B-52“同温层堡垒”型战略轰炸机(上)     

乔恩·雷克  长弓 《航空档案》2008,(4):58-75

从50多年前波音公司研制的YB-52首次升空开始,B-52“同温层堡垒”（Stratofortress）型战略轰炸机一直是展示美国军事力量以及美国政府在必要情况下于任何时间和地点使用武力的军事意志的重要标志。目前,美军仍然没有显示出替换这种轰炸机的迹象,作为波音公司研发杰作之一的B-52仍将是美军在21世纪的一种关键性武器装备。  相似文献   

Determining validity and identifying nonresponse bias in a survey requesting income data     

Jon S. Hesseldenz 《Research in higher education》1976,5(2):179-191

Two procedures for validating incomes self-reported in ranges by University of Kentucky doctoral graduates, one comparing grouped data to income data collected by the National Academy of Sciences (1974) for the same year, 1973, the other comparing individual self-report data in a double-blind process to state income tax records, indicating that the self-report data were generally accurate. A check of respondents versus nonrespondents in various categories (sex, age, graduation year, Holland type, Biglan type) showed no difference in the proportion of response in any category. Comparison of nonrespondent income with respondent income in state income tax records revealed that nonrespondents averaged almost $3,500.00 less income during that year than did respondents. This finding held true across all categories but two.  相似文献   

Jon Lauglo, Peter Lang, Frankfurt, Se-Yung Lim, Klaus Schaack (Eds.), Education, Training and Contexts Studies and Essays, ISBN 3-631-39547-7, US edn 0-8204-5981-X, 2002 (433pp.)..     

Jon Lauglo  Peter Lang  Frankfurt  Se-Yung Lim  Klaus Schaack  Education  Training  Contexts Studies  Essays  ISBN ---  US edn ---X  . 《International Journal of Educational Development》2005,25(6):669-670

  相似文献   

The Resources and Strategies Boys Use to Establish Status in a Junior School without Competitive Sport   总被引：1，自引：1，他引：1  

Jon Swain 《Discourse: Studies in the Cultural Politics of Education》2002,23(1):91-107

The data in this paper comes from an ethnographically based study of Year 6 (10-11-year-old) boys in an English junior school. It investigates the resources and strategies used and created by the boys to classify themselves, and to construct and perform their masculinity in a tightly regulated school where competitive sport (including playground football) is prohibited for the majority of the school year. The paper considers the relationship between the formal school culture and informal pupil culture, and, in particular, the options open, limited and closed to the boys to construct their masculinities and establish status/prestige within their immediate peer group. One option open was being able to work hard in class without peer reprovement, but despite the limitation of competitive games/sport, the most favoured form of masculine status was still exemplified by embodied forms of athleticism and physicality. The paper also explores another way of gaining status, which was by a form of verbal abuse known as 'cussing': this was a pervasive and prevalent part of school life, and is viewed as another form of competitive, stylised performance.  相似文献   

Constructing normalcy: a qualitative study of parenting children with Asperger's Disorder     

Jon Lasser  Kristyn Corley 《Educational Psychology in Practice》2008,24(4):335-346

Children with Asperger's Disorder present unique challenges due to their impairments in social functioning. In order to better understand the experiences of parents of children with Asperger's Disorder, interviews were conducted with 20 parents. The interviews were taped, transcribed, and coded using the systematic methods of Grounded Theory. The central phenomenon of “constructing normalcy” emerged from the data as a salient construct for participants. Parents interviewed described a process of meaning‐making with respect to standards of “normalcy” and an effort to create adaptive environments for their children.  相似文献   

Sandcastle competitions     

Jon Baggaley 《Distance Education》2016,37(3):366-375

This commentary discusses reasons that lead scholars to feel entitled to make judgements in areas where they have little or no expertise. Three current reports about the future of online learning are considered, issued by the Global Learning Council, Massachusetts Institute of Technology, and the Gates Foundation. Two of these publications contain contradictions and confusion that may simply be due to lack of awareness of distance education (DE) and online learning research. The third report gives good evidence but has been criticized for being too academic. The conflicting standards and criteria evident in such writings may be due to institutional pressures to promote policies and principles despite lack of supportive evidence, and to weaknesses in the DE literature itself. As major institutional policies about online learning are likely to be based on the recommendations of such reports, it is important for DE specialists to challenge them where appropriate.  相似文献   

Evaluating item response theory linking and model fit for data from PISA 2000–2012     

Matthias von Davier  Kentaro Yamamoto  Hyo Jeong Shin  Henry Chen  Lale Khorramdel  Jon Weeks 《Assessment in Education: Principles, Policy & Practice》2019,26(4):466-488

ABSTRACT

Based on concerns about the item response theory (IRT) linking approach used in the Programme for International Student Assessment (PISA) until 2012 as well as the desire to include new, more complex, interactive items with the introduction of computer-based assessments, alternative IRT linking methods were implemented in the 2015 PISA round. The new linking method represents a concurrent calibration using all available data, enabling us to find item parameters that maximize fit across all groups and allowing us to investigate measurement invariance across groups. Apart from the Rasch model that historically has been used in PISA operational analyses, we compared our method against more general IRT models that can incorporate item-by-country interactions. The results suggest that our proposed method holds promise not only to provide a strong linkage across countries and cycles but also to serve as a tool for investigating measurement invariance.  相似文献   

Technology Knowledge and Use: A Survey of Science Educators     

Odom  A. Louis  Settlage  John  Pedersen  Jon E. 《Journal of Science Education and Technology》2002,11(4):391-398

The purpose of this study was to determine the current state of technology use and know-how among members of the Association for the Education of Teachers in Science. A web-based survey site and an e-mail merge invited members to participate in the study. The survey examined the differences between current and desired levels of knowledge about using technology as an instructional tool, to support research, to enhance productivity in classroom applications, and to enhance data collection and analysis. Large mean differences about using technology as an instructional tool were found, including: (1) teaching students at a distance, (2) database applications, and (3) desktop publishing. Small mean differences were found for telecommunications and word processing.  相似文献   

School Work,Homework and Gender     

Susan Harris  Jon Nixon  Jean Rudduck 《Gender and education》1993,5(1):3-15

This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers.  相似文献   

Differences in Career Aspirations,Influences, and Motives as a Function of Class Standing: An Empirical Evaluation of Undergraduate Criminal Justice Majors     

Glenn D. Walters  Jon Kremser 《Journal of Criminal Justice Education》2016,27(3):312-323

The purpose of this study was to determine whether career aspirations, influences, and motives differ by class standing (freshman, sophomore, junior, and senior). A cross-sectional analysis of surveys completed by 204 criminal justice majors revealed a negative correlation between class standing and student interest in a law enforcement career (i.e. freshman and sophomores showed greater interest in a law enforcement career than juniors and seniors). Further analysis indicated that television and movies had a greater impact on the career aspirations of underclassmen, whereas teachers and professors had a greater impact on the career aspirations of upperclassmen. Motivational factors did not differ by class standing, however: students, regardless of class standing, reported that helping others and the interesting nature of the subject matter were their two strongest motives for seeking a criminal justice career and wearing a uniform and power were the two weakest motives for seeking a criminal justice career.  相似文献