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Nancy Burton 《Educational Measurement》1996,15(4):5-9
How has the SAT changed in content and format? Why was it changed? How have changes to the mathematics test affected men's and women's performance? 相似文献
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Nancy K. Moore Margaret T. Shaffer Rita Furst Seifert 《Contemporary educational psychology》1985,10(1):83-92
This study investigated the basic cognitive skills soldiers must possess before entering the Army, skills that are needed for successful completion of entry-level training. Judgments of 126 instructors from 25 military occupational specialties were obtained on 129 candidate skills, which resulted in the identification of 55 basic skills. Factor analysis of these 55 skill items resulted in 11 interpretable factors. Mean scores on the factors were compared across factors and across Army training schools. The results of the study suggest that, for all occupational specialties studied, skills related to the learning process are as crucial as traditional academic skills for successful training course completion. These results have important implications for training for the Army as well as for industry. 相似文献
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The shortage of qualified managers to assign to overseas positions has necessitated rethinking of the viable candidates pools. A relatively new group of global managers have emerged, inpatriate managers. These are foreign nationals and third-country nationals who are relocated to the organization's domestic headquarters to serve as a “linking-pin” to the global marketplace. This paper examines challenges to effectively incorporating these inpatriate managers into the domestic organization. The various issues with inpatriate manager adjustment to the domestic macro and organizational culture are examined. In addition, the necessary social support in work and non-work contexts is discussed. 相似文献
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The aim of this study was to examine the relationship between indicators of risk of disordered eating, body image and varied menstrual cycle lengths. Altogether, 151 female athletes were invited from 16 sports and 70 female non-athletic controls were recruited from a university lecture class. The participants completed several surveys, including demographics, menstrual cycle history, physical activity, Eating Disorder Inventory (EDI) and the Three Factor Eating Questionnaire (TFEQ). Selected EDI subscales were summed to reflect eating disorder risk and body image. Menstrual cyclicity was based on self-reported cycle length for the last 6 months (normal cycles = 26-32 days, irregular cycles < or =26 or >32 days). Athletes overall had more irregular cycles (29.1%) than the non-athletes (15.7%) (P < 0.05). There were significant differences in scores for eating disorder risk, body dissatisfaction, drive for thinness, cognitive restraint (TFEQ) and disinhibition (TFEQ), only when athletes were divided based on menstrual cyclicity (i.e. irregularly cycling athletes had higher scores than athletes with normal menstrual cycle lengths). No differences in these scores were found between non-athletes with normal or irregular menstrual cycle lengths. In conclusion, irregularly short or long menstrual cycle length is associated with subtle indications of higher risk of disordered eating in female athletes. 相似文献
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One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
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Chi (1992, 1993) Chi et al. (1994) suggests that many of the difficulties encountered by students in learning Physics concepts arise because they attribute the ontology of material substances to these concepts. These concepts are actually a special type of process - 'Constraint-Based Interactions' (CBI). Slotta and Chi (1996) reported on a study where a group of students explicitly trained in the CBI ontology showed significant gains over a control group in problem solving performance in eight simple electric circuit problems. This paper reports on a series of four studies which explore the usefulness of the ontological categorization framework in investigating students' alternative conceptions of electric circuits and in developing a teaching strategy for promoting conceptual change in the learning of basic electric circuitry concepts. 相似文献