Education: examinations and assessment Books
Springer International Publishing AG From Education Policy to Education Practice:
Book SynopsisThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.Table of Contents
£31.49
Springer International Publishing AG Improving National Education Systems After
Book SynopsisThis open access book compares and analyses the results in twelve countries of the two latest international student assessments: Progress in International Reading Literacy Study 2021 (PIRLS) and the Programme for International Student Assessment 2022 (PISA)and tries to disentangle the effects of the pandemic from the long term trends in education. It is one of the first,or maybe the first,published volumes to provide a global assessment of the devastating impact of the COVID-19 pandemic on student learning as measured by independent international comparative surveys. The 12 countries discussed in this volume represent a wide variety of educational systems including Chile, Ecuador, England, Estonia, Italy, the Netherlands, Poland, Portugal, South Africa, Spain, and the United States. It compiles diverse scenarios including countries that are high performers; countries that perform at the OECD mean; and countries that are struggling to attain the OECD average. Each country has its history that reflects efforts to cope with pandemic school closures and to improve educational achievement. A major topic discussed in this edited volume is related to understanding the diverse circumstances for the variations in results within different countries: Why did learning loss in specific locations? How much learning was lost? Why is a country continuously declining? Why is another country constantly improving? Why is there higher or less levels of inequality? How is a country regularly improving with an outdated curriculum? Which policies have worked, and which ones have not? What can we do now? This book is a valuable contribution to answer these concerns based on a diverse sample of countries and research questions.
£44.99
Springer International Publishing AG School Size Effects Revisited: A Qualitative and Quantitative Review of the Research Evidence in Primary and Secondary Education
Book SynopsisThis book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.Table of Contents1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten.- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks.- 4. Quantitative Summary of Research Findings; Hans Luyten.- 5. Summary and Discussion; Hans Luyten.- Annex to Chapter 3.
£42.74
Vandenhoeck & Ruprecht GmbH & Co KG VIVA 1 Diagnose und individuelle Förderung:
Book SynopsisWas haben die SchÃ"lerinnen und SchÃ"ler gelernt? Was haben sie verstanden, was können sie jetzt? Wo haben sie noch LÃ"cken?Zu jeder Lektion von VIVA 1 gibt es einen kurzen Test zur Diagnose und zusätzliches Fördermaterial: spielerische Ãbungen, Vokabelmemory und vieles mehr.Kompetenzorientierung, Diagnose, individuelle Förderung, Binnendifferenzierung: So werden sie Realität!
£20.89
Springer Fachmedien Wiesbaden Kompetenzorientiert prüfen in der
Book SynopsisLuisa Weidauer beschäftigt sich vor dem Hintergrund wachsender Anforderungen an den Pflegeberuf mit innovativen Prüfungskonzeptionen. Sie entwickelt eine Form der kompetenzorientierten Zwischenprüfung und nutzt hierfür bestehende Ansätze, wie die Performanzprüfung oder den Einsatz von standardisierten Patienten. Im Zentrum der kompetenzorientierten Zwischenprüfung steht die vollständige Pflegehandlung, die auch die Problemerkennung, Planung und Reflexion berücksichtigt. Dabei werden neben kurativen Maßnahmen präventive, rehabilitative und palliative Aspekte aufgegriffen, Adressaten aller Altersgruppen und in allen Lebenslagen mit einbezogen und ein besonderer Fokus auf Pflegeprozess und -qualität sowie Anleitung, Schulung und Beratung gelegt. Differenzierte Prüfungsmaterialien ermöglichen eine Operationalisierung sowie die Implementierung in vielfältigen Bereichen und Einrichtungen der Gesundheitsberufe.Table of ContentsRahmenbedingungen der Gesundheits- und Krankenpflege(-ausbildung).- Didaktische und qualitative Aspekte von Prüfungen.- Konzept einer kompetenzorientierten Zwischenprüfung.
