Journal of Experimental Education最新文献_第8页

Using Generalizability Theory to Assess the Reliability of Student Ratings of Academic Advising 运用概化理论评估学生学业辅导评分的可靠性

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-07-01 DOI: 10.1080/00220973.1997.10806611

A. Sun, M. Valiga, Xiaohong Gao

{"title":"Using Generalizability Theory to Assess the Reliability of Student Ratings of Academic Advising","authors":"A. Sun, M. Valiga, Xiaohong Gao","doi":"10.1080/00220973.1997.10806611","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806611","url":null,"abstract":"The coefficient alpha procedure has been used frequently to assess the reliability of student ratings of academic advising, despite the fact that in many cases, coefficient alpha is not an appropriate procedure for providing reliability information on this type of measurement data. Data were collected from 15 postsec ondary institutions' use of the Survey of Academic Advising, and a more advanced framework, that is, the generalizability theory, was used to analyze the reliability of the data. The results of the study demonstrate that the reliability of student ratings of advising can be estimated more appropriately and accurately by using the proce dures of generalizability theory. Advantages and disadvantages of the generalizabil ity theory approach in assessing the reliability of student ratings of advising are dis cussed in comparison with those of the coefficient alpha procedure. USING STUDENT RATINGS as an outcome assessment to evaluate the qual ity of advising programs is a common practice in many postsecondary educa tional institutions. The results of such assessment often play a critical role in decisions about the future of the individual advisor?decisions about promotions and tenure and about the advising program, such as whether or not to continue a specific program or service (Severy, Lee, Carodine, Powers, & Mason, 1994). To justify the credibility of a decision, the decisionmaker needs some assurance from the data that the same or similar results could be obtained if the same advi sors and advising programs were rated again under similar circumstances. In measurement theory terms, these ratings should have a desirable level of relia bility.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"367-379"},"PeriodicalIF":2.2,"publicationDate":"1997-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58956020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

Structure of the Theoretical Concept of Educational Goals: A Test of Factorial Validity. 教育目标理论概念的结构:析因效度检验。

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-06-01 DOI: 10.1080/00220973.1997.10806609

Jianping Shen

{"title":"Structure of the Theoretical Concept of Educational Goals: A Test of Factorial Validity.","authors":"Jianping Shen","doi":"10.1080/00220973.1997.10806609","DOIUrl":"https://doi.org/10.1080/00220973.1997.10806609","url":null,"abstract":"How educational goals are conceptualized as a construct has implica tions for developing and evaluating educational programs and activities. The author used EQS 3.0 to test the factorial validity of 4 models of conceptualization of educa tional goals by conducting confirmatory factor analysis on empirical data collected from 1,134 education faculty members. The 4-factor model espoused by Goodlad fit the data best, and the participants wanted academic, vocational, personal, and social goals to be in relative harmony. Implications for educational theory, practice, and research are discussed. IN EDUCATIONAL THEORY AND PRACTICE, educational goals have been conceptualized in various ways. Some educators conceptualize educational goals as an all-inclusive, undifferentiated entity; others tend to view educational goals as the personal versus the social, or the academic versus the vocational; still others hold that the concept of educational goals includes personal, social, aca demic, and vocational elements. My purpose in the present study was to test the factorial validity of different conceptions of educational goals. The concept of educational goals has evolved in the history of educational thought. According to Walker and Soltis (1986), in The Republic the Greek philosopher Plato distinguished between the academic and vocational dimen sions of educational goals. The ancient Greeks believed that human beings had bodies that were animated and driven by a three-part soul. Each soul had an appetitive part, which expressed desires and needs and sought their fulfillment; a spirited part, which put aside unnecessary needs in the interests of self-protection and survival; and a rational part, which rose above both appetite and physical action to provide good judgment through reason. Therefore, according to Plato, educational goals were to provide academic education to people whose souls were dominated by rationality and to offer vocational education to those whose","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"65 1","pages":"342-352"},"PeriodicalIF":2.2,"publicationDate":"1997-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220973.1997.10806609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58955864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Tests for Comparing Dependent Correlations Revisited: A Monte Carlo Study. 再访依赖相关性比较检验:蒙特卡洛研究。

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220973.1997.9943458

K. May, J. Hittner

引用次数: 35

Using SAS PROC MIXED To Demystify the Hierarchical Linear Model 利用SAS PROC mix对层次线性模型进行解秘

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220979709601397

Jianjun Wang

引用次数: 14

The effect of year-long instruction in mathematical problem solving on middle-school students' attitudes, beliefs, and abilities 一年数学解题教学对中学生态度、信念及能力的影响

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220979709601392

K. Higgins

引用次数: 93

Family involvement with middle-grades homework: Effects of differential prompting 家庭参与对中年级家庭作业的影响:差异提示的影响

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220979709601393

S. Balli, Jonathan Wedman, David H. Demo

{"title":"Family involvement with middle-grades homework: Effects of differential prompting","authors":"S. Balli, Jonathan Wedman, David H. Demo","doi":"10.1080/00220979709601393","DOIUrl":"https://doi.org/10.1080/00220979709601393","url":null,"abstract":"A middle-grades homework intervention was investigated to determine if variations in prompting families to be involved with mathematics homework would influence their level of involvement. The extent to which family involvement was a predictor of student achievement in mathematics was also examined, as were the relationships among family involvement, student achievement, and parent education level. Families in the 2 prompted groups were significantly more involved with mathematics homework than were families in the no-prompt group. Level of family involvement was not significantly related to student achievement on the post-test. However, students across the 3 groups whose parent(s) held a 4-year college degree scored significantly higher on the post-test than did students neither of whose parents held a college degree, even though reported levels of family involvement were nearly identical across parent education levels. Qualitative data elicited in follow-up interviews with family members indicated that \"quality of involvement\" with homework merits examination in future research.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"31-48"},"PeriodicalIF":2.2,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979709601393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 80

The Effects of Reciprocal Peer Tutoring on Graduate Students' Achievement, Test Anxiety, and Academic Self-Efficacy. 互惠同伴辅导对研究生成绩、考试焦虑和学业自我效能的影响。

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220973.1997.9943454

B. W. Griffin, M. Griffin

引用次数: 65

Alexander and Govern's approximation : Providing an alternative to ANOVA under variance heterogeneity 亚历山大和戈文的近似:提供方差异质性下方差分析的替代方法

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220973.1997.9943459

P. Schneider, D. A. Penfield

引用次数: 39

A Longitudinal Study of Persisting and Nonpersisting Teachers' Academic and Personal Characteristics. 坚持与非坚持教师学业与个人特征的纵向研究。

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220973.1997.9943457

R. N. Marso, F. L. Pigge

引用次数: 61

Mathematics Self-Efficacy and Mathematical Problem Solving: Implications of Using Different Forms of Assessment 数学自我效能感与数学问题解决:使用不同评估形式的意义

IF 2.2 4区教育学

Journal of Experimental Education Pub Date : 1997-01-01 DOI: 10.1080/00220973.1997.9943455

Frank Pajares, M. David Miller

引用次数: 173