The purpose of this investigation is to evaluate structural equation models (SEMs) for measures of the same construct collected on multiple occasions (one-variable, multiwave panel studies). Simplex models hypothesize that a measure at any one wave is substantially influenced by the measure at the 0immediately preceding wave; correlations between the same construct measured on different occasions are predicted to decline systematically as the number of intervening occasions increases. Alternatively, a one-factor model posits that a person's score at any one time is a function of some underlying "true" score and a random disturbance that is idiosyncratic to the time; no temporal ordering of correlations is assumed. Both the simplex and one-factor models can befit when there is only a single indicator of each construct at each wave (e.g., scale scores), but there are serious limitations to such models. Stronger models are possible when the same set of multiple indicators (e.g., the items that make up the scale) is measured at each wave. In Study 1, based on students' evaluations of teaching effectiveness collected over an 8-year period, one-factor models fit the data well, whereas simplex models did not. In Study 2, based on personality variables collected over a 4-year period during adolescence, one-factor models again provided an excellent fit to the data, whereas the simplex model did marginally poorer. The results challenge an overreliance on simplex models and demonstrate that a one-factor model is a potentially useful alternative that should be considered in multiwave studies. 相似文献
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions. 相似文献
An increasing number of studies are concerned with the international comparison of the results that different education systems achieve. For example, TIMSS, PIRLS and PISA publish the results from different countries in mathematics, science and literacy. The European Commission has also published indicators and benchmarks relating to the quality of school education. This type of external evaluation is often perceived by teachers as judgemental and controlling. In contrast, internal school‐based evaluation aims to be seen as a developmental process contributing to improved teacher and student learning, where ownership of the evaluation processes remains with the school stakeholders. This paper examines the possible tensions and conflicts that may arise between these two types of evaluation and asks the question ‘How can we overcome the negative attitudes that may have resulted from external evaluation in order to encourage schools to undertake internal school‐based evaluation?’ The paper explores, using Scottish case studies, ways in which schools through their internal self‐evaluation processes may use the data in different ways to meet some, if not all, of the external demands placed on them. This strategy, it is argued, ensures that evaluation is largely done for school purposes and as an aid to the learning process, rather than as an external assessment designed to hold schools accountable for the learning achieved to date.
Il y a un nombre grandissant d'études qui s'occupent de la comparaison internationale des résultats atteints par de différents systèmes éducatifs. Par exemple, TIMSS, PERLS et PISA publient les résultats de différents pays en maths, en sciences et en alphabétisation. La Communauté européenne publie aussi des indicateurs et des standards qui se rapportent à la qualité d'éducation dans les écoles. Ce genre d'évaluation externe est souvent perçu par les enseignants comme un moyen de jugement et de contrôle. Par contraste, les évaluations internes, basées et créés dans les écoles essaient d'établir un processus de développement qui contribue à améliorer l'apprentissage des enseignants et des étudiants et qui es la copropriété des preneurs de l'école. Cet article examine les tensions et les conflits qui peuvent se présenter entre les deux genres d'évaluation et pose la question: “Comment peut‐on combattre les attitudes negatives qui résulteraient après des évaluations externes et comment peut‐on par la suite encourager les écoles à entreprendre leur propre évaluation externe?”Plus particulièrement, en utilisant des études de cas de quelques écoles en Ecosse, l'article explore aussi les moyens par lesquels les écoles peuvent utiliser les données obtenues par les processus d'auto‐évaluations internes afin d'adresser au moins quelques‐unes des exigences externes qui s'imposent à l'école. Cette strategie, l'on soutient, garantit que l'évaluation bénéficit en grande partie aux méthodes d'enseignement à l'école au contraire des évaluations externes qui généralement poussent les écoles à rendre des comptes.
Eine zunehmende Anzahl von Untersuchungen befaßt sich mit dem internationalen Vergleich der Leistung, die in verschiedenen Ausbildungssystemen erzielt wird. Zum Beispiel veröffentlichen TIMSS, PIRLR und PISA die Ergebnisse von verschiedenen Ländern in den Bereichen Mathematik, Naturwissenschaften und Lesen/Schreiben. In Bezug auf die Qualität schulischer Ausbildung hat die Europäische Kommission auch Indikatoren und Anforderungsmaßstäbe veröffentlicht. Diese Art von externer Evaluation wird von Lehrern oft als bewertend und als ein Element von Steuerungsmaßnahmen angesehen. Im Gegensatz dazu sollte die interne schulbezogene Evaluation, deren Kontrolle bei den Betroffenen in der Schule verbleibt, als Teil eines Entwicklungsprozesses aufgefaßt werden, der auf die Verbesserung des Lernens von Lehrern und Schülern abzielt. Dieser Beitrag untersucht die möglichen Spannungen und Konflikte, die sich aus den beiden verschieden Evaluationsansätzen ergeben. Es wird die Frage aufgeworfen: “Wie können wir die negativen Einstellungen, die mit externer Evaluationen leicht verbunden sind, überwinden, um damit die Schulen bereit zu machen, interne schulbezogene Evaluationen durchzuführen?” Auf der Grundlage von schottischen Fallstudien zeigt der Beitrag Möglichkeiten auf, wie Schulen im Rahmen von internen Selbstevaluationsprozessen Daten verschiedenster Art nutzen können, um zumindest einigen Anforderungen, die an sie von außen gestellt werden, genügen zu können. Die Verfasser gehen davon aus, daß eine solche Strategie sicherstellt, daß die Evaluation im wesentlichen für schulische Zwecke durchgeführt wird: Daß sie vor allem den weiteren Lernprozeß unterstützt und weniger einer externen Beurteilung dient, die darauf ausgerichtet ist, Schulen für ihre bisherigen Lernleistungen zur Verantwortung zu ziehen.
