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The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures 总被引：1，自引：0，他引：1
J. R. Lockwood Daniel F. McCaffrey Laura S. Hamilton Brian Stecher Vi-Nhuan Le José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67
Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured. 相似文献
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Alejandro Ganimian Felipe Barrera-Osorio María Loreto Biehl María Ángela Cortelezzi 《Journal of research on educational effectiveness》2020,13(2):380-400
AbstractWe evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students’ academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students’ academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students’ performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families. 相似文献
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Felipe Minozzo Carlos Leonardo Figueiredo Machado Eurico Nestor Wilhelm Rafael Grazioli Ronei Silveira Pinto 《European Journal of Sport Science》2018,18(10):1398-1404
Isokinetic hamstring-to-quadriceps (H:Q) ratios are frequently used to assess knee muscle strength imbalances and risk of injuries/re-injuries. The use of peak torque (PT) or total work (TW) to estimate joint stability may lead to different results because of the differences between these two neuromuscular variables. Thus, the current study aimed to compare the conventional and functional H:Q ratios calculated by PT and TW. Ninety-three male professional soccer players from Brazilian first division teams performed isokinetic concentric and eccentric contractions of the quadriceps and the hamstrings at 60°/s. Muscle strength balance was calculated using the conventional torque ratio (CTR) and conventional work ratio (CWR), functional torque ratio (FTR) and functional work ratio (FWR) were highly and moderately correlated between them (r?=?0.83 and r?=?0.73, respectively). The Wilcoxon statistical test revealed significant differences between CTR and CWR, as well as FTR and FWR (p?T-test demonstrated significant differences in mean CTR–CWR and FTR–FWR, whereas Bland–Altman plots showed non-consistent bias. In addition, the chi-square test demonstrated significant differences between players below the conventional reference values and functional reference values (p?相似文献
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Cristina Martins Coelho Maycon Moura Reboredo Felipe Martins Valle Carla Malaguti Larissa Almeida Campos Lucas Mendes Nascimento 《Journal of sports sciences》2018,36(10):1186-1193
Supervised exercise has shown benefits for subjects with asthma, but little is known about the effectiveness of unsupervised physical activity on this population. We investigated the effects of a 12-week unsupervised pedometer-based physical activity program on daily steps and on clinical and psychological parameters of adults with asthma. Clinically stable adults with moderate to severe asthma were encouraged to take daily 30-minute walks and were randomized to pedometer and control groups. The pedometer group received pedometers and individualized daily step targets. Changes in daily steps (average of steps taken during six consecutive days), six-minute walk test (6MWT), health-related quality of life, asthma control and anxiety and depression levels were assessed 12 weeks after intervention and 24–28 weeks after randomization. Thirty-seven participants were recruited and 30 completed the intervention. At 12 weeks, the groups differed significantly in daily steps (adjusted average difference, 2488 steps; 95% confidence interval [CI], 803 to 4172; p = 0.005) and in the 6MWT (adjusted average difference, 21.9 m; 95% CI, 6.6 to 37.3; p = 0.006). These differences were not significant 24–28 weeks after randomization. The program was effective in increasing daily steps of adults with moderate to severe asthma 12 weeks after intervention. 相似文献
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Pedro Ángel Latorre Román Francisco Javier Villar Macias Felipe García Pinillos 《Journal of sports sciences》2018,36(7):802-808
The purpose of this study was to examine the effects of a 10 week contrast training (CT) programme (isometric + plyometric) on jumping, sprinting abilities and agility performance in prepubertal basketball players. Fifty-eight children from a basketball academy (age: 8.72 ± 0.97 years; body mass index: 17.22 ± 2.48 kg/m2) successfully completed the study. Participants were randomly assigned to experimental groups (EG, n = 30) and control groups (CG, n = 28). The CT programme was included in the experimental group’s training sessions – twice a week – as part of their usual weekly training regime. This programme included 3 exercises: 1 isometric and 2 plyometric. Jumping, sprinting and agility performance were assessed before and after the training programme. Significant differences were found in posttest between EG and CG in sprint and T-test: EG showed better results than CG. Furthermore, there were significant differences in posttest-pretest between EG and CG in squat jump, countermovement jump, drop jump, sprint and T-test with the EG showing better results than CG. The CT programme led to increases in vertical jump, sprint and agility levels, so that the authors suggest that prepubertal children exhibit high muscular strength trainability. 相似文献
