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Cross‐Country Heterogeneity in Students’ Reporting Behavior: The Use of the Anchoring Vignette Method 
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下载免费PDF全文 Self‐reports are an indispensable source of information in education research but they are often affected by heterogeneity in reporting behavior. Failing to correct for this heterogeneity can lead to invalid comparisons across groups. The researchers use the parametric anchoring vignette method to correct for cross‐country incomparability of students’ reports on teacher's classroom management. Their analysis is based on the data from the Programme for International Student Assessment 2012. The results show significant variation in implicit standards across countries. Correlations between countries’ average teacher classroom management levels and external variables like students test scores and public expenditure per pupil change substantially after vignette adjustment. The researchers conclude that the anchoring vignettes method shows potential to enhance the comparability of self‐reported measures in education. 相似文献
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Tatiana Melguizo Gema Zamarro Tatiana Velasco Fabio J. Sanchez 《Journal of research on educational effectiveness》2017,10(2):424-448
The main objective of this study is to empirically test a number of theory-based models (i.e., fixed effects [FE], random effects [RE], and aggregated residuals [AR]) to measure the generic knowledge as well as the degree attainment rates and early labor outcomes gained by students in different programs and institutions in higher education. Our results show the importance of addressing the issue of student selection into programs and institutions in order to reduce selection bias, and they provide suggestive evidence in favor of using FE models. Our findings also confirm our hypotheses that rankings of specific college-program combinations change depending on the different educational and labor outcome measures considered. This finding emphasizes the need to use complementary indicators related to the mission of the specific postsecondary institutions that are being ranked. Given the sensitivity of the models to different model specifications, it is not clear whether they should be used to make any high-stakes decisions in higher education. They could, however, serve as part of a broader set of indicators to support programs and colleges as part of a formative evaluation. 相似文献
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Gema Paniagua 《Infancia y Aprendizaje》2013,36(22):47-56
ResumenEste experimento fun realizado para comprobar los cambios en el recuerdo de cuentos estudiando si los niños pequeños (de tres a seis años) habían adquirido el esquema de la historia. Los cuentos se presentaron a los niños de tres modos diferentes: de forma oral únicamente, oral acompañado de dibujos y oral con muñecos. Los resultados indicaron que los niños de cuatro años podían aplicar un esquema de la historia para organizar y recordar la sucesión de acontecimientos. 相似文献
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Ton de Jong Ernesto Martin Jose‐Miguel Zamarro Francisco Esquembre Janine Swaak Wouter R. van Joolingen 《科学教学研究杂志》1999,36(5):597-615
Discovery learning is generally seen as a promising but demanding mode of learning that, in most cases, can only be successful if students are guided in the discovery process. The present article discusses a study on discovery learning with a computer simulation environment in the physics domain of collisions. In the learning environment, which is called Collision, students learned about collisions where two particles move in the same direction and interact via a conservative force in such a way that the total mechanical energy is conserved. In the experiment we conducted with Collision, we evaluated the effects of adding two different ways to guide students: model progression, in which the model is presented in separate parts; and assignments, small exercises that the student can choose to do. The effect of providing assignments and model progression was evaluated by comparing the learning behavior and learning results over three experimental conditions in which different versions of the simulation environment were presented: pure simulation, simulation plus assignments, and simulation plus model progression and assignments. Students' use of the environment was logged, their subjectively experienced workload was measured on‐line, and their learning was assessed using a number of assessment procedures. Providing assignments with the simulation improved students' performance on one aspect of a so‐called intuitive knowledge test. Providing the students with model progression did not have an effect. A subjective workload measure indicated that expanding the simulation with assignments and model progression did not raise the workload experienced by the students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 597–615, 1999 相似文献
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ResumenEn este artículo se plantea una discusión acerca de teoría e investigaciones más relevantes sobre el recuerdo de cuentos e historias. Se analizan tres cuestiones principalmente: 1) Los modelos o teorías sobre la comprensión y recuerdo de las historias, especialmente la gramática de Stein y Glenn. 2) Los estudios evolutivos en relación con los cambios en la utilización del esquema de la historia. 3) La influencia de otro tipo de factores en el proceso de construir una representación coherente de la historia. 相似文献
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