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31.
The utility of Orlando and Thissen’s (2000, 2003) S-X2 fit index was extended to the model-fit analysis of the graded response model (GRM). The performance of a modified S-X2 in assessing item-fit of the GRM was investigated in light of empirical Type I error rates and power with a simulation study
having various conditions typically encountered in applied testing situations. The results show that the Type I error rates
were controlled adequately around the nominal alpha by S-X2. The power of the S-X2 statistic was much lower when the source of misfit was multidimensionality than when it was due to discrepancy from the true
GRM curves. Once the data size increased sufficiently, however, appropriate power was obtained regardless of the source of
the item-misfit. In summary, the generalized S-X2 appears to be a promising index for investigating item fit for polytomous items in educational and psychological assessments. 相似文献
32.
Troy Richardson 《Educational theory》2019,69(4):439-453
In discussing open‐mindedness, virtue epistemologists emphasize revising one's cognitive standpoint by taking seriously the views of others, where this process is seen to be a reliable way of identifying one's biases and forming true beliefs. Yet in defending open‐mindedness, virtue epistemologists tend to give little attention to two areas of scholarship. First, they tend to overlook the psychoanalytic challenges of evasion and disavowal that so often operate in the enactment of and attempts at open‐mindedness. Second, they undervalue scholarship that notes the longer arc of a relation between post‐truth conditions and settler colonial structures. In other words, there appears to be an evasion of those views that associate the United States with dispossession, settler colonialism, and projects of decolonization according to postcontinental philosophies. This essay by Troy Richardson clarifies some of the critical vocabulary needed to bridge virtue epistemology committed to open‐mindedness and scholarship that has shifted the terms of analysis toward active projects for decolonization based on postcontinental philosophies. 相似文献
33.
Marc J. Stern B. Troy Frensley Robert B. Powell Nicole M. Ardoin 《Environmental Education Research》2018,24(6):818-830
Role models may be essential in helping students develop environmental literacy and characteristics associated with positive youth development (PYD). We examine the identities of middle school students’ self-reported role models before, immediately after, and three months following an immersive 5-day residential environmental education (EE) experience that targets environmental responsibility, character development and leadership, and attitudes toward school as programmatic outcomes. We explore whether students who identified different types of role models score differently on these factors. Students who identified parents, teachers, and pastors as role models scored higher on each of these outcomes. Moreover, who students identified as role models changed significantly after the EE program. We discuss the potential influence of the program on role model development and implications for EE and PYD programs. 相似文献
34.
Karen A. Gresty Wei Pan Troy Heffernan Andrew Edwards-Jones 《Teaching in Higher Education》2013,18(5):570-585
There is now considerable support in the higher education literature for research-informed teaching as a means of improving student learning, particularly where this involves students as co-investigators. Such an approach, however, comes with a number of risks that have received little pedagogic attention. This paper addresses that knowledge gap by advocating a novel approach to research-informed teaching which adopts a risk-management philosophy. We review the literature surrounding the challenges of this style of teaching and identify why a risk-management approach might be appropriate to address some of the inherent issues of research-informed teaching previously reported. Our findings indicate a range of potential risks associated with either the delivery, or non-delivery, of research-informed teaching. We offer a broad framework categorising these risks. Forming the basis of a wider risk-management approach, this framework could promote increased reflection and enhancement of teaching practice. 相似文献
35.
Troy W. Espe Rebecca M. Wisniewski 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1-2):35-45
University of Wisconsin-Stevens Point Library analyzed 4,567 interlibrary loan borrowing requests for articles and other non-returnables. From 2017–2018, nearly 44% of requests were for items that the library owned electronically. Patrons could have accessed the full-text immediately but submitted interlibrary loan requests instead. This prevalence raises questions about user behavior and deficiencies in discovery tools. 相似文献
36.
The purpose of this research was to examine the consistency between students’ practical and formal understandings of scientific epistemologies (also known as nature of science (NOS) understandings) in the context of a research apprenticeship program. Six high school student participants of a residential summer research apprenticeship program at a major university in the southeastern USA were interviewed twice during their experience to elicit their perspectives regarding their practical epistemologies. A phenomenological approach was used to analyze these interviews. The students held practical epistemological understandings of scientific knowledge that were described as being developmental, valuable, formulaic, and authoritative. A survey administered at the end of the program was used to reveal students’ formal epistemologies of science. These practical and formal epistemologies were described in terms of Sandoval’s (Science Education 89:634–656, 2005) epistemological themes and then compared for all participants. Findings revealed that, for most students, at least some level of consistency was present between their formal and practical epistemological understandings of each theme. In fact, for only one student with one theme, no consistency was evident. These results hold implications for the teaching, learning, and assessment of NOS understandings in these contexts as well as for the design of apprenticeship learning experiences in science. 相似文献
37.
