 《Journal of Educational Measurement》1987,24(2):131-143

Contrary to the adage warning against changing test answers, mean gain from changing has been an invariant research finding. Consistency of this gain was tested for students instructed about the research results, and composition of the gain was analyzed by examining the students' reasons for changing. Students in six graduate measurement classes instructed about the answer-changing literature responded to three exams and a questionnaire. Mean gain remained positive and consistent with gain for previously studied uninstructed groups; amount of change was also stable. "Rethinking the item and conceptualizing a better answer" was the most frequent reason given for changing. "Rereading the item and better understanding the question" was the second most cited reason, followed by "rereading/rethinking" combined, and "making a clerical error." For each frequently used reason, wrong-to-right (WR) changes were in the majority. Implications for research and practice are discussed.  相似文献   

Impact of model-based science curriculum and instruction on elementary students' explanations for the hydrosphere     

Ben Baumfalk  Devarati Bhattacharya  Tina Vo  Cory Forbes  Laura Zangori  Christina Schwarz 《科学教学研究杂志》2019,56(5):570-597

Developing scientific literacy about water systems is critical for K-12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015 ; Gunckel et al., 2012 ; Zangori et al., 2015 ; Zangori et al., 2017 ). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model-based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5-year, design-based research project focused on the development, implementation, revision, and testing of an enhanced, model-centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al., 2015 a; b; Vo et al., 2015 ; Zangori et al., 2015 ; Zangori et al., 2017 ) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling-enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling-enhanced version of the curriculum showed greater gains in their model-based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.  相似文献