Contemporary Educational Research Quarterly最新文献_第2页

Development and application of databases for institutional research and analysis 机构研究与分析数据库的开发与应用

Contemporary Educational Research Quarterly Pub Date : 2016-03-30 DOI: 10.6151/CERQ.2016.2401.04

Yuen-Hsien Tseng

{"title":"Development and application of databases for institutional research and analysis","authors":"Yuen-Hsien Tseng","doi":"10.6151/CERQ.2016.2401.04","DOIUrl":"https://doi.org/10.6151/CERQ.2016.2401.04","url":null,"abstract":"This article elaborates on the possible best practice of developing databases for institutional research and analysis, based on the knowledge of Educational Science, Library Science, and Information Engineering, years of experience in developing educational databases, and a recent survey of related technology and products. Several developing options are compared to show their benefits and disadvantages under different conditions. Three representative analysis tasks are reported to verify and show the synergy of the mentioned ideas and experience. In particular, this article proposes a sustainable workflow: (1) data collection and aggregation, (2) cataloguing, (3) regulation, (4) archiving, and (5) usage, and describes their must-known caveats. The application situations of data normalization and de-normalization are described. Capability of domestic vendors of related products is briefly mentioned based on a proof-ofconcept testing. And finally, real-world institutional analyses are conducted to share our experience. Overall, the first four processes in the above workflow are most timeconsuming and costly. Once data have been well prepared, recent visualization analysis tools allow users to easily discover meaningful patterns and inspire hypotheses, and allow them to explore the database to find evidence to support their hypotheses and decisions. In the future, we expect that event evolution simulation techniques, which allow users to foresee the results given various input scenarios, could play an important role in educational data analysis, in addition to the maturing data visualization tools.","PeriodicalId":38533,"journal":{"name":"Contemporary Educational Research Quarterly","volume":"40 1","pages":"107-134"},"PeriodicalIF":0.0,"publicationDate":"2016-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72691868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

孰優、孰弱？臺灣學生學習成就軌跡之異質性分析孰优、孰弱？台湾学生学习成就轨迹之异质性分析

Contemporary Educational Research Quarterly Pub Date : 2016-03-01 DOI: 10.6151/CERQ.2016.2401.02

邱皓政, 林碧芳

{"title":"孰優、孰弱？臺灣學生學習成就軌跡之異質性分析","authors":"邱皓政, 林碧芳","doi":"10.6151/CERQ.2016.2401.02","DOIUrl":"https://doi.org/10.6151/CERQ.2016.2401.02","url":null,"abstract":"Identifying superior and inferior groups of academic achievements is not only the major concern of academic researchers but also the foundation of policy-making and supplementary system design, all relying on the support of empirical evidences. In this study, data of 2,806 students selected from the Taiwan Education Panel Survey (TEPS) in four consecutive time periods are adapted to identify the latent clusters of superiority and inferiority in the students' achievement. The heterogeneity of the achievement trajectories is identified by the growth mixture modeling. The results show that the nonlinear model has the best fit for the observed data. An analysis of the mixture modeling indicates three heterogeneous classes on the trajectories, of which the typical-growth class has a gradually improved achievement curve. On the other hand, the two relatively inferior groups have a lower starting level or a decreased trend at the later waves of achievement measures. Furthermore, the inferior classes are identified by the differential schooling sectors and the location conditions with high level of negative culture capital. In contrast, the typical-growth class is improving relatively smoothly in the different learning stages in both the public and the normal schools. The fan-shaped pattern of trajectories supports the phenomenon of the Matthew effects. In addition to illustrating the heterogeneous trajectory and its influential factors, this study discusses the implications and limitations of several methodological issues.","PeriodicalId":38533,"journal":{"name":"Contemporary Educational Research Quarterly","volume":"49 1","pages":"33-79"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85795555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

AN ACTION RESEARCH ON FOSTERING CRITICAL THINKING IN EFL WRITING THROUGH FORMATIVE ASSESSMENT AND FEEDBACK 通过形成性评价和反馈培养英语写作中批判性思维的行动研究

Contemporary Educational Research Quarterly Pub Date : 2016-03-01 DOI: 10.6151/CERQ.2016.2401.03

