排序方式： 共有114条查询结果，搜索用时 62 毫秒
71.
Stefanie Buck Jennifer E. Nutefall Laurie M. Bridges 《The Journal of Academic Librarianship》2012,38(6):400-408
Libraries deploying the LibQUAL+? survey can offer a lottery incentive and many do so in the hope of increasing response rates. Other libraries may be prohibited from offering one because of Institutional Review Board restrictions, as is the case at Oregon State University. We wanted to discover why libraries offer lottery incentives, what kinds of incentives, and if they believe these incentives have a positive impact on their response rates. The responding libraries hold a general belief that lottery incentives are effective, but base this on feeling rather than research. We examine what the literature says about lottery incentives and student populations. 相似文献
72.
Franziska Bouley Eveline Wuttke Kathleen Schnick-Vollmer Bernhard Schmitz Stefanie Berger Sabine Fritsch 《Peabody Journal of Education》2013,88(4):491-502
Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep understanding of the economic context and the development of economics competence. To teach well, teachers require professional knowledge, which is mainly composed of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). Our competence model comprises the cognitive component of professional knowledge and the noncognitive components of beliefs, self-efficacy, and self-regulation. To measure competence in competence of prospective teachers, we employed novel instruments to test for professional knowledge and beliefs as well as established ones to test for self-regulation and self-efficacy. The sample consists of 1,152 students at 24 German universities. The structure of the competence model was tested. Results suggest that professional competence in accounting has at least four distinct dimensions (CK, PCK, beliefs, and self-regulation aspects). 相似文献
73.
The decision to follow the demonstrative this with a noun phrase is important to students’ writing development. Previous research has emphasized when students should not attend this rather than studying why students make the choice. Using a corpus-linguistic approach, we investigated 1,999 instances of (un)attended this in student technical and academic writing. High shares of unattended this were found in both text types as well as in original and revised drafts. 相似文献
74.
75.
Leßmann Stefanie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):287-292
International Review of Education - 相似文献
76.
Stefanie Rinderle Manfred Reichert und Peter Dadam 《Informatik - Forschung und Entwicklung》2002,17(4):177-197
Zusammenfassung. Sollen Workflow-Management-Systeme (WfMS) in umfassender Weise für die rechnerbasierte Verwaltung und Steuerung von Gesch?ftsprozessen
einsetzbar sein, müssen die von ihnen verwalteten Workflow-Schemata und -Instanzen bei Bedarf rasch anpassbar sein. Dabei
müssen die auf Basis eines (alten) Workflow-Schemas erzeugten Instanzen auch nach dessen ?nderung ungest?rt weiterlaufen k?nnen,
etwa durch Bereitstellung geeigneter Versionskonzepte. Sehr viel schwieriger wird es, wenn die angewandten Schema?nderungen
– wo gewünscht und m?glich – auch auf die bereits (vielleicht in gro?er Zahl) laufenden Workflow-Instanzen übertragen werden
sollen. Dies bei Bedarf zu k?nnen – und zwar ohne Inkonsistenzen oder Fehler zu verursachen – ist aber ungemein wichtig, wenn
ein WfMS breit und flexibel einsetzbar sein soll. In diesem Beitrag wird ein Ansatz zur effizienten Prüfung der Vertr?glichkeit
von Workflow-Instanzen mit einem ge?nderten Workflow-Schema vorgestellt. Durch Einbeziehung aller Beschreibungskonstrukte
(z.B. auch Schleifen und Datenflüsse) und damit zusammenh?ngender Fragestellungen wird darüber hinaus zum ersten Mal die Grundlage
für ein umfassendes ?nderungsmanagement geschaffen. Au?erdem wird aufgezeigt, wie der Benutzer bei der Migration vertr?glicher
Instanzen auf das neue Schema konkret unterstützt werden kann.
ID="*" Diese Arbeit wurde im Rahmen des Projekts „?nderungsmanagement in adaptiven Workflow-Management-Systemen” der Deutschen
Forschungsgemeinschaft (DFG) erstellt. 相似文献
77.
In this paper we present a first large-scale analysis of the relationship between Mendeley readership and citation counts with particular documents’ bibliographic characteristics. A data set of 1.3 million publications from different fields published in journals covered by the Web of Science (WoS) has been analyzed. This work reveals that document types that are often excluded from citation analysis due to their lower citation values, like editorial materials, letters, news items, or meeting abstracts, are strongly covered and saved in Mendeley, suggesting that Mendeley readership can reliably inform the analysis of these document types. Findings show that collaborative papers are frequently saved in Mendeley, which is similar to what is observed for citations. The relationship between readership and the length of titles and number of pages, however, is weaker than for the same relationship observed for citations. The analysis of different disciplines also points to different patterns in the relationship between several document characteristics, readership, and citation counts. Overall, results highlight that although disciplinary differences exist, readership counts are related to similar bibliographic characteristics as those related to citation counts, reinforcing the idea that Mendeley readership and citations capture a similar concept of impact, although they cannot be considered as equivalent indicators. 相似文献
78.
Thorsten Henke Katja Bogda Jennifer Lambrecht Stefanie Bosse Helvi Koch Kai Maaz Nadine Spörer 《Zeitschrift für Erziehungswissenschaft》2017,20(3):449-474
The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice. 相似文献
79.
Stefanie A. Wind 《Journal of Educational Measurement》2019,56(3):478-504
Numerous researchers have proposed methods for evaluating the quality of rater‐mediated assessments using nonparametric methods (e.g., kappa coefficients) and parametric methods (e.g., the many‐facet Rasch model). Generally speaking, popular nonparametric methods for evaluating rating quality are not based on a particular measurement theory. On the other hand, popular parametric methods for evaluating rating quality are often based on measurement theories such as invariant measurement. However, these methods are based on assumptions and transformations that may not be appropriate for ordinal ratings. In this study, I show how researchers can use Mokken scale analysis (MSA), which is a nonparametric approach to item response theory, to evaluate rating quality within the framework of invariant measurement without the use of potentially inappropriate parametric techniques. I use an illustrative analysis of data from a rater‐mediated writing assessment to demonstrate how one can use numeric and graphical indicators from MSA to gather evidence of validity, reliability, and fairness. The results from the analyses suggest that MSA provides a useful framework within which to evaluate rater‐mediated assessments for evidence of validity, reliability, and fairness that can supplement existing popular methods for evaluating ratings. 相似文献
80.
When practitioners use modern measurement models to evaluate rating quality, they commonly examine rater fit statistics that summarize how well each rater's ratings fit the expectations of the measurement model. Essentially, this approach involves examining the unexpected ratings that each misfitting rater assigned (i.e., carrying out analyses of standardized residuals). One can create plots of the standardized residuals, isolating those that resulted from raters’ ratings of particular subgroups. Practitioners can then examine the plots to identify raters who did not maintain a uniform level of severity when they assessed various subgroups (i.e., exhibited evidence of differential rater functioning). In this study, we analyzed simulated and real data to explore the utility of this between‐subgroup fit approach. We used standardized between‐subgroup outfit statistics to identify misfitting raters and the corresponding plots of their standardized residuals to determine whether there were any identifiable patterns in each rater's misfitting ratings related to subgroups. 相似文献