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Multicolinearity and Indicator Redundancy Problem in World University Rankings: An Example Using Times Higher Education World University Ranking 2013–2014 Data 
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下载免费PDF全文 Soh Kaycheng 《Higher Education Quarterly》2015,69(2):158-174
World university ranking systems used the weight‐and‐sum approach to combined indicator scores into overall scores on which the universities are then ranked. This approach assumes that the indicators all independently contribute to the overall score in the specified proportions. In reality, this assumption is doubtful as the indicators tend to correlate with one another and some highly so. This causes the multicolinearity problem rending some predictors redundant. At the same time, some indicators may contribute so little to the overall score and thus making them non‐contributing. When overlapping and non‐contributing indicators are retained, the overall score takes on a meaning very different from what it is originally intended to be. Using data for the top 101 universities of the Times Higher Education World University Ranking 2013–2014, these problems are demonstrated and a solution is suggested. This resulted in a new overall scores made up of only two of the six indicators, namely ‘research’ and ‘citation’. The universities were then ranked on the basis of the new overall score and compared with the original. It was also noticed that some of the universities have had their original overall scores inflated by the non‐contributing indicators and hence were over‐ranked. Implications for using the new overall and ranking are discussed. 相似文献
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A sample of 209 secondary (12th grade) students were tested for their knowledge of Chinese characters, words, and idioms as specified in a Chinese Language syllabus. The students also took comprehension tests in the form of cloze tests based on passages selected from Chinese newspapers and literary works, covering occupations, social events, sports, leisure pursuits and international news. Although performance in curriculum-based tests was satisfactory, the students were found to have difficulty comprehending life-based reading materials. Probable causes for the lack of consistency between performances in the tests using different reading materials are discussed. 相似文献
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R Mosbergen Chin Long Fay Goh Soo Tian Soh Kay Cheng Tan Wee Kiat 《Asia Pacific Journal of Education》1983,5(1):1-5
This article is a summary of the Survey of Teacher Education Objectives: The Views of Diploma in Education Students published as a monograph in 1982. A report of the previous study was published in 1981 and a summary of the report appeared in Vol. 4 No. 1 of this Journal. 相似文献
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A national web-based survey was administered to 700 undergraduate computer science (CS) programs in the United States as part of a stratified random sample of 797 undergraduate CS programs. The 251 program responses (36% response rate) regarding social and professional issues are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, how social and professional issues are integrated, perceptions of CS faculty regarding the importance of social and professional issues, pedagogies used to teach social and professional issues, and what specific social and professional topics have been included in the CS curriculum. Additionally, we (a) provide suggestions for CS programs regarding the integration of social and professional issues into the CS curriculum, (b) suggest ways to encourage more social and professional coverage in CS programs, pedagogy, and (c) recommend what social and professional topics should be included in future CS curriculum reports. 相似文献
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Soh Kay-Cheng 《Asia Pacific Journal of Education》1987,8(1):89-91
Teachers today are continually charged with new responsibilities as a response to the changing world outside the school. Changes in the society at large require corresponding changes within the school if the latter is to be responsive to society's ever-changing needs. To the extent that stress experienced by teachers affects their attitudes towards responsibility and change, which in turn affect their professional performance, the importance of teacher stress cannot be over-emphasized. That twice as many teachers as other professionals in human services reported nervous strain indicates an aggravated situation (Cox et al., 1978). 相似文献
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Listening plays a crucial part in the learning of overseas students in the United Kingdom. Students can never follow a lecture or discussion in English without listening. Traditional classroom teaching in listening limits students＇ time and space. However, the Web-based listening course accommodates listeners a great deal, enabling them to access the Internet at their own pace. In this paper, the author would like to study on a language learning Website for developing learners＇ listening skills, designed by the CELE （Centre for English Language Education） at the University of Nottingham. In the first part, the author will review the issues concerning listening, conventional materials design, CALL （computer assisted language learning） and actual Websites established for EAP （English academic purposes）. Through analysis, the author would develop a set of evaluation criteria in order to evaluate the CELE listening Website. These guidelines should also be helpful for teachers and students to select suitable online listening materials. By using these criteria and comparing with other Websites for similar purposes, the author would highlight the strengths and weaknesses of the CELE Website and offer suggestions for its improvement. In the last section, the author would consider the generalisability of the Website in respect of design principles, exercise types and tools, to check whether it is appropriate for teaching listening in a specific context and whether it is applicable for creating a parallel site developing reading skills. 相似文献