The effects of an explicit problem-solving approach on mathematical chemistry achievement     

Diane M. Bunce  Henry Heikkinen 《科学教学研究杂志》1986,23(1):11-20

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Evaluating item response theory linking and model fit for data from PISA 2000–2012     

Matthias von Davier  Kentaro Yamamoto  Hyo Jeong Shin  Henry Chen  Lale Khorramdel  Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献   

Morphological structure: Latin and Greek roots and affixes as upper grade code strategies     

Marcia K. Henry 《Reading and writing》1993,5(2):227-241

Some students in the upper elementary grades and high schools may benefit from extended decoding and spelling instruction. These students, because of their age level and reading selections, require strategies going well beyond phonics. For these older readers, including adults, learning about morphological structure may provide the strategies needed to decode and spell multisyllabic words found often in literature and content area texts. In this paper, literature providing a rationale for such instruction is reviewed, and a curriculum and instructional plan is described.  相似文献   

An analysis of the construct validity of a test of higher cognitive learning in introductory chemistry     

Drew H. Wolfe  Henry W. Heikkinen 《科学教学研究杂志》1979,16(1):25-31

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Marxism and Schooling: The Limits of Radical Discourse*     

Henry A. Giroux 《Educational theory》1984,34(2):113-135

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Editorial     

C.Henry Kempe 《Child abuse & neglect》1982,6(1):1

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Social Analysis of Education: after the new sociology     

Henry Miller  Richard Smith 《British Journal of Sociology of Education》1988,9(4):485-492

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Self-control in the monkeymacaca fascicularis     

Henry Tobin  A. W. Logue  John J. Chelonis  Kimberly T. Ackerman  Jack G. May 《Learning & behavior》1996,24(2):168-174

Two experiments tested two cynomolgus monkeys’ self-control—choice of a longer, more delayed reinforcer over a shorter, less delayed reinforcer. In Experiment 1, subjects exhibited significant selfcontrol in a procedure in which reinforcer amounts and delays were held constant throughout a condition. In Experiment 2, subjects exhibited significantly greater sensitivity to variation in reinforcer amount than to variation in reinforcer delay in a procedure in which the reinforcer delay associated with the self-control alternative was adjusted until each macaque was indifferent between the two alternatives. Both experiments indicated that, in laboratory paradigms in which humans show self-control and pigeons and rats show impulsiveness, macaques show self-control. These results are inconsistent with the hypothesis that species differences in self-control are a function of language ability or of specific types of prior training. The results are consistent with the hypothesis that species differences in self-control are related to the ratio of brain size to body weight (a possible indicator of general cognitive ability) or to shared phylogeny.  相似文献   

A Review of Get Out: On White Terror and the Black Body     

Kevin Lawrence Henry  Jr. 《Equity & Excellence in Education》2017,50(3):333-335

This essay provides a review of Jordan Peele's film, Get Out. The author argues that Peele's Get Out illustrates the protracted terrorism that is whiteness and the concomitant objectification and utilization of the black body for white survival, accumulation, and pleasure. The film challenges those in education to consider how anti-blackness operates within schools and education policy. More specifically, those in education should challenge longstanding inequities that foreclose the presents and futures of black youth.  相似文献   

Computer-graphics and the literary construct: a learning method     

Avril Henry 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):7-15

This paper describes a third-year undergraduate module, Text Through Images (TTI; known at first as Texts with Computers) which ran for some years in the School of English, University of Exeter, UK. Instead of using only words, TTI students made their own computer graphics both to discover and to describe literary structures in texts of their choice. The results were surprising: whatever their “academic” ability, students on this course regularly produced genuinely original literary perceptions, and their natural creativity was released. The module's innovative methods are eminently transferable to other disciplines. This paper is designed to be read in conjunction with a website: for further details, go to http://www.blackwellpublishers.co.uk/asp/journal.asp?ref=0007-1013 presenting a selection of students' graphics produced on the course; these appear by generous permission of their makers, who hold copyright. The reasons for the module's success are elusive. Perhaps students feel unfettered by the attitudes associated with traditional verbal expression, the absence of preconceptions about the new process enabling them to bypass old habits of thought. Perhaps the interplay of word and image is particularly fruitful because images and words activate different areas of the brain. It may be that the computer creates the illusion of distance between design and designer, so that the latter feels less personally exposed than when drawing on paper. Perhaps success lies in the combination of individual freedom and on-screen group work, or on the way in which students are enabled to make small but publishable original discoveries. Educational psychologists may be able to explain why the mix works (it has been suggested that it represents a “constructivist/generative learning strategy that Dave Jonassen terms ‘elaboration’”) but more importantly, teachers may find the model useful. What interests me about the module is not the structure of the teaching, but the way in which the use of diagramming apparently enables the learner productively to bypass previous mental conditioning about how literature works, and what is acceptable in analysing it.  相似文献