An Exploratory Analysis of Differential Item Functioning and Its Possible Sources in a Higher Education Admissions Context     

Maria Elena Oliveri  Rene Lawless  Frederic Robin  Brent Bridgeman 《教育实用测度》2018,31(1):1-16

We analyzed a pool of items from an admissions test for differential item functioning (DIF) for groups based on age, socioeconomic status, citizenship, or English language status using Mantel-Haenszel and item response theory. DIF items were systematically examined to identify its possible sources by item type, content, and wording. DIF was primarily found in the citizenship group. As suggested by expert reviewers, possible sources of DIF in the direction of U.S. citizens was often in Quantitative Reasoning in items containing figures, charts, tables depicting real-world (as opposed to abstract) contexts. DIF items in the direction of non-U.S. citizens included “mathematical” items containing few words. DIF for the Verbal Reasoning items included geocultural references and proper names that may be differentially familiar for non-U.S. citizens. This study is responsive to foundational changes in the fairness section of the Standards for Educational and Psychological Testing, which now consider additional groups in sensitivity analyses, given the increasing demographic diversity in test-taker populations.  相似文献   

The historic approach in teaching: Analysis of an experience     

Ruth S. de Castro  Anna Maria Pessoa de Carvalho 《Science & Education》1995,4(1):65-85

The main purpose of this paper is to report our first attempts to study how and where it is possible to use the history of physics in a high school course. We made four activities based on historical data connected to heat and temperature. Filming was extremely important for the type of study we made since it allowed to draw out the situations we considered most relevant whenever necessary. We selected and analysed all the episodes in which there was any allusion (explicit or not) to history, presented in the form of questions or doubts, or portraying explanations of facts and phenomena built up based on reconstructions provided by the historical approach.  相似文献   

The Dynamics of Picturebook Communication     

Maria Nikolajeva  Carole Scott 《Children‘s Literature in Education》2000,31(4):225-239

This article offers new perspectives and theoretical tools to interpret and appreciate the complex relationships that can exist between words and pictures. The spectrum of text/image interaction is laid out and analyzed, and several picturebooks from different countries are explored to uncover a number of intriguing dynamics ranging from the simple to the highly elaborate. Text/image interaction may give rise to significant ambiguity, and the article points to future opportunities for dual audience research in this field. The article offers a taste of Nikolajeva and Scott's How Picturebooks Work (Garland, 2000).  相似文献   

Process of internationalization of business schools in Latin America: the case of EAESP/FGV,Brazil     

Freitas  Maria Ester de  Bertero  Carlos Osmar  Fleury  Maria Tereza Leme  Mariotto  Fábio Luiz  Silva  André Luis 《Tertiary Education and Management》2016,22(4):267-286

This article analyzes the theoretical and practical aspects of the academic internationalization process, through the main events and pathways developed over the 60 years of the EAESP/FGV, the São Paulo Business School of the Getulio Vargas Foundation (Brazil). A survey was conducted of former directors, coordinators of the main international programs and all school faculty (266 professors) about their training and international activities. EAESP/FGV has developed a diverse and consolidated international career, surpassing the activities related to teaching and student mobility. However, there are some opportunities to deepen internationalization as a strategic brand of the institution.  相似文献   

«Repetência» by Portuguese school children in relation to their self-perception and self-evaluation     

William Peter Robinson  Carol Ann Tayler  Maria da Luz Correia 《European Journal of Psychology of Education - EJPE》1990,5(3):327-335

Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation.  相似文献   

Promoting Language and Executive Function in Educational Settings: The Drežančić Method     

Francesca Cozzani  Maria Carmen Usai 《Early education and development》2016,27(6):770-787

Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Dre?an?i? method in educational settings. It is hypothesized that characteristics of this method, based on the typical stages of linguistic and cognitive development, could influence both language competence and executive function (EF). A pretest–posttest treatment design with a control group was used to evaluate the efficacy of the method (preintervention baseline and posttraining after 6 months). A total of 41 children (ranging in age from 26 to 31 months) with a vocabulary size score lower than the 50th percentile were recruited to participate in the study and were assigned to 2 groups: an experimental group that received training or a control group that participated in normal day care center activities. The results revealed that the training had an effect: The experimental group produced a greater variety of words and more complete sentences; moreover, the linguistic training appeared to positively affect EF processes. Practice or Policy: The results highlight the efficacy of a training, applicable to educational contexts, for typically developing populations. Furthermore, the confirmation of a rich interaction between language and EF even at an early age has important implications for clinical work.  相似文献   

Threats of violence in schools: The Dallas independent school district's response     

Kim Ryan‐Arredondo  Kristin Renouf  Carla Egyad  Meridith Doxey  Maria Dobbins  Serafin Sanchez  Bert Rakowitz 《Psychology in the schools》2001,38(2):185-196

School violence has become a primary concern for parents, students, school personnel, and the public. As a result, educators are searching for methods to prevent violent acts perpetrated by youth. Dallas Public Schools developed procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made verbal or written threats of violence and to assist school staff in determining appropriate intervention strategies. This article describes the development of the DVRA, and presents case studies utilizing the DVRA procedures. Challenges and implications of the use of the DVRA are also discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

Implementing feminist theory in engineering: obstacles within the gender studies tradition     

Maria K. Udén 《European Journal of Engineering Education》2017,42(3):336-348

Scholars have noted that there is hesitation to utilise findings from gender studies in engineering education. Issues within gender studies may be part of the matching problem. Debates concerning two concepts for new engineering paradigms are investigated: care and heterogeneity. Their appeals and the respective complications which they tend to be associated with are revisited. Two examples are explored in detail. The tensions revealed lead to the contents of technical work. More social sciences content in engineering education is sometimes suggested, as a way to support more humane approaches. But, if the calculations that decide how many bolts of what dimension are to be put where are ‘masculinist reductionism’, it still remains that someone will have to do those calculations. Is emphasis on social issues really what we want from engineers?  相似文献   

Feeling good,learning better? Effectivity of an emotional design procedure in multimedia learning     

Hannes Münchow  Maria Bannert 《教育心理学》2019,39(4):530-549

Emotional designing describes the elicitation of positive affect during learning through specific design elements of the learning environment to enhance learning. This experimental study examined the effectivity of an emotional design procedure on learning performance. Moreover, the learner’s affective states before learning were taken into consideration as possible moderators. 145 university students learned for 20?min either in a multimedia positive affect inducing learning environment (n?=?85) or a neutral multimedia learning environment (n?=?60). The Affect was measured before, during, and after learning. Performance was tested afterwards. To control for possible confounding effects, achievement motivation, emotion regulation, and situational interest were measured. In contrast to earlier findings, no superiority effect of the emotional design procedure was found. Furthermore, the effectivity of the emotional design procedure was not moderated by student’s prior effective states. However, there was a main influence of student’s positive affect on transfer performance.  相似文献   

Organizing links with science: Cooperate or contract?: A project-level analysis     

Bruno Cassiman  Maria Chiara Di Guardo  Giovanni Valentini 《Research Policy》2010,39(7):882-892

Links with science have been argued to improve the (innovation) performance of firms. Yet we still know comparatively little about the project-level characteristics affecting the organization of such links. Our study, based on a sample of 52 projects carried out by a multinational company in the semiconductor industry, reveals that the knowledge attributes of a project help in predicting how the R&D activities will be organized. In particular, basic projects are likely to be developed through formal cooperative agreements with universities. Such projects also tend to be strategically less important. For strategically more important projects, in contrast, and for those where the knowledge to be developed is particularly novel to the firm, the firm is more likely to resort to formal contracting with a university for a specific component of the R&D project, usually early on in the project.  相似文献