Sample size and power estimates for a confirmatory factor analytic model in exercise and sport: a Monte Carlo approach     

Myers ND  Ahn S  Jin Y 《Research quarterly for exercise and sport》2011,82(3):412-423

Monte Carlo methods can be used in data analytic situations (e.g., validity studies) to make decisions about sample size and to estimate power. The purpose of using Monte Carlo methods in a validity study is to improve the methodological approach within a study where the primary focus is on construct validity issues and not on advancing statistical theory. The purpose of this study is to demonstrate how Monte Carlo methods can be used to determine sample size and to estimate power for a confirmatory factor analytic model under model-data conditions commonly encountered in exercise and sport. Because the purpose is pursued by way of demonstration with the Coaching Efficacy Scale II-High School Teams, related sample size recommendations are provided: N > or = 200 for the theoretical model; N > or = 300 for the population model. Technical terms (e.g., coverage) are defined when necessary.  相似文献   

School desegregation in Hong Kong: non-Chinese linguistic minority students' challenges to learning Chinese in mainstream schools     

Mark Shum  Wing Wah Ki 《Asia Pacific Journal of Education》2016,36(4):533-544

The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between “desegregated” school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement.  相似文献   

Hierarchical Logistic Regression in Course Placement     

E. Matthew Schulz  Damian Betebenner  Meeyeon Ahn 《Journal of Educational Measurement》2004,41(3):271-286

Whether hierarchical logistic regression can reduce the sample size requirement for estimating optimal cutoff scores in a course placement service where predictive validity is measured by a threshold utility function is explored. Data from courses with varying class size were randomly partitioned into two halves per course. Non-hierarchical and hierarchical analyses were performed on each half. Compared to their nonhierarchical counterparts, hierarchically estimated cutoff scores from different halves were more stable and predicted course outcomes in the other half more accurately. These differences were most pronounced with small samples. Sample size requirements for developing cutoff scores for course placement can be substantially reduced if hierarchical logistic regression is used.  相似文献   

Some problems in interpreting criterion-referenced test results in a program evaluation     

Mary Ann B. Barta  Unhai R. Ahn  Joseph F. Gastright   《Studies in Educational Evaluation》1976,2(3):193-202

The purpose of this paper is to delineate several problems which arise when criterion-referenced test results are used to evaluate the effects of a specific educational treatment. Specifically, the paper deals with: (1) alternative methods of aggregating individual student and group data on objectives, (2) the sensitivity of the instrument to program outcomes, and (3) the comparisons of criterion-referenced test data and standardized (norm-referenced) achievement test data.  相似文献   

Scaling up of Continual Professional Development for Mathematics Problem Solving in Singapore Schools     

Leong  Yew Hoong  Toh  Tin Lam  Tay  Eng Guan  Quek  Khiok Seng  Toh  Pee Choon  Jaguthsing  Dindyal 《International Journal of Science and Mathematics Education》2021,19(6):1291-1310

The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.

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Using contrasting cases to improve self-assessment in physics learning     

Jared Jax  Janet N. Ahn  Xiaodong Lin-Siegler 《教育心理学》2019,39(6):815-838

Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies.  相似文献   

Child Care Teachers' Response to Children's Emotional Expression   总被引：1，自引：0，他引：1  

Hey Jun Ahn  Cynthia Stifter 《Early education and development》2006,17(2):253-270

This observational study examined practices through which child care teachers socialize children's emotion. A specific aim was to describe strategies of teacher intervention in response to emotion displayed by children in child care centers, and to answer the question of differential interactions based on children's age and gender.

The results of this study were as follows: (a) toddler teachers matched and encouraged children's positive emotion expression more often than did preschool teachers; (b) in response to children's negative emotion, toddler teachers used physical comfort and distraction more often than did preschool teachers who relied more on verbal mediation; (c) in response to girls' negative emotional expressions, teachers provided more physical comfort and distraction whereas they were more likely to provide boys with constructive ways to express negative emotion.

The results of this study also revealed relatively infrequent teaching about constructive ways of expressing negative emotion and very few occurrences of teacher's empathy, two developmentally appropriate methods for socializing emotion. Teachers may benefit from a training program focusing on facilitating emotional competence.  相似文献   

Symmetric and innerwise matrices for the root-clustering and root-distribution of a polynomial     

E.I. JuryS.M. Ahn 《Journal of The Franklin Institute》1972

The general problem of root-clustering and root-distribution of a polynomial in a certain region Γ in the complex plane has been investigated in this paper. The region Γ is general and includes all the previously investigated regions. For the root-clustering problem, it is shown that by using a certain transformation, the necessary and sufficient condition can be represented either in terms of positive definite (p.d.) or positive innerwise (p.i.) matrices. The entries in these matrices are rational functions of the coefficients of the polynomial. The connection between p.d. and p.i. matrices is established in terms of matrix multiplication.  相似文献   

An analysis of the educational value of low-fidelity anatomy models as external representations     

Chan LK  Cheng MM 《Anatomical sciences education》2011,4(5):256-263

Although high-fidelity digital models of human anatomy based on actual cross-sectional images of the human body have been developed, reports on the use of physical models in anatomy teaching continue to appear. This article aims to examine the common features shared by these physical models and analyze their educational value based on the literature on cognition, learning, and external representations. A literature search on these physical models in three popular anatomy journals published over a 10-year period from 2001 to 2010 found that all of them have low fidelity: they oftentimes do not closely resemble the regions of the human body they are representing. They include only a small number of the structures that exist in these regions of the human body and do not accurately represent the shape and surface details of these structures. However, these models strongly correspond to the human body in the spatial relationship of the represented structures, which is crucial to achieving their educational purpose of teaching three-dimensional comprehension and anatomical reasoning. The educational value of these models includes acting as memory aids, reducing cognitive overload, facilitating problem solving, and arousing students' enthusiasm and participation. Because these models often lack a close resemblance to the human body, their use in anatomy teaching should always be accompanied by adequate explanations to the students to establish the correspondence between the models and the parts of the human body they are representing.  相似文献   

Validity of the X-factor computation methods and relationship between the X-factor parameters and clubhead velocity in skilled golfers     

Young-Hoo Kwon  Ki Hoon Han  Christopher Como  Sangwoo Lee  Kunal Singhal 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):231-246

The purpose of this study was to assess the validity of the X-factor computation methods and to examine whether direct relationships exist between the X-factor parameters and the clubhead velocity in a group of skilled male golfers (n = 18, handicap = ? 0.6 ± 2.1). Five driver trials were captured from each golfer using an optical motion capture system (250 Hz). Two plane-based methods (conventional vs. functional swing plane-based) and one Cardan rotation-based method (relative orientation) were used to compute select X-factor (end of pelvis rotation, top of backswing, ball impact (BI), and maximum), X-factor stretch (stretch and maximum stretch), and X-factor velocity (BI and maximum) parameters. The maximum clubhead velocity was extracted and normalized to golfer's body height to eliminate the effect of body size. A one-way repeated MANOVA revealed that the computation methods generated significantly different X-factor parameter values (p < 0.001). The conventional method provided substantially larger X-factor values than the other methods in the untwisting phase and the meaningfulness of select X-factor parameters generated by this method was deemed questionable. The correlation analysis revealed that the X-factor parameters were not directly related to the maximum clubhead velocity (both unnormalized and normalized).  相似文献