Pub Date : 1999-01-01DOI: 10.1080/00220979909598487
T. Vacha-haase, Carin M. Ness, Johanna E. Nilsson, David R. Reetz
Practices regarding the reporting of reliability coefficients in 3 journals from 1990 to 1997 were examined. Given that scores, not tests, are reliable or unreliable, particular attention was paid to the provision of reliability coefficients computed for the data actually being analyzed in substantive studies. One third of the articles reviewed made no mention of reliability. Almost 36% of the articles provided reliability coefficients for the data being analyzed. Examples of good reporting practices are provided. In 2 of the 3 journals reviewed, there was little change in the frequency and style of reliability reporting in the period covered. The authors suggest a modification in editorial journal policies to bring about a change in reliability-coefficient reporting practices.
{"title":"Practices Regarding Reporting of Reliability Coefficients: A Review of Three Journals","authors":"T. Vacha-haase, Carin M. Ness, Johanna E. Nilsson, David R. Reetz","doi":"10.1080/00220979909598487","DOIUrl":"https://doi.org/10.1080/00220979909598487","url":null,"abstract":"Practices regarding the reporting of reliability coefficients in 3 journals from 1990 to 1997 were examined. Given that scores, not tests, are reliable or unreliable, particular attention was paid to the provision of reliability coefficients computed for the data actually being analyzed in substantive studies. One third of the articles reviewed made no mention of reliability. Almost 36% of the articles provided reliability coefficients for the data being analyzed. Examples of good reporting practices are provided. In 2 of the 3 journals reviewed, there was little change in the frequency and style of reliability reporting in the period covered. The authors suggest a modification in editorial journal policies to bring about a change in reliability-coefficient reporting practices.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"335-341"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598487","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958398","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}
Pub Date : 1999-01-01DOI: 10.1080/00220979909598488
Jim Penny, Robert Johnson
Abstract The authors demonstrated the empirical relationship between Cohen's chi-square effect size, w, and differential item functioning (DIF), defined as group differences in item response theory (IRT) item difficulty. In Experiment 1, in which the lower asymptote was 0, the authors argued that Cohen's designation of small, medium, and large effects connotes reasonably well for that definition of DIF. In Experiment 2, the lower asymptote of the item response function was raised from 0 to 0.2 and the item discrimination parameter was held to 1.0. Doing so admitted non-crossing nonuniform DIF to the model, violating an underlying assumption of the Mantel–Haenszel procedure that the odds ratio is constant across studied levels of the matching criterion. Smaller difficulty parameter difference resulted, which produced larger effects with an inflation in effect size of about 15%. In Experiment 3, the authors used the 1-parameter logistic model to examine the effect that group differences in the matching crit...
{"title":"How Group Differences in Matching Criterion Distribution and IRT Item Difficulty Can Influence the Magnitude of the Mantel–Haenszel Chi-Square DIF Index","authors":"Jim Penny, Robert Johnson","doi":"10.1080/00220979909598488","DOIUrl":"https://doi.org/10.1080/00220979909598488","url":null,"abstract":"Abstract The authors demonstrated the empirical relationship between Cohen's chi-square effect size, w, and differential item functioning (DIF), defined as group differences in item response theory (IRT) item difficulty. In Experiment 1, in which the lower asymptote was 0, the authors argued that Cohen's designation of small, medium, and large effects connotes reasonably well for that definition of DIF. In Experiment 2, the lower asymptote of the item response function was raised from 0 to 0.2 and the item discrimination parameter was held to 1.0. Doing so admitted non-crossing nonuniform DIF to the model, violating an underlying assumption of the Mantel–Haenszel procedure that the odds ratio is constant across studied levels of the matching criterion. Smaller difficulty parameter difference resulted, which produced larger effects with an inflation in effect size of about 15%. In Experiment 3, the authors used the 1-parameter logistic model to examine the effect that group differences in the matching crit...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"67 1","pages":"343-366"},"PeriodicalIF":2.2,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979909598488","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958411","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604408
S. Sivo, V. Willson
Abstract Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning ...
