The Impact of Three Factors on the Recovery of Item Parameters for the Three-Parameter Logistic Model     

Kyung Yong Kim  Won-Chan Lee 《教育实用测度》2017,30(3):228-242

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The international flow of third level lesser developed country students to developed countries: Determinants and implications     

Kiong Hock Lee  Jee Peng Tan 《Higher Education》1984,13(6):687-707

This study analyses the international flow of third level developing country students to advanced countries from the perspective of sending authorities in developing countries. The magnitude of this flow can hardly be overemphasized; on the basis of a conservative estimate made in the article, the annual loss of foreign exchange entailed by this flow amounted to 17 percent of the interest repayment on total external debts of the lesser developed countries (LDCs) in 1979, a sum which the developing countries themselves can hardly ignore.On an aggregate basis, our principal hypothesis is that the outflow of students is determined primarily by excess demand for third level education in developing countries. The empirical results support this hypothesis, while pointing to the importance of other factors. Excess demand for third level education in the developing countries is one of the most important determinants of the flow of developing country students to the advanced countries.On the whole, expansion of developing country tertiary education, at the national or regional levels, could effectively divert some of the flow to local institutions. Aside from this, expansion can also be argued on the basis of the high returns to third level education in developing countries compared to the returns to physical capital, as well as the considerable economies of scale associated with this level of instruction. Further, given the willingness/ability of the students to pay, as witnessed by the fact that the vast majority of developing country students finance privately their education abroad, the expansion of third level education in LDCs could be funded substantially via user charges and student loan schemes.  相似文献   

Parameter Invariance and Skill Attribute Continuity in the DINA Model          下载免费PDF全文

Daniel M. Bolt  Jee‐Seon Kim 《Journal of Educational Measurement》2018,55(2):264-280

Cognitive diagnosis models (CDMs) typically assume skill attributes with discrete (often binary) levels of skill mastery, making the existence of skill continuity an anticipated form of model misspecification. In this article, misspecification due to skill continuity is argued to be of particular concern for several CDM applications due to the lack of invariance it yields in CDM skill attribute metrics, or what in this article are viewed as the “thresholds” applied to continuous attributes in distinguishing masters from nonmasters. Using the deterministic input noisy and (DINA) model as an illustration, the effects observed in real data are found to be systematic, with higher thresholds for mastery tending to emerge in higher ability populations. The results are shown to have significant implications for applications of CDMs that rely heavily upon the parameter invariance properties of the models, including, for example, applications toward the measurement of growth and differential item functioning analyses.  相似文献   

A Nested Logit Approach for Investigating Distractors as Causes of Differential Item Functioning     

Youngsuk Suh  Daniel M. Bolt 《Journal of Educational Measurement》2011,48(2):188-205

In multiple‐choice items, differential item functioning (DIF) in the correct response may or may not be caused by differentially functioning distractors. Identifying distractors as causes of DIF can provide valuable information for potential item revision or the design of new test items. In this paper, we examine a two‐step approach based on application of a nested logit model for this purpose. The approach separates testing of differential distractor functioning (DDF) from DIF, thus allowing for clearer evaluations of where distractors may be responsible for DIF. The approach is contrasted against competing methods and evaluated in simulation and real data analyses.  相似文献   

Book Review: A review of the book by Elizabeth de Freitas and Nathalie Sinclair (2014) Mathematics and the body: Material entanglements in the classroom     

Frances K. Harper  Heejoo Suh  Julie Nurnberger-Haag  Beth Herbel-Eisenmann 《Educational Studies in Mathematics》2015,90(2):221-230

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A cross-cultural comparison of cognitive and affective mediators in the relationship between media use and body image disturbance: focusing on US and Korean women     

Kyung Bo Kim  Jennifer Stevens Aubrey 《亚洲交流杂志》2015,25(5):507-524

This study examined whether the relationship between cumulative thin-ideal media and body image disturbance is mediated by (1) cognitive variables, including beliefs about normative thinness and thinness prevalence and (2) affective variables, including dejection and agitation. Also, this study tested whether mediating effects would be different across cultures. Results revealed that perception about normative thinness mediated the relationship between thin–ideal media use and body image disturbance among both US and Korean participants and the effect was stronger for Korean participants. Thinness prevalence estimation did not mediate thin-ideal media use and body image disturbance in either Korean or US participants. Dejection was a statistically significant mediator for the relationship between thin-ideal media use and body image disturbance for both Korean and US participants, but no cultural differences were found. Agitation was also a statistically significant mediator for thin-ideal media use and body image disturbance, but only for Korean participants. Cultural differences in mediating effects were explained based on individualism and collectivism.  相似文献   

The present and future state of blended learning in workplace learning settings in the United States     

Kyong‐Jee Kim  Curtis J. Bonk  Eunjung Oh 《Performance Improvement》2008,47(8):5-16

This article reports a survey about blended learning in workplace learning settings. The survey found that blended learning gained popularity in many organizations but also that several barriers exist in implementing it. This survey also includes predictions on instructional strategies, emerging technologies, and evaluation techniques for blended learning.  相似文献   

Decentralised and Private Education: the case of Pakistan     

Emmanuel Jimenez  Jee Peng Tan 《比较教育学》1987,23(2):173-190

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Cultural Trait Vs. Personality Trait: Predicting the Appeal of Korean Entertainment among Asian Viewers in Singapore,Taiwan, and Hong Kong     

Jinhee Kim  Hye Kyung Kim  Sojung Kim  Shu-Fang Lin 《广播与电子媒介杂志》2019,63(2):285-303

This research explores transnational consumption of Korean entertainment among Asian viewers. To explain the appeal of Korean entertainment, this research focuses on mixed response of two opposing states (e.g., laughing and crying) that are induced, and examines the theoretical framework of personality trait (need for affect) vs. cultural trait (naïve dialecticism). Results from a survey (n = 745) reveal that mixed response mediates the positive association between naïve dialecticism (not need for affect) and the appeal. Findings are discussed regarding a cultural trait that predicts Asian viewers’ gratification from experiencing culturally fit emotions that fulfill central cultural (vs. personal) goals.  相似文献   

The influence of narrative and expository lesson text structures on knowledge structures: alternate measures of knowledge structure     

Roy?B.?ClarianaEmail author  Michael?B.?Wolfe  Kyung?Kim 《Educational technology research and development : ETR & D》2014,62(5):601-616

This investigation applies two approaches for representing and comparing text structures as undirected network graphs to describe the influence of narrative and expository lesson texts on readers’ knowledge structure elicited as free recall. Narrative and expository lesson texts and undergraduate participants’ free recall essays (n = 90) from a study by Wolfe and Mienko (Br J Educ Psychol 77, 541–564, 2007) were reanalyzed for lexical proximity as sequential occurrence of selected important terms in the text and as actual minimum distances between these terms. The proximity data were then rendered as Pathfinder networks for analysis. Compared to human-rater benchmark measures, the convergent validity of the sequential approach (range of r = .53 to .83, median r = .70) was a little better than that of the minimum distance approach (.51 to .80, median r = .67). Further, we anticipated that the lesson text structure would be reflected in the text structure of the free recall essays, but this was not observed. On average, the essays in all three lesson conditions tended to converge on a sequential expository structure. Further, compared to the expository lesson texts, the narrative lesson text had a distinctly different influence on posttest recall essay text structures. Overall then, the sequential occurrence approach appears to provide a reasonably good, automatically derived method for representing and comparing lesson texts and participants’ essays as network graphs. If further confirmed and fully automated, there is a wide range of application of such measurement approaches for learning and research.  相似文献