Troy D. Sadler 《Cultural Studies of Science Education》2009,4(3):697-703
This paper provides a critical analysis of some of the issues raised in Simonneaux and Simonneaux’s analysis of socioscientific
reasoning among a group of university level students negotiating three socioscientific issues. I first discuss the labels
used to reference approaches in science education that prioritize socially relevant issues and the science related to these
issues. I draw distinctions between approaches labeled science-technology-society (STS), the socioscientific issues framework,
and les questions socialement vives (socially acute questions), which Simonneaux and Simonneaux introduce. Next, I discuss ways in which Simonneaux and Simonneaux’s
use socioscientific reasoning as an analytic construct varies with respect to its initial conceptualization. The primary distinctions
include linguistic inconsistencies and the conceptual differences these language choices confer, expansion of the construct
to subsume a broader range of practices, and issues related to unit of analysis (i.e., applying socioscientific reasoning
as an analytic resource for assessing individual practice vs. group patterns). Finally, the issue of transfer of socioscientific
reasoning is addressed. When considering the extent to which and how students leverage experiences and practice relative to
the exploration of one socioscientific issue to inform their negotiation of another, I suggest that researchers and practitioners
consider the distinction between the content of arguments advanced and underlying reasoning patterns. The tension between
embedding science in meaningful, specific contexts and promoting forms of scientific literacy applicable to diverse, socially-relevant
issues emerges as an important point of emphasis for educators interested in the socioscientific issues (or socially acute
questions) movement.
相似文献
| Troy D. SadlerEmail: |
38.
Rich Goldman Karen Bartleson Troy Wood Vazgen Melikyan WANG Zhi-hua CHEN Lan 《美中教育评论》2009,6(5):45-50
Rapid changes in integrated circuits （IC） technology and constantly shrinking process geometries demand a new curriculum that meets the contemporary requirements for IC design. This is especially important for 90nm and below technologies and the use of state-of-the-art EDA design tools and advanced IC design techniques. The creation of new curriculum is laborious and requires a combination of effort from many specialists from different countries to obtain the best quality. This paper describes the experience in developing a new microelectronics curriculum, based on using Synopsys EDA tools, that is successfully deployed in leading technical universities around the world. 相似文献
39.
This study seeks to identify and assess factors that contribute to effective independent school governance at the board of trustees level. A review of extant literature reveals two major challenges: (a) definitions and standards of board effectiveness are inconsistent, and (b) there is very little empirical evidence to support existing definitions and notions of effective governance. Study authors have developed a “strategic effectiveness” metric to encompass factors associated with perceptions of board effectiveness and an “institutional performance” metric that includes factors that are critical to the sustainability of independent schools. Survey respondents include 806 heads of school and board chairs. School leaders at six independent schools in the Northeast, Midwest, and the South were interviewed to gather empirical data regarding strategic board governance and institutional performance. This study identifies two areas that impact school leaders’ ability to think and act strategically: (a) intentional acculturation of trustees over extended periods of time (“onboarding”) and (b) strategic identification and cultivation of potential trustees. Both of these factors impact strategic effectiveness and contribute positively to institutional performance. 相似文献
40.
M. Lee Van Horn Yuling Feng Minjung Kim Andrea Lamont Daniel Feaster Thomas Jaki 《Structural equation modeling》2016,23(2):259-269
This article proposes a novel exploratory approach for assessing how the effects of Level-2 predictors differ across Level-1 units. Multilevel regression mixture models are used to identify latent classes at Level 1 that differ in the effect of 1 or more Level-2 predictors. Monte Carlo simulations are used to demonstrate the approach with different sample sizes and to demonstrate the consequences of constraining 1 of the random effects to 0. An application of the method to evaluate heterogeneity in the effects of classroom practices on students is used to show the types of research questions that can be answered with this method and the issues faced when estimating multilevel regression mixtures. 相似文献