£66.49
Springer Fachmedien Wiesbaden Lernprozessbegleitung und adaptives Lernen in der
Book SynopsisDie BeitragautorInnen werfen einen detaillierten Blick auf die Adaptivität von Unterrichtszenarien, Unterrichtsschritte und insbesondere auf die Interaktionseinheiten auf der Mikroebene didaktischen Handelns zwischen Lehrpersonen, Kindern und ihren Peers. Ein proaktiver Umgang mit den heterogenen Lernvoraussetzungen von Schülerinnen und Schülern zählt zu den größten Herausforderungen im gemeinsamen Unterricht der Grundschule. Dieser Band 1 versammelt forschungsbezogene Beiträge zur Lernprozessbegleitung und zu adaptivem Unterricht der 23. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe.Table of ContentsDomänenübergreifende, fachdidaktische und historische Konzeptualisierungen von Lernprozessbegleitung und adaptivem Unterricht.- Empirische Befunde zur Lernprozessbegleitung in der Kita, im Übergang und in den Fächern.- Professionalisierung von Lehrpersonen in Kita und Schule.
£49.49
Springer Fachmedien Wiesbaden Wege durch den Forschungsdschungel: Ausgewählte
Book SynopsisAnhand von ausgewählten Beispielen aus der erziehungswissenschaftlichen Forschungspraxis stellen die AutorInnen Möglichkeiten der Operationalisierung von Forschungsfragen sowie der Auswahl geeigneter Methoden vor. Statt Forschungsmethoden ausschließlich theoretisch zu vermitteln, präsentieren sie diese als vielseitige Werkzeuge in ihrer praktischen Relevanz. Dabei diskutieren sie ihre Anwendungsmöglichkeiten und Grenzen kritisch und zeigen Herangehensweisen und Lösungsstrategien für empirische Fragestellungen auf: „Wie wird aus einer ersten Idee eine gute Forschungsfrage? Wie wird ein geeignetes empirisches Design entwickelt?“ Diese Fragen stellen sowohl Studierende als auch Promovierende immer wieder vor Herausforderungen, die mit Hilfe dieses Buches gelöst werden können. Table of ContentsIm Dschungel erziehungswissenschaftlicher Forschung – Zur Einführung in den Band.- Die Fragen der Fragen – was ist eine gute Forschungsfrage?.- Teil 1: Qualitative Forschung in den Erziehungswissenschaften.- Zuerst ins Unbekannte! Planung und Umsetzung einer vergleichenden Studie zur Institutionalisierung inklusiver Schulsysteme in Nigeria und Deutschland.- Berufsbezogene und epistemologische Beliefs von Grundschullehrkräften zum Experimentieren im naturwissenschaftlichen Sachunterricht.- Zwischen Differenz und Gleichheit – Annäherung an die Perspektive von Kindern.- Fokussierte Kameraethnographie: „What the hell is going on here?“.- Professionalisierung in Migrationsverhältnissen – Eine rassismuskritische Perspektive auf das Referendariat angehender Lehrkräfte.- „In Orientierung an …“ Kombination zweier Auswertungsmethoden in einer Interviewstudie zu Belief-Systemen von Lehrkräften.- Forschung im Feld der Kinder- und Jugendhospizarbeit – kritische Diskussion forschungsmethodischer Aspekte anhand einer Fallstudie zur pädagogischen Begleitung.- Ein Vergleich der Frühförderung/Habilitation in Mecklenburg-Vorpommern (Deutschland) und Skåne (Schweden): Die Bedeutung von Inklusion und Partizipation fürdie institutionelle Frühförderung.- Teil 2: Mixed Methods in den Erziehungswissenschaften.- Veränderung der persönlichen Lernumgebung durch Einsatz von Web 2.0?.- Design Based Research – Ein iterativer und partizipativer Ansatz für die Entwicklung einer Online-Diagnostik.- Lernen in einer partizipativen Medienkultur: Eine explorative Studie zur Bedeutung der partizipativen Medienkultur für Lernprozesse.- Der Genuserwerb ein- und mehrsprachiger Reflexion eines sprachpädagogischen Promotionsprojekts.- Die Autorinnen und Autoren.
