THE USE OF MORE REALISTIC UTILITY FUNCTIONS IN EDUCATIONAL APPLICATIONS     

MELVIN R. NOVICK  DENNIS V. LINDLEY 《Journal of Educational Measurement》1978,15(3):181-191

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A Comparison of the Counselor Rating Form and the Counselor Effectiveness Rating Scale     

DONALD R. ATKINSON  BRUCE E. WAMPOLD 《Counselor Education & Supervision》1982,22(1):25-36

The purpose of this study was to compare two measures of perceived counselor expertness, trustworthiness, and attractiveness: the Counselor Rating Form (CRF) and the Counselor Effectiveness Rating Scale (CERS).  相似文献   

A COMPARISON OF THE RELIABILITY AND VALIDITY OF TWO METHODS FOR ASSESSING PARTIAL KNOWLEDGE ON A MULTIPLE-CHOICE TEST     

RONALD K. HAMBLETON  DENNIS M. ROBERTS  ROSS E. TRAUB 《Journal of Educational Measurement》1970,7(2):75-82

Differential weighting of response alternatives and confidence testing have been proposed as ways to assess partial knowledge on multiple-choice tests. 211 students in an educational measurement course took their midterm examination under one of three procedures. Results from those students administered the test under conventional directions provided a baseline for comparing, in terms of reliability and validity, the results from students who took the test under the differential weighting of response alternatives or the confidence testing instructions. Reliability was estimated by the split-half technique. Validity was estimated by correlating midterm test scores with scores on a final examination. This investigation provides some support for the contention that validity can be improved using more sophisticated testing techniques. Suggestions for the conduct of more definitive studies were offered.  相似文献   

40^th Anniversary of Curriculum Inquiry—Part I     

DENNIS THIESSEN  ELIZABETH CAMPBELL  RUBÉN GAZTAMBIDE-FERNÁNDEZ  KELLI NIGH 《课程探究》2010,40(1):1-16

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Violence in School: What Can We Do?     

DENNIS LINES 《Pastoral Care in Education》2007,25(2):14-21

A common disruption to learning and stability in schools occurs when pupils fight or become aggressive. This paper considers the issues of anger management, violence control and fighting reduction through a counselling programme with a high-risk pupil in secondary school. It begins by examining some of the thinking on young people and violence and aggression. Then, the author considers the place of counselling in schools in relation to this issue. Interventions for the practitioner to consider are discussed, including how to make a clear diagnosis of the nature of violence for the particular youngster, an analysis of anger-triggers and an ambitious attempt to modify a belief-system that holds that 'might is right'. The author argues that occasional incidents of violent disruption are a reality in education, and while media reporting exaggerates the problem, schools need more imaginative strategies with the few targeted individuals than exclusion from school.  相似文献   

Human Agency: Lanugage, Duty and Value. Philosophical Essays in Honor of J. O. Urmson     

R. F. ATKINSON 《Philosophical Books》1990,31(1):29-31

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Civil Peace and Sacred Order: Limits and Renewals I     

R. F. ATKINSON 《Philosophical Books》1991,32(1):55-56

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Some Questions and Concerns About Counselor Preparation Accreditation and Standards Revision     

DENNIS W. ENGELS 《Counselor Education & Supervision》1991,31(1):11-21

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Computers In Counselor Education: An Ethical Perspective     

DENNIS W. ENGELS  DAVID CAULUM  DONALD E. SAMPSON 《Counselor Education & Supervision》1984,24(2):193-203

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Dewey's Debt to Albert Coombs Barnes     

LAWRENCE J. DENNIS 《Educational theory》1972,22(3):325-333

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