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The compact disk (CD) player was one of the major audio innovations of the 1980s in the Netherlands. For studies of the temporal and social diffusion pattern of the CD player and the compact disks, both cultural and economic theories about innovations and music consumption are available. In this paper, these theories are combined in six working hypotheses concerning earlier adoption. The empirical analysis includes both time-invariant and time-varying variables and consumer characteristics. Event history analysis, the technique used in this article, enables one to incorporate these kinds of variables simultaneously in a dynamic model. Compared with the diffusion models usually employed by means of longitudinal analysis, event history analysis is a significant improvement in studying the development of the CD market in the Netherlands. 相似文献
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In 1993 a new subject, Technology, was introduced in all Dutch junior secondary schools. The results of an implementation study (part of the OECD/SMTE case studies project) are described inthe first part of the paper. Technologyclasses in three case-study schools are characterized and pupils' attitudes towards technology described. Pre-vocational schools emphasized practical activities more than other types of secondary schools. Introducing technology imposed a heavy teaching load and there were, as yet, no satisfactory textbooks. Little co-operation with other subjects had been achieved. The second part of the paper elaborates on the problems in the co-operation between science and technology teachers. Some recommendations for improved co-operation are offered. 相似文献
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The aim of this longitudinal study was to investigate differences in interests, personality, and cognitive abilities between students majoring in the six specialties of psychology at the University of Amsterdam. Results show that students at Social Psychology and Work and Organizational Psychology were on average more extraverted than students of other specializations, that students of Psychological Methods and Psychonomics were relatively more open to experience, and that students at Clinical Psychology were on average more neurotic. Differences in cognitive ability were small, but significant, with the highest scores among students of the more research-oriented specialties. With discriminant analyses on the basis of nine interest scales, 53% of the students were correctly categorized in the specialization chosen two or years after interests were measured. Interest profiles of the specialties follow differences in interest in helping people, abstract vs. concrete topics, and technical issues. Person-specialization congruence failed to predict academic performance. 相似文献
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Niels Smits Gideon J. Mellenbergh Harrie C. M. Vorst 《Journal of Educational Measurement》2002,39(3):187-206
In this article, grade point average (GPA) is considered a missing data technique for unavailable grades in school grade records. In Study 1, theoretical and empirical differences between GPA and seven alternative missing grade techniques were considered. These seven techniques are subject mean substitution, corrected subject mean, subject correlation substitution, regression imputation, expectation maximization algorithm imputation and two multiple imputation methods-stochastic regression imputation and data augmentation., The missing grade techniques differ greatly. Data augmentation and stochastic regression imputation appear to be superior as missing grade techniques. In Study 2, the completed grade records (observed and imputed values) were used in two prediction analyses of academic achievement. One analysis was based on unweighed grades, the other on weighed grades. In both analyses, alternative missing grade methods produced better and more consistent predictions. It is concluded that some alternative missing grade methods are superior to GPA. 相似文献
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Mariska H. Knol Rachna in’t Veld Harrie C. M. Vorst Jan H. van Driel Gideon J. Mellenbergh 《Research in higher education》2013,54(8):825-850
This experimental study concerned the effects of repeated students’ evaluations of teaching coupled with collaborative consultation on professors’ instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them four times immediately after a lecture (class meeting in which lecturing was the teaching format) by completing the Instructional Skills Questionnaire (ISQ). Within 2 or 3 days after each rated lecture, the professors in the experimental group were informed of the ISQ-results and received consultation. Each consultation, three in total, resulted in a plan to improve their teaching for the next lectures. Controls received neither their ISQ-results nor consultation during their course. Multilevel regression analyses showed significant differences in ISQ-ratings in the experimental group compared to the control group, specifically on the instructional dimensions Explication, Comprehension and Activation. In addition, the impact of each of the three consultations plus differences between targeted versus non targeted dimensions were analyzed. This study complements recent non-experimental research on a collaborative consultation approach with experimental results in order to provide evidence-based guidelines for faculty development practices. 相似文献
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Teacher education should build on the knowledge base that pre-service teachers already have on account of their lifelong learning in and outside of school. An international team of mathematics and science teacher educators developed a method of investigating the pedagogical content knowledge parts of this knowledge base. They asked pre-service teachers to prepare a lesson about a topic, e.g. area, as if they had to teach that lesson the next day. In this article the main aspects of the research environment are described and their effects on the research outcomes are evaluated. 相似文献
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Methods for identifying dyslexia in adults vary widely between studies. Researchers have to decide how many tests to use, which tests are considered to be the most reliable, and how to determine cut-off scores. The aim of this study was to develop an objective and powerful method for diagnosing dyslexia. We took various methodological measures, most of which are new compared to previous methods. We used a large sample of Dutch first-year psychology students, we considered several options for exclusion and inclusion criteria, we collected as many cognitive tests as possible, we used six independent sources of biographical information for a criterion of dyslexia, we compared the predictive power of discriminant analyses and logistic regression analyses, we used both sum scores and item scores as predictor variables, we used self-report questions as predictor variables, and we retested the reliability of predictions with repeated prediction analyses using an adjusted criterion. We were able to identify 74 dyslexic and 369 non-dyslexic students. For 37 students, various predictions were too inconsistent for a final classification. The most reliable predictions were acquired with item scores and self-report questions. The main conclusion is that it is possible to identify dyslexia with a high reliability, although the exact nature of dyslexia is still unknown. We therefore believe that this study yielded valuable information for future methods of identifying dyslexia in Dutch as well as in other languages, and that this would be beneficial for comparing studies across countries. 相似文献