Rutkowski,L., von Davier,M., & Rutkowski,D. (Eds.). (2014). Handbook of International Large‐Scale Assessments: Background,Technical Issues,and Methods of Data Analysis. Boca Raton,FL: CRC Press.          下载免费PDF全文

Todd M. Milford 《Journal of Educational Measurement》2015,52(4):477-479

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Engaging Students in Modeling as an Epistemic Practice of Science: An Introduction to the Special Issue of the Journal of Science Education and Technology     

Todd Campbell  Phil Seok Oh 《Journal of Science Education and Technology》2015,24(2-3):125-131

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Co-production of Knowledge in Multi-stakeholder Processes: Analyzing Joint Experimentation as Social Learning     

Essegbemon Akpo  Todd A. Crane  Pierre V. Vissoh  Rigobert C. Tossou 《The Journal of Agricultural Education and Extension》2015,21(4):369-388

Purpose: Changing research design and methodologies regarding how researchers articulate with end-users of technology is an important consideration in developing sustainable agricultural practices. This paper analyzes a joint experiment as a multi-stakeholder process and contributes to understand how the way of organizing social learning affects stakeholders’ ownership of process outcomes. Design/Methodology/Approach:A learning group composed of the different stakeholders of the oil palm seed system in Benin was set around a joint experiment. We use a detailed account of the group dynamics to understand the social process. Findings: The way the process is designed and conducted has a great effect on the ownership by the participants. Methodological steps taken in this research process showed its efficacy to produce quick and positive feedback mechanisms. Stakeholders’ perspectives on what constitutes a quality oil palm seedling varied widely. Participants, mainly nursery holders, learned new production practices. Representatives of the research center learned a mismatch of recommendations with users’ contexts. Field observations further to the process indicate changes in practices among stakeholders that would be sustainable. Practical Implications: Beyond focusing on outcomes, initiatives in multi-stakeholder processes should also document and analyze social processes in order to better understand the mechanisms by which such processes foster socio-technical change, as well as identify potential institutional barriers to such processes. Originality/Value: Through a detailed analysis of group dynamics, this paper addresses an important knowledge gap in participatory agricultural development.  相似文献   

Preparation is Key: Lessons Learned from an ERM System Implementation     

Todd Enoch 《期刊图书馆员》2014,66(1-4):182-188

In 2001, the University of North Texas (UNT) Libraries developed their own electronic resource management (ERM) system to track their online resources and contracts. Over the past decade, the programming and upkeep for the homegrown system had become too much of a burden, and the decision was made to move to a vendor-supported ERM system. In the summer of 2012, UNT began the implementation of Innovative’s ERM module. This presentation covered the steps involved in that implementation and the lessons learned on how best to prepare for a radical shift in workflows and procedures.  相似文献   

Closed or open innovation? Problem solving and the governance choice     

Teppo Felin  Todd R. Zenger 《Research Policy》2014

Scholars have recently highlighted the promise of open innovation. In this paper, we treat open innovation—in it's different forms and manifestations—as well as internal or closed innovation, as unique governance forms with different benefits and costs. We discuss how each governance form, whether open or closed, is composed of a set of instruments that access (a) different types of communication channels for knowledge sharing, (b) different types of incentives, and (c) different types of property rights for appropriating value from innovation. We focus on the innovation “problem” as the central unit of analysis, arguing for a match between problem types and governance forms, which vary from open to closed and which support alternative forms of solution search. In all, the goal of this paper is to provide a comparative framework for managing innovation, where we delineate and discuss four categories of open innovation governance forms (markets, partnerships, contests and tournaments and user or community innovation) and compare them with each other and with two internal or closed forms of innovation governance (authority and consensus-based hierarchy).  相似文献   

Joint factor analysis of the college student experiences questionnaire and the act COMP objective exam     

Todd M. Davis  Patricia H. Murrell 《Research in higher education》1990,31(5):425-441

