A Grounded Theory of Counselor Educators' Academic Leadership Development     

Danica G. Hays  Stephanie A. Crockett  Rebecca Michel 《Counselor Education & Supervision》2021,60(1):51-72

Counselor educators are well‐equipped to serve as academic leaders, yet little is known about what factors influence their engagement experiences. This grounded theory provides a theoretical model of academic leadership engagement based on interviews with 20 counselor educators with academic leadership experience. Implications for facilitating academic leadership engagement are provided.  相似文献   

A Mixture IRTree Model for Extreme Response Style: Accounting for Response Process Uncertainty     

Nana Kim  Daniel M. Bolt 《Educational and psychological measurement》2021,81(1):131

This paper presents a mixture item response tree (IRTree) model for extreme response style. Unlike traditional applications of single IRTree models, a mixture approach provides a way of representing the mixture of respondents following different underlying response processes (between individuals), as well as the uncertainty present at the individual level (within an individual). Simulation analyses reveal the potential of the mixture approach in identifying subgroups of respondents exhibiting response behavior reflective of different underlying response processes. Application to real data from the Students Like Learning Mathematics (SLM) scale of Trends in International Mathematics and Science Study (TIMSS) 2015 demonstrates the superior comparative fit of the mixture representation, as well as the consequences of applying the mixture on the estimation of content and response style traits. We argue that methodology applied to investigate response styles should attend to the inherent uncertainty of response style influence due to the likely influence of both response styles and the content trait on the selection of extreme response categories.  相似文献   

Seeing the Forest and the Trees: Comparison of Two IRTree Models to Investigate the Impact of Full Versus Endpoint-Only Response Option Labeling     

Elisabeth M. Spratto  Brian C. Leventhal  Deborah L. Bandalos 《Educational and psychological measurement》2021,81(1):39

In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported.  相似文献   

Latent Variable Modeling and Adaptive Testing for Experimental Cognitive Psychopathology Research     

Michael L. Thomas  Gregory G. Brown  Virginie M. Patt  John R. Duffy 《Educational and psychological measurement》2021,81(1):155

The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures.  相似文献   

Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations     

Joseph A. Rios  James Soland 《Educational and psychological measurement》2021,81(3):569

As low-stakes testing contexts increase, low test-taking effort may serve as a serious validity threat. One common solution to this problem is to identify noneffortful responses and treat them as missing during parameter estimation via the effort-moderated item response theory (EM-IRT) model. Although this model has been shown to outperform traditional IRT models (e.g., two-parameter logistic [2PL]) in parameter estimation under simulated conditions, prior research has failed to examine its performance under violations to the model’s assumptions. Therefore, the objective of this simulation study was to examine item and mean ability parameter recovery when violating the assumptions that noneffortful responding occurs randomly (Assumption 1) and is unrelated to the underlying ability of examinees (Assumption 2). Results demonstrated that, across conditions, the EM-IRT model provided robust item parameter estimates to violations of Assumption 1. However, bias values greater than 0.20 SDs were observed for the EM-IRT model when violating Assumption 2; nonetheless, these values were still lower than the 2PL model. In terms of mean ability estimates, model results indicated equal performance between the EM-IRT and 2PL models across conditions. Across both models, mean ability estimates were found to be biased by more than 0.25 SDs when violating Assumption 2. However, our accompanying empirical study suggested that this biasing occurred under extreme conditions that may not be present in some operational settings. Overall, these results suggest that the EM-IRT model provides superior item and equal mean ability parameter estimates in the presence of model violations under realistic conditions when compared with the 2PL model.  相似文献   

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development     

Kyle C. Levesque  Helen L. Breadmore  S. Hlne Deacon 《Journal of Research in Reading》2021,44(1):10-26

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Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes     

《Contemporary educational psychology》2021

The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.  相似文献   

先感性、后理性方法在藏族大学生计算机专业教学中的应用研究     

赵尔平  王昊  党红恩 《高等理科教育》2021,(1):67-74

文章针对藏族大学生学习计算机课程存在诸多问题的现状,提出先感性、后理性教学方法。从知识建构,扫除学习障碍,抽象知识感性化表示三个方面论述感性方式在教学中的作用。从构建实践教学体系,抽象知识可视化设计,硬件类课程仿真教学,学习空间、积极情感等方面促进感性教学,使感性教学向理性教学升华并具体论述该方法的运用。且利用成绩指标对比分析和均值T检验证明了该方法教学效果明显优于传统方法。  相似文献   

教师参与学校治理意愿影响因素的实证研究--计划行为理论框架下的分析     

魏叶美  范国睿 《华东师范大学学报(教育科学版)》2021,(4):73-82

促进包括教师在内的多元主体参与是学校治理现代化的必然要求。本研究基于上海市442名中学教师的问卷调查,在计划行为理论框架下,对影响教师参与学校治理意愿的机制进行了实证分析。结果发现:(1)主观规范、知觉行为控制、参与治理态度和教师参与学校治理意愿显著正相关;(2)主观规范、知觉行为控制不仅可以直接正向预测教师参与学校治理意愿,还可以通过参与治理态度间接作用于教师参与学校治理意愿;(3)教师身份和教龄对主观规范通过参与治理态度影响教师参与治理意愿的中介效应有调节作用,非教代会代表、新手教师的效应更明显。需要加强参与理念宣传,营造良好参与氛围;注重意见反馈,提高教师参与效能感;用好激励机制,转变教师参与治理的态度;拓展参与范围,尤其注重新教师和非教代会代表在学校治理中的参与。  相似文献   

自建流程式实习的理论、应用及效能     

王成江  陈铁 《高等工程教育研究》2021,(2):88-93

现阶段,网络教学在大学中越来越普遍,尤其是疫情全国"封城"期间,网络教学成为大学教学模式的唯一选择。网络教学模式下,工程类大学生无法进驻企业进行生产实习,虚拟仿真培训又是验证性实验而效能不佳。基于生产设备的实物照片和生产过程的生产流程,结合图像处理技术,提出了工程类专业实习的纾困方案——自建流程式实习。文章研究了自建流程式实习的理论基础和内涵定义,重点探讨了自建流程式实习的应用过程,分析了自建流程式实习的效能及实习目标的达成情况。效能分析表明,自建流程式实习可以加深工程类大学生对生产设备和生产过程的感性认识,还可以提高他们的动手创作和设计优化能力,是解决网络教学模式下工程类大学生生产实习困境的可行出路。  相似文献