{"title":"Is Parsimony Always Desirable? Identifying the Correct Model for a Longitudinal Panel Data Set","authors":"S. Sivo, V. Willson","doi":"10.1080/00220979809604408","DOIUrl":"https://doi.org/10.1080/00220979809604408","url":null,"abstract":"Abstract Marsh and Hau (1996) based the assertion that parsimony is not always desirable when assessing model fit on a particular counterexample drawn from Marsh's previous research. This counterexample is neither general nor valid enough to support such a thesis. More specifically, the counterexample signals an oversight of extant, stochastic models justifying correlated uniquenesses, namely, moving-average and autoregressive moving-average models. Such models provide theoretically plausible motives for a priori specification of error correlations. In fact, when uniquenesses are correlated, stochastic models other than the conventional simplex and quasi-simplex models must be tested before positive identification of the process is possible (Sivo, 1997). In short, exchanging the mechanistic penalties for model complexity for the mechanistic specification of untenable measurement-error covariances offers no solution. Parsimony has not been dismissed based on the argument Marsh and Hau presented concerning ...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"249-255"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957924","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604411
S. Mulaik
Abstract Marsh and Hau (1996) argued that certain models should not be penalized for having low parsimony because an appropriate model for the data may require estimating more parameters. Mulaik argues that Marsh and Hau misunderstand the concept of parsimony, particularly its role in testing a hypothesis about an incompletely specified model to establish its objective validity. More parsimonious models represent more complete hypotheses having more ways of being tested and possibly being disconfirmed. Mulaik also shows that even within the context of the models used in Marsh and Hau's examples, there are much more parsimonious versions of those models that could have been hypothesized and tested, with good fit.
{"title":"Parsimony and Model Evaluation","authors":"S. Mulaik","doi":"10.1080/00220979809604411","DOIUrl":"https://doi.org/10.1080/00220979809604411","url":null,"abstract":"Abstract Marsh and Hau (1996) argued that certain models should not be penalized for having low parsimony because an appropriate model for the data may require estimating more parameters. Mulaik argues that Marsh and Hau misunderstand the concept of parsimony, particularly its role in testing a hypothesis about an incompletely specified model to establish its objective validity. More parsimonious models represent more complete hypotheses having more ways of being tested and possibly being disconfirmed. Mulaik also shows that even within the context of the models used in Marsh and Hau's examples, there are much more parsimonious versions of those models that could have been hypothesized and tested, with good fit.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"266-273"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958244","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601402
H. Marsh
Abstract In a typical evaluation of gifted and talented (G&T) programs, previously identified G&T students are matched with control students not participating in the program and group differences at the end of the program are used to infer program effects. Eight variations of this general-matching design, based on the initial selection of G&T students at Time 1 and the matching G&T and control students at Time 2, were evaluated with simulated data. Even when true program effects were zero, Time 3 G&T scores were substantially higher than control-group scores for all 8 design variations. In some cases, this bias, a special case of a regression-to-the-mean effect, was larger than effects typically found in meta-analyses of research in this area. When scores for selected and unselected students were available for Time 1 selection criteria, the regression-discontinuity design offered a better approach. Statistical and graphical analyses based on this alternative design provided unbiased estimates of program e...