黃淑真

{"title":"AN ACTION RESEARCH ON FOSTERING CRITICAL THINKING IN EFL WRITING THROUGH FORMATIVE ASSESSMENT AND FEEDBACK","authors":"黃淑真","doi":"10.6151/CERQ.2016.2401.03","DOIUrl":"https://doi.org/10.6151/CERQ.2016.2401.03","url":null,"abstract":"This action research reports how a college English teacher improved her essay writing instruction. The original course design consisted of instruction and four rounds of drafting and revising under assigned topics. While the teacher had been busy enough giving individual feedback, an important element of cultivating critical thinking and giving learners a voice was absent from the course. To address the problem, the teacher required learners to write an additional essay on a topic they each chose, designed an assessment scheme with multi-stage and multi-source feedback, and celebrated the final products at the end of the semester. During the process, the teacher was no longer the only feedback provider. Instead, essay development was arranged into six stages including idea generation, general outline, detailed outline, drafting, editing and proofreading. For each stage, feedback came from two different sources, such as the teaching assistant and peers. The feedback consisted of questions and challenges and helped the author learners improve from one stage to the next. The resultant essays were examined against a critical thinking rubric. Analysis indicated that these essays demonstrated unique personal opinions and that the writers had control over the structure of critical thinking. But in terms of the soundness of reasoning, there was more room for improvement.","PeriodicalId":38533,"journal":{"name":"Contemporary Educational Research Quarterly","volume":"7 1","pages":"81-105"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82975149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Program Evaluation Policy, Practice, and the Use of Results 项目评估政策、实践和结果的使用

Contemporary Educational Research Quarterly Pub Date : 2016-01-01 DOI: 10.6151/CERQ.2016.2404.03

R. Boruch, Jessica L. Chao, Selene S. Lee

引用次数: 2

U.S. ＂National Teacher and Principal Survey＂ as a Valued Resource for Teacher and Principal Studies 美国“全国教师与校长调查”作为教师与校长研究的宝贵资源

Contemporary Educational Research Quarterly Pub Date : 2015-12-01 DOI: 10.6151/CERQ.2015.2304.03

Jiangang Xia, Xingyuan Gao, Jianping Shen

引用次数: 0

CHALLENGES AND OPPORTUNITIES FOR ESTIMATING EFFECTS WITH LARGE-SCALE EDUCATION DATA SETS 大规模教育数据集效应评估的挑战与机遇

Contemporary Educational Research Quarterly Pub Date : 2015-12-01 DOI: 10.6151/CERQ.2015.2304.04

G. Saw, B. Schneider

{"title":"CHALLENGES AND OPPORTUNITIES FOR ESTIMATING EFFECTS WITH LARGE-SCALE EDUCATION DATA SETS","authors":"G. Saw, B. Schneider","doi":"10.6151/CERQ.2015.2304.04","DOIUrl":"https://doi.org/10.6151/CERQ.2015.2304.04","url":null,"abstract":"School leaders and policy makers are often faced with serious challenges when determining the allocation of scarce resources for specific programs and practices. These decisions, typically made at the district, state or federal level, have become increasingly reliant on scientifically-based evidence that can inform what programs work, for whom, and under what conditions. To answer these questions researchers draw on a variety of methodological designs and statistical techniques to make robust inferences regarding the effect of relatively recent or existing programs and/or practices. The science of estimating effects has grown considerably over the past decade, aided in part by the availability of large-scale data sets that make it possible to simulate near-experimental conditions without employing traditional methods that require randomization of units (e.g., students, schools, districts) to treatment and control situations. These methods are particularly useful especially where randomization of subjects is not feasible. This article examines the opportunities and potential statistical problems when estimating effects with large-scale data sets for education policy and research.","PeriodicalId":38533,"journal":{"name":"Contemporary Educational Research Quarterly","volume":"29 1","pages":"93-119"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80519058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Using R to analyze international large-scale educational assessment data 运用R对国际大规模教育评估数据进行分析

Contemporary Educational Research Quarterly Pub Date : 2015-01-01 DOI: 10.6151/CERQ.2015.2304.05

F. Chi, Ching-Fan Sheu

引用次数: 0

A critique of the debates in aesthetics of nature and their meanings for aesthetic education 自然美学之争及其对美育的意义批判

Contemporary Educational Research Quarterly Pub Date : 2015-01-01 DOI: 10.6151/CERQ.2015.2302.04

Chung-Ping Yang

引用次数: 0

書評：把知識帶回來：從社會建構主義到社會實在主義的教育社會學书评：把知识带回来：从社会建构主义到社会实在主义的教育社会学

Contemporary Educational Research Quarterly Pub Date : 2014-03-01 DOI: 10.6151/CERQ.2014.2201.06

卯靜儒

引用次数: 0

The Effects of Background Knowledge and L2 Reading Proficiency on Taiwanese University Students' Summarization Performance 背景知识与二语阅读能力对台湾大学生总结成绩的影响

Contemporary Educational Research Quarterly Pub Date : 2014-01-01 DOI: 10.6151/CERQ.2014.2204.04

林宜瑄, 陳秋蘭

引用次数: 7