排序方式： 共有118条查询结果，搜索用时 15 毫秒
101.
Laura Castro-Schilo Kevin J. Grimm Keith F. Widaman 《Structural equation modeling》2016,23(6):798-818
We introduce an approach for ensuring empirical identification of the correlated trait–correlated method (CT–CM) model under a variety of conditions. A set of models are referred to as augmented correlated trait–correlated method (ACT–CM) models because they are based on systematically augmenting the multitrait–multimethod matrix put forth by Campbell and Fiske (1959). We show results from a Monte Carlo simulation study in which data characteristics lead to an empirically underidentified standard CT–CM model, but a well-identified fully augmented correlated trait–correlated method (FACT–CM) model. This improved identification occurs even for a model in which equality constraints are imposed on loadings on each trait factor and loadings on each method factor—a specific case shown to lead to an empirically underidentified CT–CM model. 相似文献
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Susan A. Yoon Emma Anderson Jessica Koehler-Yom Chad Evans Miyoung Park Josh Sheldon Ilana Schoenfeld Daniel Wendel Hal Scheintaub Eric Klopfer 《Instructional Science》2017,45(1):99-121
The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports. 相似文献
103.
Kelly Michael P. Feistman Richard Dodge Emily St. Rose Andresse Littenberg-Tobias Josh 《Educational Assessment, Evaluation and Accountability》2020,32(4):499-517
Educational Assessment, Evaluation and Accountability - Performance assessments attempt to provide a practical and authentic demonstration of students’ learning. Despite growing investments... 相似文献
104.
Getting the Most From Your Interactive Whiteboard Investment: Three Guiding Principles for Designing Effective Professional Development 总被引：1，自引：0，他引：1
Josh DeSantis 《Clearing house (Menasha, Wis.)》2013,86(2):51-55
The adoption of interactive whiteboards (IWB) in many schools outpaced the delivery of adequate professional development on their use. Many teachers receive IWBs without adequate training on methods to use the technology to improve their instruction. Consequently, IWBs remain an underutilized resource in many classrooms. Teachers who are given IWBs require purposeful, scaffolded, and sustained professional development to maximize the IWB's potential. This article identifies three promising professional development practices for teaching educators how to use IWBs effectively. The literature describing effective technology professional development suggests it should (1) build efficacy by scaffolding the instruction of new tasks, (2) establish long-term collaborative partnerships among teachers, and (3) include positive supervision that encourages teacher self-reflection and measures student engagement with digital media using the IWB. Professional-development designers can increase the effectiveness of their instruction by incorporating these principles into their training. 相似文献
105.
Josh M. Beach 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):24-38
This article explores the history of human capital in the United States in relation to scholarly study of the private economic returns to higher education. The focus of this study is the private economic returns to subbaccalaureate education in two-year community and technical colleges. This article argues that although there are some beneficial private rates of return to a subbaccalaureate credential in relation to having no higher education, the benefits are small and often insignificant, especially in relation to the rates of return to a baccalaureate degree. Thus, subbaccalaureate credentials are devalued economic commodities that perpetuate the inequality of U.S. society and the labor market and, therefore, subbaccalaureate education should not be seen as a means to democratize higher educational access, but more as an advanced type of secondary schooling. 相似文献
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Daniel Grimm 《European Journal of Engineering Education》1981,6(1-2):61-66
Before rendering an account of the different sessions, I feel constrained to make some general remarks on the main theme, namely “The engineer's role”. 相似文献
108.
Winning Is(n't) Everything: The Paradox of Excellence and the Challenge of Organizational Epideictic
Encompassing both the controlled messages of values advocacy and less explicit rhetorical actions such as philanthropy, community programs, and volunteerism, organizational epideictic affirms common values. This essay argues that such common values are problematized by the presence of paradox even in seemingly innocuous epideictic subjects. Through a case study of the National Collegiate Athletic Association's “Stay in Bounds” program teaching children to be good sports both on and off the field, the essay demonstrates the challenges of organizational epideictic through the paradox of excellence. It also provides suggestions for the management—but not elimination—of paradox in organizational epideictic, particularly directed at external publics. 相似文献
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Early childhood classrooms support children's learning in a variety of ways. Of critical importance are the interactions teachers have with children. The type and quality of classroom interactions vary and can be grouped into three domains: instructional, organizational, and emotional. The purpose of this study is to examine the extent to which the quality of classroom interactions is stable over time and the extent to which certain types of interactions (e.g., organizational) set the stage for other types of interactions (e.g., instructional) during the first two hours of a typical pre-k day. Classrooms (n = 693) were observed during four contiguous observation cycles (20 min for observation, 10 min for ratings) using the Classroom Assessment Scoring System. Stability estimates from autoregressive models showed the quality of classroom interactions was highly stable. Latent difference score models were then fit to determine how these domains of teacher interactions related with one another over time. Contrary to hypotheses, higher levels of Classroom Organization and Emotional Support were not related to positive changes in Instructional Support. However, the final model indicated that Classroom Organization and Emotional Support were positively related to one another over time. That is, higher levels of Classroom Organization were related to higher levels of Emotional Support at the next observation cycle and vice versa. Implications for the understanding of classroom interactions and the measurement of interactions are discussed. 相似文献