{"title":"Simulation Study of Nonequivalent Group-Matching and Regression-Discontinuity Designs: Evaluations of Gifted and Talented Programs","authors":"H. Marsh","doi":"10.1080/00220979809601402","DOIUrl":"https://doi.org/10.1080/00220979809601402","url":null,"abstract":"Abstract In a typical evaluation of gifted and talented (G&T) programs, previously identified G&T students are matched with control students not participating in the program and group differences at the end of the program are used to infer program effects. Eight variations of this general-matching design, based on the initial selection of G&T students at Time 1 and the matching G&T and control students at Time 2, were evaluated with simulated data. Even when true program effects were zero, Time 3 G&T scores were substantially higher than control-group scores for all 8 design variations. In some cases, this bias, a special case of a regression-to-the-mean effect, was larger than effects typically found in meta-analyses of research in this area. When scores for selected and unselected students were available for Time 1 selection criteria, the regression-discontinuity design offered a better approach. Statistical and graphical analyses based on this alternative design provided unbiased estimates of program e...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"163-192"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957877","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604406
S. Crooks, James D. Klein, Wilhelmina C. Savenye, Lars Leader
The purpose of this study was to investigate the effects on the achievement, option use, attitudes, and interactions of college students of instructional method (cooperative vs. individual) and learner control of options during computer-based instruction. The students worked alone or with a partner to complete a computer lesson that provided either a full program with the option to bypass instruction (full-minus condition) or a lean program with the option to select additional instruction (lean-plus condition). The students in the full-minus condition used significantly more optional practice items and spent more time on practice than the students in the lean-plus condition did. The cooperative dyads spent significantly longer on practice items and selected significantly more elaborative feedback items during selected-response practice than the students working alone did. However, no significant achievement differences were found for instructional method or learner-control mode. The results suggest that the achievement benefits of cooperative learning found in previous research may not apply to situations in which mature students are provided with an instructional environment with many learner-controlled options.
{"title":"Effects of Cooperative and Individual Learning during Learner-Controlled Computer-Based Instruction","authors":"S. Crooks, James D. Klein, Wilhelmina C. Savenye, Lars Leader","doi":"10.1080/00220979809604406","DOIUrl":"https://doi.org/10.1080/00220979809604406","url":null,"abstract":"The purpose of this study was to investigate the effects on the achievement, option use, attitudes, and interactions of college students of instructional method (cooperative vs. individual) and learner control of options during computer-based instruction. The students worked alone or with a partner to complete a computer lesson that provided either a full program with the option to bypass instruction (full-minus condition) or a lean program with the option to select additional instruction (lean-plus condition). The students in the full-minus condition used significantly more optional practice items and spent more time on practice than the students in the lean-plus condition did. The cooperative dyads spent significantly longer on practice items and selected significantly more elaborative feedback items during selected-response practice than the students working alone did. However, no significant achievement differences were found for instructional method or learner-control mode. The results suggest that the achievement benefits of cooperative learning found in previous research may not apply to situations in which mature students are provided with an instructional environment with many learner-controlled options.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"223-244"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957776","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604409
R. Hoyle
In response to Marsh and Hau's (1996) recent article on the potential for inferential errors when parsimony is rewarded in the evaluation of overall fit of structural equation models, Hoyle proposes a design-sensitive adjustment to the standard parsimony ratio. The design-sensitive parsimony ratio distinguishes be tween free parameters in a model that are discretionary and those that are required to reflect the design of the research. Hoyle argues that in parsimony adjustments to normed indices of omnibus fit, parameters dictated by research design should not contribute to the downward adjustment to fit indices effected by the parsimony ratio. A reconsideration of Marsh and Hau's example, a simplex model, showed that the design-sensitive parsimony ratio renders a more reasonable upper bound for parsimony indices than does the standard parsimony ratio. A brief description of 4 classes of research design for which the design-sensitive parsimony ratio should be used routinely is presented.