£44.99
Springer Fachmedien Wiesbaden Selbstkompetenzen: Eine
Book SynopsisSelbstkompetenzen (personale Kompetenzen) sind in aller Munde. Sie werden von MitarbeiterInnen gefordert, in Lernumgebungen gefördert und von unterschiedlichen Disziplinen systematisiert. Eine erziehungswissenschaftliche Grundlegung des Begriffs und seiner empirischen Dimensionen fehlt allerdings, und das ist wichtig, um die Bedeutung von Selbstkompetenzen in aktuellen Debatten um Verstehen und Fördern von Kompetenzen ermessen zu können. Sind Selbstkompetenzen per se förderlich – oder versteckt sich dahinter häufig nur eine Technik der Disziplinierung und Optimierung ohne Rücksicht auf das Subjekt? Die Studie füllt diese Lücke: Sie beinhaltet die Analyse, Kritik und Rekonstruktion von Selbstkompetenzen (u.a. Einsatzbereitschaft, Verantwortung, Flexibilität). Sie verortet den Begriff historisch und disziplinär, ist mit empirischem Material (aus Stellenprofilen und aus Interviews mit Personalverantwortlichen) angereichert und schließt argumentativ an den bildungsphilosophischen Subjektdiskurs an. Trade Review“... auch für Laien sehr empfehlenswert, seien es Arbeitskräfte bzw. auch ArbeitgeberInnen, vorzugsweise kleinerer Betriebe, die sich Hintergrundwissen zum Thema anlesen möchten ...” (Natascha Miljković, in: Zitier-Weise, plagiatpruefung.at, 5. November 2016) Table of ContentsAktuelle Relevanz von Selbstkompetenzen in Gesellschaft, Wirtschaft und Politik.- Kritische Perspektiven auf das Subjekt in Selbstkompetenzen.- Qualitativ-quantitative und qualitative Rekonstruktion.- Praktiken und Programme zur Förderung und Messung.
£52.24
Springer Fachmedien Wiesbaden Funktionales Denken beim Übergang von der
Book SynopsisDas Buch stellt die Entwicklung und den Einsatz eines Rasch-skalierten Testinstruments im Bereich des Funktionalen Denkens für die Einführungsphase der gymnasialen Oberstufe vor. Ausgehend von einer breiten theoretischen Fundierung erforscht Marcel Klinger die Fähigkeiten der Schülerinnen und Schüler im Bereich von Funktionenlehre und früher Analysis. Es zeigt sich, dass Lernende unterschiedliche Inhaltsgebiete nicht in wünschenswertem Maß miteinander vernetzen, aber auch, dass signifikante geschlechtsspezifische Ungleichheiten hinsichtlich der Testleistung zugunsten der männlichen Probanden bestehen.Table of ContentsVon der Funktionenlehre zur Analysis.- Mathematische Leistungstests.- Testentwicklung und empirische Befunde.
£49.49
Springer Fachmedien Wiesbaden Neue Ordnung der Bildung: Zur Steuerungslogik der
Book SynopsisRegionalisierung zählt zu den bildungspolitischen Vorzeigeprojekten in Deutschland. Sebastian Niedlich identifiziert und systematisiert verschiedene Formen von Regionalisierung und zeigt Entwicklungstrends auf. In einer wissensorientierten Governance-Perspektive fragt er, inwieweit Regionalisierung eine spezifische Steuerungslogik aufweist, die sich von der viel diskutierten, ökonomisch inspirierten Neuen Steuerung unterscheidet. Vertiefend wird der Ansatz kommunalen Bildungsmanagements, der als paradigmatisch für die jüngere Entwicklung der Regionalisierung gelten kann, fokussiert und dessen Umsetzung einem qualitativ-inhaltsanalytischen Fallvergleich unterzogen, der in der Formulierung zweier Idealtypen mündet. Table of ContentsTheoretischer Rahmen für eine wissensorientierte Governance-Analyse.- Leitbilder der Staats- und Verwaltungsmodernisierung in Deutschland.- Neue Steuerung im deutschen Bildungssystem.- Regionalisierung im deutschen Bildungssystem: Leitbilder und Programme.- Vertiefende Analyse datenbasierten kommunalen Bildungsmanagements.
