Statistics in the service of comparative education     

Idenburg  Philip J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(4):434-452

International Review of Education - A realistic consideration of the part that statistics can play in the study of comparative education must regard as the first desiderata the development of...  相似文献   

Frequency-coordinate vector diagram     

Philip F. Ordung  Herbert L. Krauss 《Journal of The Franklin Institute》1951,251(3):343-350

From the standpoint of circuit synthesis as well as for a fundamental comprehension of circuit behavior, it is desirable to be able to visualize the response of a circuit over an extended frequency range by means of a geometrical construction. Mathematically, the response of a circuit can be expressed with the La Place transform theory as a function of the complex frequency variable, p = α + jωw, in which a is the decrement and ω is the “real” angular frequency. Physically, the nature of the real-frequency response is usually not discernible by casual inspection of the mathematical function. This paper develops a means of visualizing this frequency response readily through the construction of a vector diagram from the response function.  相似文献   

Analysis of faulted power systems, : Paul M. Anderson. 513 pages,diagrams, 7 × 10 in. Iowa State University Press,Ames, Iowa, 1973. Price, $20.00 (approx. £9·95).     

Philip C. Magnusson 《Journal of The Franklin Institute》1974,298(1):79

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Caple's seven laws of luck     

Philip Seyer 《Performance Improvement》1988,27(9):20-20

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State terminology of behavioral disorders     

Ted L. Miller  Michael H. Epstein 《Psychology in the schools》1979,16(2):224-229

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Congruence between educational attitudes and academic philosophies     

John A. Bell  Albert H. Miller 《Psychology in the schools》1979,16(1):154-158

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.  相似文献   

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects          下载免费PDF全文

Jack W. Kostal  Paul R. Sackett  Nathan R. Kuncel  Philip T. Walmsley  Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.  相似文献   

Living in diversity: lesson plans for secondary schools     

Joyce Miller 《British Journal of Religious Education》2012,34(1):104-105

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TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE     

Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163

This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development.  相似文献   

A Review of “Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom”     

Shervette Miller 《Multicultural Perspectives》2013,15(3)

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