{"title":"A Design-Sensitive Adjustment to the Parsimony Ratio for Evaluating Omnibus Fit of Structural Equation Models","authors":"R. Hoyle","doi":"10.1080/00220979809604409","DOIUrl":"https://doi.org/10.1080/00220979809604409","url":null,"abstract":"In response to Marsh and Hau's (1996) recent article on the potential for inferential errors when parsimony is rewarded in the evaluation of overall fit of structural equation models, Hoyle proposes a design-sensitive adjustment to the standard parsimony ratio. The design-sensitive parsimony ratio distinguishes be tween free parameters in a model that are discretionary and those that are required to reflect the design of the research. Hoyle argues that in parsimony adjustments to normed indices of omnibus fit, parameters dictated by research design should not contribute to the downward adjustment to fit indices effected by the parsimony ratio. A reconsideration of Marsh and Hau's example, a simplex model, showed that the design-sensitive parsimony ratio renders a more reasonable upper bound for parsimony indices than does the standard parsimony ratio. A brief description of 4 classes of research design for which the design-sensitive parsimony ratio should be used routinely is presented.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"256-260"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958139","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604404
Todd L. Chmielewski, D. Dansereau, J. Moreland
The role common region plays in acquiring scientific information from node-link displays was investigated. Common region (Palmer, 1992), a relatively new gestalt principle of organization, refers to the phenomena in which objects that share the same perceptually defined area are seen as grouped together. Eighty-eight par ticipants were randomly assigned to one of two groups: knowledge maps demon strating common region or knowledge maps not demonstrating common region. The role of individual differences in field dependence/independence was also assessed. The results indicated that field dependence/independence differentially affects per formance for node-link displays that either demonstrate or do not demonstrate com mon region. The field-dependent participants outperformed the field-independent participants for maps demonstrating common region, whereas the opposite was true for maps not using this principle. The results are interpreted in terms of cognitive effort, and implications for designing node-link displays are discussed.
{"title":"Using Common Region in Node-Link Displays: The Role of Field Dependence/Independence.","authors":"Todd L. Chmielewski, D. Dansereau, J. Moreland","doi":"10.1080/00220979809604404","DOIUrl":"https://doi.org/10.1080/00220979809604404","url":null,"abstract":"The role common region plays in acquiring scientific information from node-link displays was investigated. Common region (Palmer, 1992), a relatively new gestalt principle of organization, refers to the phenomena in which objects that share the same perceptually defined area are seen as grouped together. Eighty-eight par ticipants were randomly assigned to one of two groups: knowledge maps demon strating common region or knowledge maps not demonstrating common region. The role of individual differences in field dependence/independence was also assessed. The results indicated that field dependence/independence differentially affects per formance for node-link displays that either demonstrate or do not demonstrate com mon region. The field-dependent participants outperformed the field-independent participants for maps demonstrating common region, whereas the opposite was true for maps not using this principle. The results are interpreted in terms of cognitive effort, and implications for designing node-link displays are discussed.","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"197-207"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957621","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809604412
H. Marsh, K. Hau
Abstract Marsh and Hau reply briefly to remarkably diverse comments by Sivo and Willson (1998), Hoyle (1998), Markus (1998), Mulaik (1998), and others to their earlier article (Marsh & Hau, 1996). Sivo and Willson provided a discussion of alternative–moving-average and autoregressive-moving-average–models that seemed only tangentially related to the Marsh and Hau article. Hoyle largely accepted Marsh and Hau's major contentions, but proposed an alternative representation of parsimony. Markus provided a highly literary and entertaining looking-glass perspective as a dialogue involving himself, Tweedledum, Tweedledee, the Cheshire Cat, and the Mad Hatter from Lewis Carroll's Wonderland in which he compared SM (Stan Mulaik) and SM (Straw Man) propositions. This was followed logically by Mulaik's righteous outrage with Marsh and Hau's total lack of understanding of parsimony as espoused by Mulaik and his (Occam's) razor gang, all but threatening “Off with their heads,” in the vein of yet another Lewis Carroll...