This study reports the joint factor structure of the ACT College Outcomes Measures Project Objective (COMP-O) examination and the College Student Experiences Questionnaire (CSEQ) scales for graduating college seniors at a large doctoral degree-granting institution. From a theoretical, empirical, and psychometric perspective, one might expect to observe a relationship between the effort that a student puts into the collegiate experience and academic outcomes. This study successfully replicated the factor structures of the CSEQ and the COMP-O reported elsewhere. The joint factor analysis of the two instruments failed to identify any constructs common to the two instruments. Based on our findings and those of others, the use of the COMP-O as a sole measure of the effectiveness of any program or collegiate outcome appears unjustified.  相似文献   

Direct and indirect aggression during childhood and adolescence: a meta-analytic review of gender differences, intercorrelations, and relations to maladjustment   总被引：1，自引：0，他引：1  

Card NA  Stucky BD  Sawalani GM  Little TD 《Child development》2008,79(5):1185-1229

This meta-analytic review of 148 studies on child and adolescent direct and indirect aggression examined the magnitude of gender differences, intercorrelations between forms, and associations with maladjustment. Results confirmed prior findings of gender differences (favoring boys) in direct aggression and trivial gender differences in indirect aggression. Results also indicated a substantial intercorrelation (r = .76) between these forms. Despite this high intercorrelation, the 2 forms showed unique associations with maladjustment: Direct aggression is more strongly related to externalizing problems, poor peer relations, and low prosocial behavior, and indirect aggression is related to internalizing problems and higher prosocial behavior. Moderation of these effect sizes by method of assessment, age, gender, and several additional variables were systematically investigated.  相似文献   

Building Pre-service Teacher Capacity to Use External Assessment Data: An Intervention Study     

Todd D. Reeves  Jui-Ling Chiang 《The Teacher Educator》2017,52(2):155-172

In recent years, the use of data to inform instructional decision making has become a particularly prominent facet of K–12 educators' professional practice. However, research estimates limited opportunities for preservice teachers to learn how to use data, including standardized test data, for such purposes. In response, this article describes the results of a pretest–posttest study of a 6-hour standardized assessment data use intervention for preservice teachers. The facilitated, collaborative, and highly structured assessment course-embedded intervention engaged preservice teachers in asking and answering four different kinds of questions (e.g., achievement strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external assessment data presented in tables, charts, and score reports. Findings—which include highly favorable preservice teacher perceptions of the intervention's impact on their data-driven decision making skills, and changes in their self-efficacy and data interpretation skills—indicate that the intervention holds promise as a preservice teacher learning mechanism.  相似文献   

Effects of CS preexposure on inhibition of delay     

Todd R. Schachtman  Stephen Channell  Geoffrey Hall 《Learning & behavior》1987,15(3):301-311

Two experiments examined the effects of preexposure to a stimulus on the subsequent acquisition of conditioned suppression by rats. Variations in the level of suppression within conditioning trials were noted so thatinhibition of delay (taken here to mean less suppression at the beginning of a trial than at the end) could be detected. Inhibition of delay was observed both during the acquisition of suppression and (in Experiment 1) when suppression began to wane with continued postasymptotic training. Preexposure to the to-be-conditioned stimulus retarded acquisition of suppression and slowed the appearance of inhibition of delay both in acquisition and (in Experiment 1) in postasymptotic performance. Experiment 2 demonstrated that inhibition of delay was attenuated during conditioning that followed preexposure in which the stimulus was paired with a weak reinforcer. These results provide no support for the suggestion that preexposure to a stimulus retards later conditioning because it allows the subject to acquire information about stimulus duration that in turn fosters the development of inhibition of delay. Rather, they are compatible with the suggestion that preexposure causes the stimulus to lose associability.  相似文献   

Achievement Goals and the Hierarchical Model of Achievement Motivation   总被引：13，自引：0，他引：13  

Andrew J. Elliot  Todd M. Thrash 《Educational Psychology Review》2001,13(2):139-156

The achievement goal approach has attained prominence in the achievement motivation literature and has produced a valuable empirical yield. However, the precise nature of the achievement goal construct is in need of scrutiny, as is the issue of how achievement goals and their antecedents combine to produce competence-based self-regulation. In this article, we address these important conceptual issues in the context of the hierarchical model of achievement motivation. The approach–avoidance distinction, which has been an integral part of the achievement motivation literature since its inception, is highlighted throughout.  相似文献