A Systematic Evaluation and Comparison Between Exploratory Structural Equation Modeling and Bayesian Structural Equation Modeling     

Jiesi Guo  Herbert W. Marsh  Philip D. Parker  Theresa Dicke  Oliver Lüdtke  Thierno M. O. Diallo 《Structural equation modeling》2019,26(4):529-556

In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller.  相似文献   

An accomplished teacher's use of scaffolding during a second-grade unit on designing games     

Chen W  Rovegno I  Cone SL  Cone TP 《Research quarterly for exercise and sport》2012,83(2):221-234

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Discipline cost indices and their applications   总被引：1，自引：1，他引：0  

Theresa Y. Smith 《Research in higher education》1992,33(1):59-70

Differences in institutional reporting and accounting often reduce the comparability in expenditure data among institutions. This particularly affects interinstitutional comparisons of discipline unit costs, that is, expenditures per credit hour or expenditures per weighted credit hour. To overcome this comparability problem, discipline cost indices have been developed to permit accurate interinstitutional comparisons of relative costs among disciplines. This paper documents how discipline cost indices have been derived, using expenditure data collected from five peer institutions, and how these indices have been implemented in a research university's budget allocation process. Institutional researchers and academic budget planners are the intended audience.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991.  相似文献   

The Contribution of Memory and Anxiety to the Math Performance of College Students with Learning Disabilities     

Frances Prevatt  Theresa L. Welles  Huijun Li  Briley Proctor 《Learning disabilities research & practice》2010,25(1):39-47

The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working with individuals who have low anxiety but poor memory, enhancing memory strategies may be effective for remediating problems in math. However, for those with high levels of anxiety, it may be more efficacious to first ameliorate the anxiety, as working on memory may have a negligible effect on math performance for these individuals.  相似文献   

“When I Grow up I Would Like to Be …”: Factors Affecting Career Choice of Community Disability Workers in Southern Africa     

Sarah Rule  Callista Kahonde  Theresa Lorenzo 《International Journal of Disability, Development & Education》2015,62(5):486-500

The effectiveness of community based rehabilitation (CBR) programmes depends on the calibre of staff recruited and employed. Therefore, this study aimed to understand how the life experiences of community disability workers (CDWs) in Malawi, Botswana and South Africa influenced their choice of career. A life history approach was used to gather data from 16 CDWs, involving two interviews of each participant. Disability Studies postgraduate students conducted the interviews and analysed the data with academic staff, using thematic content analysis. It was found that lack of career guidance and information about community disability work affected participants’ initial choice of career. Some ended up in CBR because poor schooling prevented them from choosing other careers. Personal experience of disability and exposure to role models in rehabilitation motivated the career choice of some. The authors make recommendations including the selection of trainees with personal experience of disability and CDWs mentoring potential recruits.  相似文献   

Understanding and treating psychopathology in schools: Introduction to the special issue     

Andrew S. Davis  Theresa Kruczek  David E. McIntosh 《Psychology in the schools》2006,43(4):413-417

Investigating psychopathology in school‐aged children is a topical discussion given the recent increased focus of the U.S. government and professional psychology on this issue. In the last 5 years, the Surgeon General of the United States (Satcher, 2000) and the President's New Freedom Commission on Mental Health (2003) both addressed the need for schools to actively participate in the treatment of children's mental health disorders. Further, psychologists were charged with transforming mental health care for children and families by promoting collaboration between schools, families, and communities; identifying empirically supported interventions; and enhancing culturally competent care for children and teens (P. Tolan & K. Dodge, 2005). To achieve these goals, mental health professionals in the schools need to be able to understand and effectively treat psychopathology in the school setting. School‐based treatment of psychopathology should be based on effective collaboration and grounded within the cultural context of the student population. A comprehensive understanding takes into account the biological basis of these disorders and factors influencing risk and resiliency. Treatment needs for these students often combine traditional therapies and psychopharmacology. Within a comprehensive system of care, specific disorders such as Reactive Attachment Disorder, Early Onset Bipolar Spectrum Disorder, Posttraumatic Stress Disorder, depression, and anxiety can and should be treated in schools. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 413–417, 2006.  相似文献   

A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom     

Theresa A. Felderman 《Community College Journal of Research & Practice》2016,40(9):739-749

Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in two introductory psychology sections took identical exams following counterbalanced alternating lecture and interteaching conditions. Most student exam scores following interteaching were slightly higher than exams following the lecture condition, with statistically significant differences in two of the six exams. Students in both sections correctly answered more interteaching-based than lecture-based questions on the cumulative final exam, although these differences were not significant. During interteaching, students earned significantly more points throughout the semester compared to the lecture condition. Also, more students reportedly preferred interteaching relative to lecture. The results of this study comparing interteaching to lecture in a community college setting are consistent with the results in the original study within a 4-year university classroom. Students’ exam score gains and significant cumulative point differences suggest interteaching may be an effective alternative to traditional lecture, potentially producing meaningful differences in student performance within the community college setting.  相似文献   

The Effect of Various Factors on Standard Setting     

John J. Norcini  Judy A. Shea  D. Theresa Kanya 《Journal of Educational Measurement》1988,25(1):57-65

This paper reports two studies of standard setting using Angoff's method. Results of the first study suggest that specialization within broad content areas does not affect an expert's estimates of the performance of the borderline group. This is reassuring because the knowledge base of many professions is so large that no individual can be considered an expert in all aspects of it. Results of the second study support the recommendation that performance data be provided during the standard-setting process. They are frequently used by experts, but will not have an impact on the standard unless the distribution of item difficulties is skewed markedly. It also increases the correspondence between p-values and estimates of borderline group performance, thereby reducing errors in pass/fail decisions. Overall, the results support recommendations often made in standard-setting literature, but they need to be replicated with other groups of experts  相似文献   

Women and science education in Cameroon: Some critical reflections     

Howard Woodhouse  Theresa M. Ndongko 《Interchange》1993,24(1-2):131-158

Ten Cameroonian women were interviewed in order to find out how they had managed to become scientists and science educators. We talked to them about the kinds of support they had been given by their families, how science was taught in schools both in the past and at present, and whether or not they thought it possible to integrated science and African traditional thought in schools and universities. We used a framework incorporating the concepts of gender and social class in order to interpret their views. On this basis, we understood why these women tended to underestimate the importance of institutional discrimination in science and to conceive of the norms of professionalism as unsurpassable. In contrast, we suggest that women in Cameroon will only be able to participate fully when their own experience and ways of knowing are incorporated into the teaching and structures of science.  相似文献   

The many faces of RU486: tales of situated knowledges and technological contestations     

Clarke A  Montini T 《Science, technology & human values》1993,18(1):42-78

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