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排序方式: 共有484条查询结果,搜索用时 15 毫秒
61.
Silvia Bacci Francesco Bartolucci Leonardo Grilli Carla Rampichini 《Multivariate behavioral research》2017,52(6):732-746
In the Italian academic system, a student can enroll for an exam immediately after the end of the teaching period or can postpone it; in this second case the exam result is missing. We propose an approach for the evaluation of a student performance throughout the course of study, accounting also for nonattempted exams. The approach is based on an item response theory model that includes two discrete latent variables representing student performance and priority in selecting the exams to take. We explicitly account for nonignorable missing observations as the indicators of attempted exams also contribute to measure the performance (within-item multidimensionality). The model also allows for individual covariates in its structural part. 相似文献
62.
Pat Pridmore ∗ 《International Journal of Children's Spirituality》2004,9(1):21-38
This paper considers whether there are aspects of spiritual pedagogy specific to the education of children who are sick and asks how these concerns are to be addressed. The context of the enquiry is England and Wales where the promotion of the spiritual development of children is a legislative requirement. The focus of the study is on sick children whose treatment requires extended stay in hospital. Such children have hardly been noticed in the continuing debate about spiritual education. Our enquiry has involved analysing literature published in English in the UK and North America. We have supplemented this analysis with primary data from semi-structured interviews with three hospital schoolteachers, two hospital chaplains and the founder of a hospice for children and a ‘respice’ for young people. We argue that what emerges as important in the spiritual education of the sick child has significant implications for the spiritual education of all children. 相似文献
63.
Eric Thomas Weber 《Human Studies》2008,31(4):361-382
In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in
their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold
Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any
educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence
of the demands of productive public inquiry and education.
相似文献
Eric Thomas WeberEmail: URL: http://www.olemiss.edu/~etweber |
64.
Drawing on the mentoring, education, and social psychology literatures, this longitudinal study examines how the persistence of developmental relationships from an elite graduate school influences subjective career outcomes during early career. Participants (n = 136) were surveyed about their developmental networks—a group of individuals who take an active interest in and action to advance a focal individual’s career—and subjective career outcomes over the 10 years (1996-2006) post graduation. Results show that although receiving mentoring from one’s entire developmental network was positively related to career-related self-efficacy and perceptions of career success, this was not the case for ties retained from graduate school. Continuing to receive mentoring support from developers from graduate school and further, from peers from graduate school, was negatively related to perceptions of career success. These findings offer insight into the dynamics and potentially negative consequences of developmental networks and highlight the significance of social comparison during early career. 相似文献
65.
Professor DAVID J KAVANAGH SUSAN SPENCE HEIDI STURK JENNY STRONG JILL WILSON LINDA WORRALL NATASHA CROW ROBYN SKERRETT 《Australian psychologist》2008,43(2):96-104
There is little controlled research on the impact of supervisor training on supervision. The current study examined the effects of supervision training in a sample of 46 supervisor–supervisee pairs of mental health practitioners. It compared Immediate 2‐day workshop training of the pair, a wait‐list control in which workshop training was delayed 3 months, and a condition in which supervisors were trained 3 months before their partners (Split). Benefits of Immediate training were restricted to supervisors reporting fully specified agreements, and to reduction of some perceived problems. Self‐efficacy in providing effective supervision fell in the Split condition, relative to the other conditions. Across conditions in general there was a fall from baseline to post‐test assessment in the proportion of sessions where recommended supervision strategies were used, perhaps partly because the controlled trial extended across the summer vacation period. Results are consistent with other observations of the limited impact of workshop training on practice. 相似文献
66.
Working memory and arithmetic calculation in children: the contributory roles of processing speed, short-term memory, and reading 总被引:2,自引:0,他引:2
Berg DH 《Journal of experimental child psychology》2008,99(4):288-308
The cognitive underpinnings of arithmetic calculation in children are noted to involve working memory; however, cognitive processes related to arithmetic calculation and working memory suggest that this relationship is more complex than stated previously. The purpose of this investigation was to examine the relative contributions of processing speed, short-term memory, working memory, and reading to arithmetic calculation in children. Results suggested four important findings. First, processing speed emerged as a significant contributor of arithmetic calculation only in relation to age-related differences in the general sample. Second, processing speed and short-term memory did not eliminate the contribution of working memory to arithmetic calculation. Third, individual working memory components--verbal working memory and visual-spatial working memory--each contributed unique variance to arithmetic calculation in the presence of all other variables. Fourth, a full model indicated that chronological age remained a significant contributor to arithmetic calculation in the presence of significant contributions from all other variables. Results are discussed in terms of directions for future research on working memory in arithmetic calculation. 相似文献
67.
Krishnasamy ST 《Science and engineering ethics》2008,14(2):291-293
The object of this communication is to reflect on the recent article by James Stieb in relation to an earlier article by Selvan. 相似文献
68.
A number of recent studies have questioned the conventional view regarding the existence of income-related inequalities in
depression and have suggested that other factors have a more marked impact, most notably those socio-environmental effects
linked to professional status and educational attainment. This paper seeks to measure and decompose the degree of socio-economic
inequality in the factors underlying reported depression by drawing on data from Spain (Spanish National Health Survey, 2003),
a country in which mental care coverage is somewhat limited, but where a marked social transformation has been apparent in
recent decades. Contrary to recent evidence, our findings point towards the existence of significant income-related inequalities
in the prevalence of reported (diagnosed) depression. However, the results from our decomposition analysis are more mixed.
While a modest proportion of overall inequalities (6–13%) is accounted for by income alone, labour status, demographics and
education appear to be more relevant. However, when controlling for potential endogeneity between income and depression by
using instrumental variables (IV), income is found to account for more than 50% of overall inequality in reported depression.
相似文献
Joan Costa-FontEmail: |
69.
This study examined whether singular/plural marking in a language helps children learn the meanings of the words 'one,' 'two,' and 'three.' First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use. Then young children in the USA, Russia, and Japan were tested on Counting and Give-N tasks. More English and Russian learners knew the meaning of each number word than Japanese learners, regardless of whether singular/plural cues appeared in the task itself (e.g., "Give two apples" vs. "Give two"). These results suggest that the learning of "one," "two" and "three" is supported by the conceptual framework of grammatical number, rather than that of integers. 相似文献
70.
Clarence W. Joldersma 《Studies in Philosophy and Education》2009,28(3):193-208
This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality
of the desert. Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a
discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues
for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This
oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing
a place of critique for current practices.
相似文献
Clarence W. JoldersmaEmail: |