£52.24
Springer Fachmedien Wiesbaden Theoriebasierte Evaluation: Entwicklung und
Book SynopsisAnna von Werthern stellt die Herausforderungen der Entwicklung einer Programmtheorie als zentralen Schritt für die Umsetzung von theoriebasierten Evaluationen (TBE) in die Praxis dar, entwickelt ein präskriptives Verfahrensmodell zur Programmtheoriekonstruktion im Hochschulkontext und wendet dieses beispielhaft an. Die Autorin geht dabei dringlichen evaluationstheoretischen Fragestellungen nach, etwa: Welche erkenntnistheoretischen Prinzipien der Theoriebildung sind relevant? Wie kann die theoriebasierte Evaluation anschlussfähiger für die Praxis werden? Es lässt sich zeigen, dass ein methodologisch geleitetes Vorgehen zur Programmtheoriekonstruktion einen hohen Prozessnutzen für die Praxis aufweist.Table of ContentsTBE als Instrument zur Evaluation von Programmen mit komplexen Wirkmechanismen.- Die Entstehung der Programmtheorie als Magic Box.- Evaluation in Theorie und Forschung.- Die Programmtheorie: Das Herzstück der TBE.- Opening the Magic Box – Entwicklung und Anwendung eines Verfahrensmodells zur Programmtheoriekonstruktion.- Perspektiven in Praxis und Forschung.
£47.49
Springer Fachmedien Wiesbaden Sprachentwicklung im Kontext von
Book SynopsisDer Band fasst Ergebnisse einer Studie zusammen, in der die Entwicklung von sprachlichen Fähigkeiten bei Kindern und Jugendlichen untersucht wurde, die mehrsprachig leben. Mehrsprachigkeit ist dabei komponiert aus den Sprachen der Herkunft von Familien mit Migrationsgeschichte, dem Deutschen als umgebender Mehrheitssprache und schulischen Fremdsprachen. Im Fokus der Untersuchung steht die Entwicklung von Instrumenten, mit denen die Entwicklung sprachlicher Fähigkeiten in mehreren Sprachen über die Zeit überprüft werden kann. Vorgestellt werden die Ergebnisse zur Prüfung von verschiedenen Annäherungen an die Frage, wie produktive sprachliche Fähigkeiten (Schreiben) unter diesen Bedingungen getestet oder auf andere Weise valide nachvollzogen werden können. Im Zentrum stehen Ansätze, mit denen die Entwicklung in mehreren Sprachen über die Schulzeit hinweg vergleichend verfolgt werden kann.Table of Contents1.Die LiMA-Panelstudie (LiPS): Pilotierung einer Längsschnittuntersuchung zur Sprachentwicklung im Kontext von Mehrsprachigkeit.- 2.Die Messung produktiver Sprachfähigkeiten im Kontext von Mehrsprachigkeit: Die Herangehensweise in LiPS.- 3.Die vergleichende Messung produktiver sprachlicher Fähigkeiten in verschiedenen Alterskohorten.- 4.Die Selbsteinschätzung von Sprachfähigkeiten: Eine Skala zur differenzierten Erfassung.- 5.Sprachgebrauch in Migrantenfamilien.- 6.Schreiben und Lesen in der Herkunftssprache Russisch: Ergebnisse der Panelstudie zum Erwerb literaler Fähigkeiten bei russisch-deutschen bilingualen Kindern.- 7.Englisch als weitere Sprache im Kontext herkunftsbedingter Mehrsprachigkeit.- 8. F-LiPS: Französisch als L3 im Kontext herkunftsbedingter Mehrsprachigkeit.- 9.Auf dem Weg zu einer digitalen Forschungsumgebung: Die Entwicklung spezieller Werkzeuge für das Projekt- und Datenmanagement.