Ultimamente ha habido un incremento importante de estudios sobre los resultados que han obtenido diversos sistemas educativos en comparaciones internacionales. Por ejemplo, TIMSS, PERLS y PISA publican los resultados de diversos países en matemáticas, ciencias y alfabetización. La Comisión Europea también ha publicado indicadores y bases de datos, referidos a la calidad de la educación de las escuelas. Este tipo de evaluación externa a menudo es percibido por los profesores como un control y una crítica a su labor. En contraste, la evaluación interna realizada desde la escuela, apunta a ser considerada como un proceso de desarrollo profesional que contribuye a la mejora del profesorado y al aprendizaje de los alumnos, y donde el propietario del proceso de evaluación es el mismo centro educativo. Este documento examina las posibles tensiones y los conflictos que pueden darse entre estos dos tipos de evaluación y se pregunta, “¿cómo podemos superar las actitudes negativas que pudieron originar la evaluación externa de manera que se pueda animar a las escuelas a emprender una evaluación interna desde la escuela? El documento explora, usando estudio de casos escoceses, las maneras en las cuales las escuelas a través de sus procesos de autoevaluación interna pueden utilizar los datos de diversas maneras y dar respuesta a algunas, sino a todas, las demandas que reciben del exterior. Esta estrategia, se dice, que asegura que la evaluación esté hecha en gran parte para el propósito de la escuela y como ayuda al proceso de aprendizaje más que un examen externo diseñado para que las escuelas rindan cuentas sobre los resultados que han obtenido. 相似文献
There is scant research concerned about punishment of handicapped, minority students in public schools. The purpose of this study was to investigate race and gender, types of rules violations, types of punishments, referral rates, referral frequencies, and follow-up activities to determine differences in treatment by race, sex, and handicapping condition. The sample consisted of 4,391 discipline files representing records from 9 schools in a district (K-12). All data were analyzed using the Chi Square statistic. It was demonstrated that racial bias existed in the administration of punishment, and that Black, male handicapped students were punished more severely than others for commission of the same offenses. 相似文献
Purpose: The aim of this study was to analyse the relationship between absolute and acute:chronic workload ratios and non-contact injury incidence in professional football players and to assess their predictive ability. Methods: Elite football players (n?=?130) from five teams competing in European domestic and confederation level competitions were followed during one full competitive season. Non-contact injuries were recorded and using session rate of perceived exertion (s-RPE) internal absolute workload and acute:chronic (A:C) workload ratios (4-weeks, 3-weeks, 2-weeks and week-to-week) were calculated using a rolling days method. Results: The relative risk (RR) of non-contact injury was increased (RR?=?1.59, CI95%: 1.18–2.15) when a cumulative 4-week absolute workload was greater than 10629 arbitrary units (AU) in comparison with a workload between 3745 and 10628?AU. When the 3-week absolute workload was more than 8319?AU versus between 2822 and 8318?AU injury risk was also increased (RR=?1.46, CI95% 1.08–1.98). Injury incidence was higher when the 4-week A:C ratio was <0.85 versus >0.85 (RR?=?1.31, CI95%: 1.02–1.70) and with a 3-week A:C ratio >1.30 versus <1.30 (RR?=?1.37, CI95%: 1.05–1.77). Importantly, none of the A:C workload combinations showed high sensitivity or specificity. Conclusions: In elite European footballers, using internal workload (sRPE) revealed that cumulative workloads over 3 and 4 weeks were associated with injury incidence. Additionally, A:C workloads, using combinations of 2, 3 and 4 weeks as the C workloads were also associated with increased injury risk. No A:C workload combination was appropriate to predict injury. 相似文献
Abstract A large body of research in support of the reciprocal effects model of causal ordering demonstrates that prior academic self-concept predicts subsequent academic achievement beyond what can be explained in terms of prior achievement. Here we evaluate the generalizability of this support for the reciprocal effects model to a physical activity context in which achievement is reflected in gymnastics skills on a standardized gymnastics performance test evaluated by expert judges. Based on the responses of 376 adolescents collected at the start (T1) and end (T2) of a gymnastics training programme, there is support for a reciprocal effects model in which there are significant paths leading from both T1 gymnastics self-concept to T2 gymnastics skills and from T1 gymnastics skills to T2 self-concept. Although there were gender and age effects (girls and older participants had better gymnastics skills, boys had higher self-concepts), multiple group structural equation models indicated that support for the reciprocal effects model generalized over responses by boys and girls. In summary, self-concept and performance are both determinants and consequences of each other. 相似文献
To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO2) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO2) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO2. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min?1) as compared to the TMT (193 ± 7.9 beats·min?1). No significant difference was found for max VO2 (42.9 ± 8.5, 41.2 ± 5.9 ml·kg?1·min?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO2 from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min?1 to obtain an intensity of step exercise comparable to that of running. 相似文献
