排序方式： 共有16条查询结果，搜索用时 15 毫秒
11.
SUSAN EMBRETSON LISA M. SCHNEIDER DAVID L. ROTH 《Journal of Educational Measurement》1986,23(1):13-32
This study examines the influence of processing strategies, and the associated metacomponents that determine when to apply them, on the construct validity of a verbal reasoning test. Three strategies for solving verbal analogy items were examined: a rule-oriented strategy, an association strategy, and a partial rule strategy. Construct validity was studied in two separate stages: construct representation and nomothetic span. For construct representation, evidence was obtained that all three strategies, and their related metacomponents, are associated with performance on analogy items. For nomothetic span, the current study found that all three strategies contribute to individual differences in verbal reasoning and to the predictive validity of the test. The results of this study also point to the utility of metacomponents as constructs for describing and understanding test performance. Implications of the results for test development and theories of aptitude are elaborated. 相似文献
12.
13.
LISA WEEMS 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):194-211
The notion of desire in theorizing pedagogical relations has a long tradition within foundations of education. Contemporary scholarship on desire in educational theory is informed by sexuality studies and queer theory. This article both builds and expands contemporary dialogue on desire as informed by some of the debates within sexuality studies, and feminist and queer theory. In this article, I investigate elements of desire that are considered dangerous in pedagogical contexts such as “excess” and “devotion.” I then provide an interpretation of the productive nature of conflict and desire in pedagogical encounters. Finally, I explore the pleasure and pain of desires, tension, and conflict as necessarily dangerous and dangerously necessary elements of learning and pedagogical encounters. 相似文献
14.
15.
16.
Data-driven decision making has become an essential component of educational practice across all levels, from chief state school officers to classroom teachers, and has received unprecedented attention in terms of policy and financial support. It was included as one of the four pillars in the American Recovery and Reinvestment Act (2009), indicating that federal education officials seek to ensure that data and evidence are used to inform policy and practice. This article describes the emergence of data-driven decision making as a topic of interest, some of the challenges to and opportunities for data use, and how the principles of educational psychology can and must be used to inform how educators are using data and the examination of its impact on educational practice. 相似文献