Interpreting the differences: A reply to Willson     

Stine Levy 《Psychology in the schools》1983,20(2):252-253

  相似文献   

An investigation of the construct validity of the personality trait of self-directed learning     

John W. Lounsbury  Jacob J. Levy  Soo-Hee Park  Lucy W. Gibson  Ryan Smith 《Learning and individual differences》2009,19(4):411-418

Based on samples of 398 middle school students, 568 high school students, and 1159 college students, self-directed learning was found to be related to cumulative grade-point-average at all levels as well as to Big Five personality traits (Openness, Conscientiousness, Emotional Stability, and Extraversion), narrow personality traits (Optimism, Career-Decidedness, Work Drive, and Self-Actualization), vocational interests (Realistic, Investigative, Artistic, and Conventional, as well as Science, Medicine, and Mathematics), cognitive aptitudes, and life as well as college satisfaction. Based on an additional sample of 4125 college students, a confirmatory factor analysis was used to verify a single factor structure for our 10-item measure of self-directed learning. Results were discussed in terms of personality characteristics of self-directed learners, the trans-situational validity of self-directed learning in academic settings, multiple forms of evidence of the construct validity of self-directed learning, and implications for future research and practice.  相似文献   

Crossing Levels and Representations: The Connected Chemistry (CC1) Curriculum   总被引：2，自引：2，他引：0  

Sharona T. Levy  Uri Wilensky 《Journal of Science Education and Technology》2009,18(3):224-242

  相似文献   

Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World   总被引：4，自引：3，他引：1  

Sharona T. Levy  Uri Wilensky 《Journal of Science Education and Technology》2009,18(3):243-254

The focus of this study is students’ learning with a Connected Chemistry unit, CC1 (denotes Connected Chemistry, chapter 1), a computer-based environment for learning the topics of gas laws and kinetic molecular theory in chemistry (Levy and Wilensky 2009). An investigation was conducted into high-school students’ learning with Connected Chemistry, based on a conceptual framework that highlights several forms of access to understanding the system (submicro, macro, mathematical, experiential) and bidirectional transitions among these forms, anchored at the common and experienced level, the macro-level. Results show a strong effect size for embedded assessment and a medium effect size regarding pre-post-test questionnaires. Stronger effects are seen for understanding the submicroscopic level and bridging between it and the macroscopic level. More than half the students succeeded in constructing the equations describing the gas laws. Significant shifts were found in students’ epistemologies of models: understanding models as representations rather than replicas of reality and as providing multiple perspectives. Students’ learning is discussed with respect to the conceptual framework and the benefits of assessment of learning using a fine-tuned profile and further directions for research are proposed. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.

Sharona T. LevyEmail:

  相似文献   

Slavic and Russian Books and Libraries: Occasional Essays and Notes     

Sandra Levy Associate Slavic Librarian  Regenstein Library 《Slavic & East European Information Resources》2013,14(1):107-108

  相似文献   

From the media of the periphery to peripheral media: The changing priorities of Brazil’s alternative ecology     

Helton Levy 《The Communication Review》2013,16(4):296-313

ABSTRACT

This article proposes a new appraisal of Brazil’s alternative media. By investing in the concept of the periphery, this study draws on past literature, semistructured interviews, and data collected from across the country (n = 50) to propose a repertoire analysis of media producers’ views of the country’s popular notion of the periphery. Evidence shows that they have shown nuanced views of the periphery as a site of purpose, pluralism, and authorship. Despite crisis and turmoil, this study presents some paths that could help reorientate the priorities of alternative media research toward a closer consideration of the periphery as entity that appears much more in line with local realities and expectations than previous international debates.  相似文献   

Demand for Live Theater with Market Segmentation and Seasonality     

Jonathan Corning  Armando Levy 《Journal of Cultural Economics》2002,26(3):217-235

Using performance level box-office receipts from the PacificConservatory of the Performing Arts over eight years, we analyzeperformance-level demand for live theater. The disaggregated data allowsus to estimate demand at a particular venue and to characterize theseasonality of demand for live theater. We examine whether the supply ofshows matches the differentiated tastes of theater-goers at each of thethree locations and the sensitivity of demand to critical reviews andprior attendance.  相似文献   

Annual report of the committee on the library for the year 1901     

Louis E. Levy 《Journal of The Franklin Institute》1902,153(2):150-153

  相似文献   

Research on Reading Instruction for Students with Emotional and Behavioural Disorders     

Shari Levy  David J. Chard 《International Journal of Disability, Development & Education》2001,48(4):429-444

Although children with emotional and behavioural disorders (EBD) demonstrate significant difficulties in academic achievement including reading, little attention has been placed on effective reading instructional practices for this population of students. The purpose of this article is to briefly review the knowledge base of early reading instruction and the deep gaps in the research literature on how reading is taught to students with EBD. Finally, we will summarise several completed and ongoing research efforts that inform us of the instructional status quo for students with EBD in reading and efforts to improve academic outcomes for this population.  相似文献   

Methodological issues in value-added modeling: an international review from 26 countries     

Levy  Jessica  Brunner  Martin  Keller  Ulrich  Fischbach  Antoine 《Educational Assessment, Evaluation and Accountability》2019,31(3):257-287

Educational Assessment, Evaluation and Accountability - Value-added (VA) modeling can be used to quantify teacher and school effectiveness by estimating the effect of pedagogical actions on...  相似文献