Relative and Absolute Fit Evaluation in Cognitive Diagnosis Modeling     

Jinsong Chen  Jimmy de la Torre  Zao Zhang 《Journal of Educational Measurement》2013,50(2):123-140

As with any psychometric models, the validity of inferences from cognitive diagnosis models (CDMs) determines the extent to which these models can be useful. For inferences from CDMs to be valid, it is crucial that the fit of the model to the data is ascertained. Based on a simulation study, this study investigated the sensitivity of various fit statistics for absolute or relative fit under different CDM settings. The investigation covered various types of model–data misfit that can occur with the misspecifications of the Q‐matrix, the CDM, or both. Six fit statistics were considered: –2 log likelihood (–2LL), Akaike's information criterion (AIC), Bayesian information criterion (BIC), and residuals based on the proportion correct of individual items (p), the correlations (r), and the log‐odds ratio of item pairs (l). An empirical example involving real data was used to illustrate how the different fit statistics can be employed in conjunction with each other to identify different types of misspecifications. With these statistics and the saturated model serving as the basis, relative and absolute fit evaluation can be integrated to detect misspecification efficiently.  相似文献   

Learning enjoyment in early adolescence     

Gerda Hagenauer  Tina Hascher 《Educational Research and Evaluation》2013,19(6):495-516

There is empirical evidence showing that positive emotional and motivational factors in formal learning contexts decrease at the stage of young adolescence. According to Stage-Environment-Fit Theory and Self-Determination Theory, this change should be explained by a non-fulfilment of students' needs. By combining two different methods (questionnaires and day-to-day diaries) and applying a longitudinal design, this study aimed to explore the change in and the determinants of habitual and actual learning enjoyment. The sample consisted of 356 students. Quantitative results indicated that learning enjoyment and classroom practices decreased between Grades 6 and 7. Path analyses revealed that classroom practices are the source of students' learning enjoyment, while self-efficacy functions as a partial mediator. Data from students' diaries showed that a teacher's neglect of students' needs for competence and relatedness were significant sources of impeded learning enjoyment. Practical implications suggest the relevance of adjusting learning conditions to the needs of young adolescents in order to provide a facilitating basis for learning enjoyment.  相似文献   

Effects of a coding intervention on what teachers learn to notice during whole-group discussion     

Jimmy Scherrer  Mary Kay Stein 《Journal of Mathematics Teacher Education》2013,16(2):105-124

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Sexual and reproductive health information sources preferred by out-of-school adolescents in rural southwest Uganda     

Ann-Maree Nobelius  Bessie Kalina  Robert Pool  Jimmy Whitworth  Janice Chesters  Robert Power 《Sex education》2013,13(1):91-107

This paper defines how out-of-school adolescents from Masaka District in rural southwest Uganda currently receive sexual and reproductive health information and how they would prefer to receive that information. Information adolescents feel they lack falls into three broad categories: sexual and reproductive health issues, the negotiation of sex and sexual relationships, and making the transition to adulthood. The preferred source for information depends on the type of information to be delivered, the overriding principle being that the source must be authoritative in that type of information. Current information sources including family, peers and media are perceived as either flawed or insufficient. Preferable sources fall into three categories based on the type of information provided: accurate sexual and reproductive health information should come from trained community and media-based rather than clinic-based health educators; information about negotiation of good relationships and the negotiation of sex and condom use within relationships should come from an up-skilled traditional source, ssenga (paternal aunt), particularly for young women; and social information about becoming a good adult should come from parents, grandparents, church and community leaders. All information should be positively framed and non-judgemental. Centrally coordinated community health promotions delivered by trained community-based health educators, ssenga and parents, guided and supported by existing radio and print media, are required.  相似文献   

Children’s voices in mini soccer: an exploration of critical incidents     

Jimmy O’Gorman  Kenny Greenough 《Soccer & Society》2016,17(6):810-826

Since being adopted by The English Football Association as the preferred format of football to be played by children aged 10 and under, mini soccer has evolved and expanded into a popular activity for children. Yet little is known about the experiences of those participating in the game. In addition, adult-organized activities such as mini soccer are increasingly seen by parents and adults as suitable pursuits for their children to participate in. Yet the perspective of the child participating in mini soccer, as with many other activities, is largely ignored in academic literature. This is especially true in the social sciences, where research has historically been done ‘on’ children, rather than ‘with’ children. In this study, we seek to address this imbalance by including children as active participants in the research process. In doing so, we devised a methodology based on audiovisual methods to create participatory conditions between children and researchers interested in investigating their experiences of mini soccer in England. Children were asked to identify aspects of their experience which they felt were noteworthy to create video recordings of critical incidents that directly involved them participating in mini soccer. These were used as a discussion tool in focus groups to explore how and why children felt the incidents were critical, and how their experience of them shaped their participation. The methodology employed helped capture children’s differentiated views of the same incidents, and highlighted the diversity of their experiences. It is recommended that similar audiovisual methodologies are employed to inform future policy and strategy development in grassroots football that includes children as participants.  相似文献   

Counselling services in Indian educational institutions: Needs and challenges     

Gerda J. Unnithan 《International journal for the advancement of counseling》1986,9(2):197-203

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Computers and Children of Primary School Age: Issues and Questions   总被引：2，自引：0，他引：2  

Gerda Siann  Hamish Macleod 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(2):133-144

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Skin Tone: An Examination of Trustworthiness and Innocence Among College Students     

Conner Birdsong  Ida M. Johnson  Jane Daquin  Jimmy Williams 《Journal of Criminal Justice Education》2019,30(2):250-275

Skin tone research often addresses the effects of skin tone on prejudice and discriminatory practices. Empirical research has persistently investigated skin tone and its effect on prejudice, discriminatory practices, and sentencing outcomes. Using college students as raters, the present study examined the relationship between skin tone, trustworthiness, and innocence. A total of 139 college students at a Southern University observed 417 photos of capital murderers of varying skin tones to determine whether they appeared to be trustworthy and innocent. The study results revealed that college student raters, regardless of race, were more likely to rate dark-skinned individuals higher on both the trustworthiness and innocence scales than light skin individuals. The current study demonstrated that college students, in comparison to other groups, may respond less negative to skin tone variations.  相似文献   

Bullying: teachers’ views and school effects     

Gerda Siann  Margaret Callaghan  Ruth Lockhart  Lorraine Rawson 《Educational studies》1993,19(3):307-321

Fifty‐one teachers completed a questionnaire and 20 teachers were interviewed about bullying. The teachers taught at two Outer London schools with high proportions of ethnic minority pupils where pupils had previously reported significantly different incidences of bullying. Analyses of the teachers’ responses indicated that at the school where pupils had reported a higher incidence of bullying, teachers were significantly more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers interviewed endorsed gender differences in type of bullying. Only a minority of teachers believed that there were clear‐cut bully typologies but most believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying.  相似文献   

单篇论著学术迹与影响矩比较研究     

唐继瑞  叶鹰 《中国图书馆学报》2015,41(2):4-16

本文对新近提出的学术迹和影响矩指标应用于单篇论著的评价效果进行比较研究,以JASIST 2005—2014年间发表的25篇高被引论文和ASTROPHYSICAL JOURNAL 2011—2014年间发表的24篇高被引论文为两个样本集,研究学术迹和影响矩相对于总被引数和h指数等学术评价指标的异同,发现各指标排序既具有一定相关性,也呈现出一定独立性,说明这些指标均有独立存在价值,而学术迹和影响矩能提供更全面的测度信息。图3。表6。参考文献25。附录2。  相似文献