Marsh和Hau简要地回答了Sivo和wilson(1998)、Hoyle(1998)、Markus(1998)、Mulaik(1998)以及其他人对他们早期文章(Marsh & Hau, 1996)的不同评论。Sivo和wilson提供了关于替代移动平均和自回归移动平均模型的讨论，这些模型似乎与Marsh和Hau的文章只有一点关系。霍伊尔基本上接受了马什和豪的主要论点，但提出了另一种节俭的说法。马库斯提供了一个高度文学性和娱乐性的镜子视角，作为一个对话，涉及他自己、特威丹、特威迪、柴郡猫和刘易斯·卡罗尔仙境中的疯帽子人，他比较了SM(斯坦·穆莱克)和SM(稻草人)的命题。紧随其后的是穆莱克对马什和豪完全不理解穆莱克和他(奥卡姆的)剃刀团伙所支持的节俭的正义愤怒，几乎威胁要“砍掉他们的头”，这是另一个刘易斯·卡罗尔的风格……
{"title":"Is Parsimony Always Desirable: Response to Sivo and Willson, Hoyle, Markus, Mulaik, Tweedledee, Tweedledum, the Cheshire Cat, and Others","authors":"H. Marsh, K. Hau","doi":"10.1080/00220979809604412","DOIUrl":"https://doi.org/10.1080/00220979809604412","url":null,"abstract":"Abstract Marsh and Hau reply briefly to remarkably diverse comments by Sivo and Willson (1998), Hoyle (1998), Markus (1998), Mulaik (1998), and others to their earlier article (Marsh & Hau, 1996). Sivo and Willson provided a discussion of alternative–moving-average and autoregressive-moving-average–models that seemed only tangentially related to the Marsh and Hau article. Hoyle largely accepted Marsh and Hau's major contentions, but proposed an alternative representation of parsimony. Markus provided a highly literary and entertaining looking-glass perspective as a dialogue involving himself, Tweedledum, Tweedledee, the Cheshire Cat, and the Mad Hatter from Lewis Carroll's Wonderland in which he compared SM (Stan Mulaik) and SM (Straw Man) propositions. This was followed logically by Mulaik's righteous outrage with Marsh and Hau's total lack of understanding of parsimony as espoused by Mulaik and his (Occam's) razor gang, all but threatening “Off with their heads,” in the vein of yet another Lewis Carroll...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"274-285"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809604412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58958347","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}
Pub Date : 1998-01-01DOI: 10.1080/00220979809601405
Avril von Minden, R. Walls, A. H. Nardi
Abstract Links between content knowledge in the mathematics domain and in pedagogical reasoning were compared for university mathematicians, mathematicsmethods professors, high school teachers, middle school teachers, and elementary school teachers. Because of their experience in both mathematical content and pedagogical concepts, mathematics-methods professors were expected to integrate those domains into a coherent pedagogical content-knowledge structure. That was the case. Although university mathematicians possessed integrated content-knowledge structures, they tended to represent teaching as transmission of knowledge and learning as accumulation of knowledge. Mathematics-methods professors, high school teachers, elementary school teachers, and, in most instances, middle school teachers appeared to conceptualize teaching as facilitation of conceptual change and learning as an interactive process. In addition, pathfinder network analysis showed concept maps to yield more logically coherent representati...
{"title":"Charting the Links between Mathematics Content and Pedagogy Concepts: Cartographies of Cognition.","authors":"Avril von Minden, R. Walls, A. H. Nardi","doi":"10.1080/00220979809601405","DOIUrl":"https://doi.org/10.1080/00220979809601405","url":null,"abstract":"Abstract Links between content knowledge in the mathematics domain and in pedagogical reasoning were compared for university mathematicians, mathematicsmethods professors, high school teachers, middle school teachers, and elementary school teachers. Because of their experience in both mathematical content and pedagogical concepts, mathematics-methods professors were expected to integrate those domains into a coherent pedagogical content-knowledge structure. That was the case. Although university mathematicians possessed integrated content-knowledge structures, they tended to represent teaching as transmission of knowledge and learning as accumulation of knowledge. Mathematics-methods professors, high school teachers, elementary school teachers, and, in most instances, middle school teachers appeared to conceptualize teaching as facilitation of conceptual change and learning as an interactive process. In addition, pathfinder network analysis showed concept maps to yield more logically coherent representati...","PeriodicalId":47911,"journal":{"name":"Journal of Experimental Education","volume":"66 1","pages":"339-358"},"PeriodicalIF":2.2,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00220979809601405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58957980","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：