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With growing interest in the role of teachers as the key mediators between educational policies and outcomes, the importance of developing good measures of classroom processes has become increasingly apparent. Yet, collecting reliable and valid information about a construct as complex as instruction poses important conceptual and technical challenges. This article summarizes the results of two studies that investigated the properties of measures of instruction based on a teacher‐generated instrument (the Scoop Notebook) that combines features of portfolios and self‐report. Classroom artifacts and teacher reflections were collected from samples of middle school science classrooms and rated along 10 dimensions of science instruction derived from the National Science Education Standards; ratings based on direct classroom observations were used as comparison. The results suggest that instruments that combine artifacts and self‐reports hold promise for measuring science instruction with reliability similar to, and sizeable correlations with, measures based on classroom observation. We discuss the implications and lessons learned from this work for the conceptualization, design, and use of artifact‐based instruments for measuring instructional practice in different contexts and for different purposes. Artifact‐based instruments may illuminate features of instruction not apparent even through direct classroom observation; moreover, the process of structured collection and reflection on artifacts may have value for professional development. However, their potential value and applicability on a larger scale depends on careful consideration of the match between the instrument and the model of instruction, the intended uses of the measures, and the aspects of classroom practice most amenable to reliable scoring through artifacts. We outline a research agenda for addressing unresolved questions and advancing theoretical and practical knowledge around the measurement of instructional practice. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 38–67, 2012 相似文献
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The use of information and communication technologies has been a key strategy for government reform. It offers diverse benefits, ranging from efficiency and effectiveness to transparency and greater democratic participation. Governments in many parts of the world have invested vast resources into electronic government projects with the expectation of achieving these and other outcomes. However, the results in many cases are limited and there is no comprehensive way to evaluate these initiatives at the aggregate level. A method for measuring and evaluating electronic government that identifies its advances and problems is needed. Previous efforts to do so are limited in terms of scope and dimensions being considered. Based on a review of current literature and the analysis of international best practices, this paper proposes a multidimensional model for measuring and evaluating electronic government. It also includes examples, a proposal of how to operationalize it, and several recommendations for practical use. 相似文献
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Sergio Picazo-Vela Isis Gutiérrez-Martínez Luis Felipe Luna-Reyes 《Government Information Quarterly》2012
Social media such as blogs, microblogs or electronic social networks can transform the ways in which we relate to other people and organizations. Government organizations are experimenting with social media to communicate with their constituents, and many analysts see in these media a powerful set of tools to reinvent government–citizen relationships. In this paper, we present the perceptions of risks, benefits and strategic guidelines about social media applications gathered from 250 public servants from Central Mexico, most of them working in information technology, as web masters or responding to Freedom of Information Act requests. The conclusions of the analysis are 1) that governments' participation in social media may result in improved communication and citizen participation, more transparency, and transfer of best practices among government agencies; 2) that a good implementation strategy is necessary to realize these benefits and to avoid risks; and 3) that the implementation of social media highlights the importance of updating laws and regulations, and of promoting changes in government culture and organizational practices. 相似文献
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Jose Ignacio Priego Quesada Zachary Y. Kerr William Michael Bertucci Felipe P. Carpes 《European Journal of Sport Science》2019,19(6):842-849
Although bike fitting is recommended to help reduce injury risk, little empirical evidence exists to indicate an association between bike fitting and injury incidence. The aim of the study was to determine the effect of bike fitting on self-reported injury, comfort, and pain while cycling from a worldwide survey of cyclists. A total of 849 cyclists completed an online questionnaire between February and October 2016. Questionnaire collected data on respondent demographics, cycling profile, bike fitting, comfort and pain while cycling, and injury history. The main predictor variable was bike fitting (yes, by the respondent, i.e. user bike fitting; yes, by a professional service; or no). Covariates included demographic and cycling profile characteristics. Logistic regression models estimated the odds of injury within the last 12 months, reporting a comfortable body posture while cycling, and not reporting pain while cycling. Odds ratios (OR) with 95% confidence intervals (CI) were reported. User bike fitting was associated with increased odds of reporting a comfortable posture (OR?=?2.28, 95%CI: 1.06, 4.68). User (OR?=?2.35; 95%CI: 1.48, 3.84) and professional bike fitting (OR?=?2.35; 95%CI: 1.42, 3.98) were both associated with increased odds of not reporting pain while cycling. No associations were found between bike fitting and injury within the last 12 months. In conclusion, we found an association between bike fitting and reported comfort and pain while cycling. We recommend integrating bike fitting into cycling maintenance. However, further studies with longer follow-up are necessary to determine the presence of an association between bike fitting and injury. 相似文献