On Simulation and the Teaching of Statistics     

Ted Hodgson  Maurice Burke 《Teaching Statistics》2000,22(3):91-96

The use of simulation as an instructional tool can promote a deep conceptual understanding of statistics and lead to misunderstandings. Teachers need to be aware of the misconceptions that can arise as a result of simulation and carefully structure classroom activities so as to derive the benefits of this powerful instructional tool.  相似文献   

FRSAD,Semiotics, and FRBR-LRM     

Ted Gemberling 《Cataloging & classification quarterly》2016,54(2):136-144

Philosophy grapples with the deepest and most difficult questions in human life. In a 2012 article, Jonathan Furner raises questions about the “Functional Requirements for Subject Authority Data” (FRSAD) model. Can the FRSAD framers really avoid tackling philosophical questions as they attempt to do—the long-running dispute between nominalists and realists, in particular? This article attempts to flesh out a realist position while showing some implications for the new Functional Requirements for Bibliographic Records-Library Reference Model. It is not clear that FRSAD really takes a realist view, as Furner claims, and a position on the nominalist–realist debate is not necessary for information professionals.  相似文献   

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education   总被引：1，自引：0，他引：1  

Bell  Cheryl  Shepardson  Daniel  Harbor  Jon  Klagges  Hope  Burgess  Willie  Meyer  Jason  Leuenberger  Ted 《Journal of Science Teacher Education》2003,14(1):49-71

Journal of Science Teacher Education -  相似文献   

Research engagement of health sciences librarians: a survey of research-related activities and attitudes     

Susan Lessick  Carol Perryman  Brooke L. Billman  Kristine M. Alpi  Sandra L. De Groote  Ted D. Babin  Jr. 《Journal of the Medical Library Association》2016,104(2):166-173

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Estimating Reliability When all Test Trials are Administered on the Same Day     

Dr. Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(1):222-225

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Book Reviews     

Lynn Davies  Ted Goodhew  Mel Lloyd-Smith  Chris Rendell 《Pastoral Care in Education》2013,31(1):60-67

Steve Adams, Derbyshire LEA/University of Nottingham, Perspectives on Pastoral Care, Woocester, A. and Hall, E. 1986, University of Nottingham School of Education, (No. 5 in Human Relations in Education Series)

Eileen Callely, University of Cardiff, Educational Systems for Disruptive Adolescents, Topping, Keith 1983, Croom Helm Ltd., Beckenham, Kent, U.K. (also St. Martin's Press Inc, New York) £7.95

Susan Heyes, Essex Institute of Higher Education, All in a day's work, Walker, D. 1985, Edward Arnold; Them and Us, Parkes, R. 1985, Edward Arnold

Peter Ribbins, University of Birmingham, GO 87: Graduate Opportunities, Pierce, Liz, (Ed), 1986, Newpoint Publishing, £15.00 pp. 920

Barbara Sharples, Worden High School, Lanes, Child Psychology in Action , John Harris, 1986, Croom Helm

Colin J. Smith, University of Birmingham, Special Need in Ordinary Classrooms, G. Hanko, Publisher: Basil Blackwell  相似文献   

Reading Statistics and Research (5th ed.)     

Ted A. Baumgartner 《Measurement in physical education and exercise science》2013,17(1):52-54

The concept of tournament validity was explored in three studies. In the first study, measures of tournament validity, difficulty, and discrimination were introduced. These measures were illustrated with data from the 2003 Professional Golf Association (PGA) Tour. In the second study, the relationship between difficulty and discrimination was tested by analyzing United States Golf Association slope and course rating data. In the third study, the validity of an entire season of PGA tournaments was examined. Tournaments did differ in validity, and some tournaments were not valid at all. Difficult, high-scoring tournaments were somewhat more valid and led to greater discrimination than low-scoring tournaments. Implications of golf tournament validity are discussed as are implications for measuring the validity of other types of competitions.  相似文献   

Tutorial: Calculating Percentile Rank and Percentile Norms Using SPSS     

Ted A. Baumgartner 《Measurement in physical education and exercise science》2013,17(4):227-233

Practitioners can benefit from using norms, but they often have to develop their own percentile rank and percentile norms. This article is a tutorial on how to quickly and easily calculate percentile rank and percentile norms using SPSS, and this information is presented for a data set. Some issues in calculating percentile rank and percentile norms are discussed, and a comparison between percentile rank and percentile norms is presented. In summary, percentile rank and percentile norms can be quickly and easily developed by using SPSS.  相似文献   

Additional Revised Push-Up Test Norms for College Students     

Arupendra Mozumdar  Ted A. Baumgartner 《Measurement in physical education and exercise science》2013,17(1):61-66

This study was designed to examine the impact of silhouette randomization on the responses to rating scales developed to rate the perceived current and ideal body shape, as well as body dissatisfaction. Seventy students (30 men and 40 women), ages 18 to 43 (M ± SD = 22.1 ± 5.7) years, completed the Stunkard, Sorensen, and Schulsinger (1983) Figure Rating Scale twice, approximately 2 weeks apart in a randomized, counterbalanced order. On one occasion, the traditional scale was completed, and another scale with a randomized set of silhouettes was completed. Results indicated a significant relationship between the traditionally and randomly presented scales for perceived current and ideal body shapes and for body dissatisfaction (all p < .01). Wilcoxon signed-ranks test revealed no significant mean rank difference between the two scales for perceived current and ideal body shapes and body dissatisfaction (all p > .05). Randomization of figures does not appear to have an impact on results from the Figure Rating Scale, and the sequentially presented scale appears to be appropriate for body image assessment.  相似文献   

Measurement Schedules of Sprint Running     

Andrew S. Jackson  Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(4):708-711

Abstract

Four measures of elapsed time were secured on a sample of 76 male physical education majors during a 50-yd. sprint. The subjects were timed during two sprints and measurements were secured at 20, 30, 40, and 50 yd. Ten different measurement schedules were developed from the four measurements. Data revealed that the greatest source of measurement error existed in the first 20 yd. of the sprint. The intraclass reliability estimates of the 10 measurement schedules ranged from .79 to .98.  相似文献