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21.
Min-Jeong Jeon Guemin Lee Jeong-Won Hwang Sang-Jin Kang 《Asia Pacific Education Review》2009,10(2):149-158
The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability
theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were
conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability
theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel
models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the
balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained
by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability.
Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within
schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools)
or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores.
Both methods provide very similar reliability estimates of school-level scores. 相似文献
22.
Hyun-Joo Jeon Kyong-Ah Kwon Bridget Walsh Melissa M. Burnham Yun-Jung Choi 《Early education and development》2019,30(1):131-144
Research Findings: This study used teacher questionnaires to investigate the relationships of early childhood education teachers’ depressive symptoms, professional motivation, and job-related stress to their beliefs about children and teaching practices. Teachers (N = 207) were recruited from early childhood education programs in the southern United States. Path analyses showed that teachers who exhibited fewer depressive symptoms were more likely to have a career orientation to their jobs and indicated feeling less job-related stress. Teachers with a career orientation to their jobs were also more likely to have child-centered beliefs and endorse developmentally appropriate teaching practices. Teachers’ job-related stress, however, was not related to beliefs about children or teaching practices. Practice or Policy: These results suggest that teachers’ psychological and job-related well-being are linked to their beliefs about children and teaching practice in early childhood education. It is therefore important to provide support systems and preventive programs for teachers to enhance their well-being. 相似文献
23.
Wim J. van der Linden Minjeong Jeon Steve Ferrara 《Journal of Educational Measurement》2011,48(4):380-398
According to a popular belief, test takers should trust their initial instinct and retain their initial responses when they have the opportunity to review test items. More than 80 years of empirical research on item review, however, has contradicted this belief and shown minor but consistently positive score gains for test takers who changed answers they found to be incorrect during review. This study reanalyzed the problem of the benefits of answer changes using item response theory modeling of the probability of an answer change as a function of the test taker’s ability level and the properties of items. Our empirical results support the popular belief and reveal substantial losses due to changing initial responses for all ability levels. Both the contradiction of the earlier research and support of the popular belief are explained as a manifestation of Simpson’s paradox in statistics. 相似文献
24.
Sarah N. Lang Sarah J. Schoppe-Sullivan Lieny Jeon 《Early education and development》2017,28(1):96-114
By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children’s development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12–36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents’ perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents’ perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement. 相似文献
25.
Abstract Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities. 相似文献
26.
SHIN Bong-cheol KIM Gun-hee CHOI Jin-hwa JEON Byung-cheol LEE Honghee CHO Myeong-woo HAN Jin-yong PARK Dong-sam 《浙江大学学报(A卷英文版)》2006,7(9):1467-1473
INTRODUCTION Recently, the application of the information technology into manufacturing fields gets more and more importance on the whole manufacturing shop floors. Currently, many researches reflect the effec- tiveness of knowledge-based production system re- lated to the exchange and management of various manufacturing information using information tech- nology via the Internet in order to increase the com- petitive power of industries. This research suggests a Web-based machining proce… 相似文献
27.
Arthur C. Graesser Jennifer Wiley Susan R. Goldman Tenaha O’Reilly Moongee Jeon Bethany McDaniel 《Metacognition and Learning》2007,2(2-3):89-105
We investigated the impact of a Web tutor on college students’ critical stance and learning while exploring Web pages on science.
Critical stance is an aspect of self-regulated learning that emphasizes the need to evaluate the truth and relevance of information
as the learner engages in systematic inquiry to answer challenging questions. The Web tutor is called SEEK, an acronym for
Source, Evidence, Explanation, and Knowledge. The SEEK Tutor was designed to promote a critical stance through several facilities
in a computer environment: spoken hints on a mock Google™ search page, on-line ratings on the reliability of particular Web
sites, and a structured note-taking facility that prompted them to reflect on the quality of particular Web sites. We conducted
two experiments that trained students how to take a critical stance and that tracked their behavior while exploring Web pages
on plate tectonics to research the causes of the volcanic eruption of Mt. St. Helens. The SEEK Tutor did improve critical
stance, as manifested in essays on the causes of the volcanic eruption, and did yield learning gains for some categories of
information (compared with comparison conditions). However, many measures were unaffected by either the presence of the SEEK
Tutor or by prior training on critical stance. We anticipate that robust improvements on critical stance and learning will
require more training and/or some expert feedback and interactive scaffolding of critical stance in the context of specific
examples.
This work was conducted while Tenaha O’Reilly was a postdoctoral fellow at the University of Memphis. 相似文献
28.
This article proposes a new type of latent class analysis, joint latent class analysis (JLCA), which provides a set of principles for the systematic identification of the subsets of joint patterns for multiple discrete latent variables. Inferences about the parameters are obtained by a hybrid method of expectation-maximization and Newton–Raphson algorithms. We apply JLCA in an investigation of adolescent violent behavior and drug-using behaviors. The data are from 4,957 male high-school students who participated in the Youth Risk Behavior Surveillance System in 2015. The JLCA approach identifies the different joint patterns of 4 latent variables: violent behavior, alcohol consumption, tobacco cigarette smoking, and other drug use. The JLCA uncovers 4 common violent behaviors and 3 representative behavioral patterns for each of 3 other latent variables. In addition, the JLCA supports 3 common joint classes, representing the most probable simultaneous patterns for being violent and being a drug user among adolescent males. 相似文献
29.
Katerina Bodovski Haram Jeon Soo-yong Byun 《British Journal of Sociology of Education》2017,38(6):887-907
Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and exhibited higher reading achievement. Cultural capital was uniformly positively associated with reading achievement. We found the least stratification by SES in Russia both in the distribution of cultural capital and reading achievement. The findings provide no evidence of the overall decline of the importance of cultural capital over time; most of the associations between cultural capital measures and reading achievement remained stable across the waves. Between-country variation in the findings does not indicate East–West divide (with the exception of Russia). 相似文献
30.
Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献