In the bunkers of Binghamton     

Herbert London 《Academic Questions》1991,4(4):15-17

In addition to being editor ofAcademic Questions and chairman of the National Association of Scholars  相似文献   

Stability of Individual Differences in Multiwave Panel Studies: Comparison of Simplex Models and One-Factor Models     

Herbert W. Marsh 《Journal of Educational Measurement》1993,30(2):157-183

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   

Exploring sex differences in science enrolment intentions: An application of the General Model of Academic Choice     

Geoffrey Barnes  Dennis M McInerney  Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23

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   

Object recognition through eavesdropping: Passive echolocation in bottlenose dolphins     

Mark J. Xitco  Herbert L. Roitblat 《Learning & behavior》1996,24(4):355-365

A bottlenose dolphin (Tursiops truncatus) demonstrated the ability to select the matching object in a matching-to-sample task after listening to another dolphin inspect the sample object via echolocation. The listener was prevented from inspecting the sample himself. In Experiment 1, with objects familiar to both dolphins, the listener’s performance was significantly better than chance. In Experiment 2, objects familiar to only one of the dolphins were used. On these trials, the listener’s performance was significantly better than chance only when the inspecting dolphin made a correct choice. Analysis of the listener’s responses when the inspector made an error demonstrated that this contingency was not due to the listener’s matching the inspector’s response, but was apparently due instead to inadequate information in the echo. The results suggest that the listener was able to “eavesdrop” on echoes produced by the inspector’s clicks and derive characteristics of the sample object.  相似文献   

On the importance of motivation in Munchausen by Proxy: the case of Kathy Bush     

Schreier H 《Child abuse & neglect》2002,26(5):537-549

The recent trial and conviction of Kathy Bush for abusing her daughter is used to illustrate (1) the nature of the motivation, in at least some cases of MBP, and (2) the importance of distinguishing the motivation found in MBP from that found in other forms of child abuse and other conditions involving factitious illness production.  相似文献   

Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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PARRAMATTA TEST OF DEVELOPMENTAL LEVELS FOR INFANT GRADES 1 , 2     

Gwynneth F. Herbert B.A  Dip.Ed. 《International Journal of Disability, Development & Education》1973,20(1):20-38

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A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality     

Alexandre J. S. Morin  A. Katrin Arens  Herbert W. Marsh 《Structural equation modeling》2016,23(1):116-139

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Analyzing the OECD Indicators Model     

Herbert J. Walberg  Guoxiong Zhang 《比较教育学》1998,34(1):55-70

The Organization for Economic Co-operation and Development (OECD) has identified an elaborate set of indicators by which to judge aspects of education systems. This paper provides a comparative analysis of the education-related features of 28 high-income countries in terms of three blocks of indicators relating respectively to the contexts, processes and results of each system. Factor analyses showed that several aspects of the OECD model are more complicated than previously thought. For this reason, the OECD faces a choice of enriching the range of indicators or pruning some components to gain parsimony and greater country participation in data collection. The article demonstrates that to the extent that the OECD model holds, education context variables appear to influence costs, resources and school processes. In turn, processes appear to influence results including achievement though in some cases weakly and in other cases surprisingly. Although further changes in the OECD model deserve consideration the article also shows how it has grown substantially in scope, methodological rigor and country participation during the past decade.  相似文献   

Political pilgrims and the NAS     

Herbert London 《Academic Questions》1998,11(3):47-49

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