Construction of Educational and Personnel Tests,Kenneth L. Bean,McGraw-Hill Book Company, 231 pages, $4.50     

Harold W. See 《The Educational forum》2013,77(4)

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Managing Knowledge in Early Modern Europe     

Yeo  Richard 《Minerva》2002,40(3):301-314

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Editorial: A new year and a new Associate Editor     

Hsueh-Chia Chang  Leslie Yeo 《Biomicrofluidics》2011,5(1)

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Constructive Use of Authoritative Sources in Science Meaning‐making     

Jennifer Yeo  Seng Chee Tan 《International Journal of Science Education》2013,35(13):1739-1754

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Measuring Children's Age Stereotyping Using a Modified Piagetian Conservation Task     

Sheree T. Kwong See  Carmen Rasmussen  S. Quinn Pertman 《Educational gerontology》2013,39(3):149-165

We examined five-year-old-children's age stereotyping using a modified Piagetian conservation task. Children were asked if two lines of objects were the “same” after one line had been made longer (transformed). A conversational account posits that children's answers reflect assumptions about the asker's motivation for the question (Schwarz, 1996 Schwarz , N. ( 1996 ). Cognition and communication: Judgmental biases, research methods, and the logic of conversation . Mahwah , NJ : Lawrence Erlbaum . [Google Scholar]). We reasoned that when asked by a young adult (puppet Experiment 1, experimenter Experiment 2) children would assume the question is to ascertain if they have noted a perceptual change and would provide answers focused on the change (length). If older adults are assumed to be in decline because of negative age stereotyping, however, children may assume an older adult (puppet, experimenter) is seeking clarification about line equality and would, therefore, give responses focused on the similarity of the lines (number). The expectation that a focus on length or number should differ across puppet/experimenter conditions was supported in both experiments and provides behavioral evidence for children's old age stereotyping.  相似文献   

Is the Secure Base Phenomenon Evident Here,There, and Anywhere? A Cross‐Cultural Study of Child Behavior and Experts’ Definitions     

German Posada  Ting Lu  Jill Trumbell  Garene Kaloustian  Marcel Trudel  Sandra J. Plata  Paola P. Peña  Jennifer Perez  Susana Tereno  Romain Dugravier  Gabrielle Coppola  Alessandro Constantini  Rosalinda Cassibba  Kiyomi Kondo‐Ikemura  Magaly Nóblega  Ines M. Haya  Claudia Pedraglio  Manuela Verissimo  Antonio J. Santos  Ligia Monteiro  Keng‐Ling Lay 《Child development》2013,84(6):1896-1905

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Referee acknowledgment for 2012     

Hsueh-Chia Chang  Leslie Y. Yeo  Editors 《Biomicrofluidics》2013,7(1)

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Coordinating market and evaluation research on the Admissions rating process     

Robert Lay  John Maguire 《Research in higher education》1981,14(1):71-85

A research program is suggested that integrates Admissions procedures and methods of statistical analysis to study the first stage of the Admissions selection process: the rating of applicants. To form the base for evaluation research, a systematic procedure is described that provides an index of applicant quality in the light of institutional goals. Then the rating process itself is explored using a Path Model to measure the contributions of background and achieved characteristics of applicants to their rating. How questions of bias may be raised and pursued is discussed. Applicants are profiled in segments to show how the effects of policy adjustments may be monitored. For doing marketing research, quality-by-enrollment status segments are defined. Using factor analysis models, an analysis of image variance is applied. Next, a discriminant analysis is used to isolate those institutional attributes that most influence higher quality applicants to enroll. Some specifics of a differentiated policy are given in examples. Implications of this integrated approach are discussed.Presented at the Twentieth Annual Forum of the Association for Institutional Research, Atlanta, May 1980.  相似文献   

Educational inclusion in Singapore for children with physical disabilities     

Lay See Yeo  Su-Lynn Tan 《Asia Pacific Journal of Education》2018,38(2):175-186

Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献   

Internationalising a learning environment instrument for evaluating transnational online university courses     

Shelley Yeo  Peter Taylor  Martijntje Kulski 《Learning Environments Research》2006,9(2):179-194

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.  相似文献