V.  DIFFERENTIATING  DEVELOPMENTAL  TRAJECTORIES FOR  CONDUCT,  EMOTION,  AND  PEER PROBLEMS  FOLLOWING  EARLY  DEPRIVATION     

Edmund J. Sonuga‐Barke  Wolff Schlotz  Jana Kreppner 《Monographs of the Society for Research in Child Development》2010,75(1):102-124

  相似文献   

Improving mathematics results: does teachers’ academic optimism matter? A study of lower secondary schools     

Jana Straková  Jaroslava Simonová  David Greger 《School Effectiveness & School Improvement》2018,29(3):446-463

Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher’s professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students’ outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school’s academic optimism on students’ achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level.  相似文献   

HIGHER EDUCATION IN CZECHOSLOVAKIA: SOME PROBLEMS OF THE TRANSITION PERIOD     

Jana Hendrichová 《Higher Education in Europe》1991,16(3):46-56

The political revolution of November 1989 in Czechoslovakia brought with it a call for systemic changes in higher education, changes which were mandated by the Higher Education Law of May 1990. The Law has given institutions of higher education major academic rights and liberties and has also provided for participative management. The possibility of diversifying study and financial resources as well has also been unveiled. Nevertheless, these positive developments have given rise to problems. Both individual institutions and the system of higher education itself must become more democratic following forty years of oppressive state policies. At the same time, they are also having to face a somewhat restrictive financial situation. Willingly or not, they have to take greater initiatives towards the needs of the economy so that additional resources may be generated. In this ‘context, the new organization and the new institutions of higher education in Czechoslovakia are discussed and recommendations are made for the further development of higher education.

  相似文献   

Why Do Cocks Crow? Children’s Concepts About Birds   总被引：1，自引：0，他引：1  

Pavol Prokop  Milan Kubiatko  Jana Fan&#;ovi&#;ová 《Research in Science Education》2007,37(4):393-405

Research into children’s ideas showed that children’s interpretations of natural phenomena often differ from those of scientists. The aim of our study was to identify children’s ideas of various age classes (7/8–14/15) about birds. A questionnaire with 31 multiple choice and open ended questions and eight photographs were administered to 495 children from 10 elementary schools in Slovakia. Children’s ideas were examined in six dimensions (bird classification, food, senses, communication, migration and breeding including parental care). We found several misconceptions, some of them with both anthropomorphical and teleological reasoning of the children about birds within each dimension. In general, misconceptions were more frequently found in younger children, but several misconceptions were similarly distributed across all age classes.  相似文献   

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model     

Jana Mahlke  Martin Schultze  Tobias Koch  Michael Eid  Regina Eckert  Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.  相似文献   

All Validities are Not Created Equal: Determinants of Variation in SAT Validity Across Schools     

Winny Shen  Paul R. Sackett  Nathan R. Kuncel  Adam S. Beatty  Jana L. Rigdon  Thomas B. Kiger 《教育实用测度》2013,26(3):197-219

Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test–performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT–grade point average validities are discussed.  相似文献   

E-government evaluation: a framework and case study   总被引：2，自引：0，他引：2  

M. P. Gupta  Debashish Jana 《Government Information Quarterly》2003,20(4):226-387

The importance of measuring the performance of e-government cannot be overemphasized. In this paper, a flexible framework is suggested to choose an appropriate strategy to measure the tangible and intangible benefits of e-government. An Indian case study of NDMC (New Delhi Municipal Corporation) has been taken up for analysis and placement into the framework. The results obtained suggest that to have a proper evaluation of tangible and intangible benefits of e-government, the projects should be in a mature stage with proper information systems in place. All of the e-government projects in India are still in a nascent stage; hence, proper information flow for calculating ‘return on e-government’ considering tangible and intangible benefits cannot be fully ascertained.  相似文献   

When I Went to College Is Now Considered History! American Women's Participation in Higher Education in the Twentieth Century     

Jana Nidiffer 《History of education quarterly》2007,47(3):377-388

  相似文献   

Criminology/criminal justice master's programs in the United States: Searching for commonalities     

Jana Bufkin 《Journal of Criminal Justice Education》2013,24(2):239-262

  相似文献   

III. DEPRIVATION-SPECIFIC PSYCHOLOGICAL PATTERNS     

Robert Kumsta  Jana Kreppner  Michael Rutter  Celia Beckett  Jennifer Castle  Suzanne Stevens  Edmund J. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2010,75(1):48-78

  相似文献