致谢

IF 1.9 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Stephen R. Aichele, Michael Gottfried
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引用次数: 1

摘要

Stephen Aichele,科罗拉多州立大学Usama Ali,教育测试服务Marı́aÁlvarez Hernández,国防大学中心Eva Baker,加州大学洛杉矶分校Michela Battauz,乌迪内·丹尼尔·鲍尔大学,北卡罗来纳大学Jorge Bazán,圣保罗大学William Belzak,北卡罗来纳州教堂山大学Yoav Bergner,纽约大学Howard Bloom、人力资源示范研究公司(MDRC)Ulf Bockenholt、西北大学Maria Bolsinova、蒂尔堡大学Daniel Bolt、威斯康星大学Zach Branson、卡内基梅隆大学Robert Brennan、爱荷华大学Tiago Calico、美国研究院Jodi Casabianca、教育测试服务机构Katherine Castellano,教育测试服务中心陈美秀,纽约州立大学陈,北京师范大学陈映涵,内华达大学陈,伦敦政治经济学院张,新加坡国立大学邱嘉义,罗格斯,新泽西州立大学蔡,加州大学,洛杉矶Karl Bang Christensen、哥本哈根大学Brian Clauser、国家医学检查委员会(NBME)Paul De Boeck、俄亥俄州立大学Dries Debeer、鲁汶大学Ben Domingue、斯坦福大学Nianbo Dong、北卡罗来纳大学教堂山分校Jeffrey Douglas、伊利诺伊大学厄巴纳-香槟分校Han Du、加利福尼亚大学,洛杉矶Georgios Fellouris、伊利诺伊大学厄巴纳-香槟分校Leah Feuerstahler、福特汉姆大学William Finch、鲍尔州立大学Jean-Paul Fox、特文特大学Ken Fujimoto、芝加哥洛约拉大学Johann Gagnon Bartsch、密歇根大学Michael Garet、美国研究院Andrew Gelman、哥伦比亚大学Flavio Gonçalves,米纳斯吉拉斯联邦大学Jorge Gonzaléz,智利天主教大学Maithreyi Gopalan,宾夕法尼亚州立教育学院《2021年教育与行为统计杂志》,第46卷,第6期,第776–778页DOI:10.3102/107699862111056337文章重用指南:sagepub.com/journals-permissions©2021 AERA。https://journals.sagepub.com/home/jeb
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Acknowledgments
Stephen Aichele, Colorado State University Usama Ali, Educational Testing Service Marı́a Álvarez Hernández, Centro Universitario de la Defensa Eva Baker, University of California, Los Angeles Michela Battauz, University of Udine Daniel Bauer, University of North Carolina Jorge Bazán, Universidade de São Paulo William Belzak, University of North Carolina at Chapel Hill Yoav Bergner, New York University Howard Bloom, Manpower Demonstration Research Corporation (MDRC) Ulf Bockenholt, Northwestern University Maria Bolsinova, Tilburg University Daniel Bolt, University of Wisconsin Zach Branson, Carnegie Mellon University Robert Brennan, University of Iowa Tiago Calico, American Institutes for Research Jodi Casabianca, Educational Testing Service Katherine Castellano, Educational Testing Service Mei-Hsiu Chen, State University of New York at Binghamton Ping Chen, Beijing Normal University Yinghan Chen, University of Nevada Reno Yunxiao Chen, London School of Economics and Political Science Michael Cheung, National University of Singapore Chia-Yi Chiu, Rutgers, The State University of New Jersey Kilchan Choi, University of California, Los Angeles Karl Bang Christensen, University of Copenhagen Brian Clauser, National Board of Medical Examiners (NBME) Paul De Boeck, Ohio State University Dries Debeer, University of Leuven (KU Leuven) Ben Domingue, Stanford University Nianbo Dong, University of North Carolina at Chapel Hill Jeffrey Douglas, University of Illinois Urbana-Champaign Han Du, University of California, Los Angeles Georgios Fellouris, University of Illinois Urbana-Champaign Leah Feuerstahler, Fordham University William Finch, Ball State University Jean-Paul Fox, University of Twente Ken Fujimoto, Loyola University Chicago Johann Gagnon-Bartsch, University of Michigan Michael Garet, American Institutes for Research Andrew Gelman, Columbia University Flavio Gonçalves, Universidade Federal de Minas Gerais Jorge Gonzaléz, Pontificia Universidad Católica de Chile Maithreyi Gopalan, Penn State College of Education Journal of Educational and Behavioral Statistics 2021, Vol. 46, No. 6, pp. 776–778 DOI: 10.3102/10769986211056337 Article reuse guidelines: sagepub.com/journals-permissions © 2021 AERA. https://journals.sagepub.com/home/jeb
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来源期刊
CiteScore
4.40
自引率
4.20%
发文量
21
期刊介绍: Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.
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