£56.99
Publications Division of the Ministry of Information and Broadcasting of the Govt of India India 2018
Book Synopsis
£9.38
Galgotia Publications Pvt Ltd Barrons Gre 2010 Graduate 18ed
Book Synopsis
£12.74
PeePee Publishers and Distributors Pvt A Comprehensive Review of Foreign Exams: Volume 1
Book Synopsis
£10.00
Bohn Stafleu Van Loghum Dementieschaal Voor Mensen Met Een Verstandelijke Handicap (Dsvh): Handleiding
£50.34
Ramesh Publishing House UGC-NET Junior Research Fellowship & Lectureship
Book Synopsis
£5.22
Arihant Publishers 20 Practice Sets Jharkhand Postman/Mailguard
Book Synopsis
£8.49
McGraw Hill Education India How to Prepare for Quantitative Aptitude for the
Book Synopsis
£37.04
Juggernaut Publication How I Topped the UPSC and How You Can Too
Book SynopsisA book not just for all UPSC candidates but also for anyone giving competitive exams, How I Topped the UPSC is a no-holds barred book full of so many hacks and so much honesty â you wonât need anything else to succeed.
£11.25
JAGAN MOHAN REDDY Nitishastra Satyanishtha Evam Abhiruchi
Book SynopsisNitishastra, Satyanishtha Evam Abhiruchi is a textbook for UPSC Mains General Studies Paper-IV. The core objective of the book is to provide systematic and relevant guidance and quality material to students preparing for Civil Services exams. The book is written as per the syllabus. It provides a detailed account of various principles of ethics. Questions asked in previous years are given in boxes alongside the topic for better correlation. The authors have used their expertise to provide solutions to dilemmas that administrators face.
£16.99
Springer The Training Evaluation Process: A Practical Approach to Evaluating Corporate Training Programs
Book SynopsisThis book details a unique training evaluation approach developed by David J. Basarab, Sr. currently the Manager of Evaluation at Motorola University. This approach was developed in part based on information from his graduate coursework with Dr. Darrell K. Root, professor of program evaluation and educational administration at the University of Dayton. It enabled Motorola to evaluate their corporate training programs to determine whether money spent on training was an investment or an expense. This evaluation approach is also significant in determining either the effectiveness of or the opportunities to improve corporate training programs. In this text, The Training Evaluation Process, David Basarab and Darrell Root provide commercial industry training with a step-by-step approach to use when evaluating training progrruns, thus allowing training to be viewed as an investment rather than an expense. This text focuses on assessing training programs, so that they may be improved. This approach provides a successful procedure to use when evaluating training programs. Included in the text is a comprehensive explanation of the evaluation model developed by D. L. Kirkpatrick (Kirkpatrick, D. L., November 1959) in which he described four levels of evaluating training progrruns: Level 1 -Reaction: Evaluate to learn participants' perception to the training program. Level 2 -Learning: Evaluate to determine whether participants have learned the course subject matter. Level 3 -Behavior: Evaluate participants' use of newly acquired job skills on the job. Level 4 -Results: Evaluate the organizational impact of training on company's workforce.Table of ContentsPreface. 1. Introduction to Evaluation. 2. Training Evaluation Phases. 3. Developing an Evaluation Plan. 4. Develop Evaluation Procedures. 5. Obtain Evaluation Data. 6. Analyze Evaluation Data. 7. Report Evaluation Results. 8. Measuring Effective Evaluations. 9. Glossary of Terms. 10. Index.
£85.49
Springer Verlag, Singapore A Course in Rasch Measurement Theory: Measuring
Book SynopsisThis book applies Rasch measurement theory to the fields of education, psychology, sociology, marketing and health outcomes in order to measure various social constructs. The chief focus is on first principles of both the theory and its applications. Because software is readily available to carry out analyses of real data, numerous small examples are provided in the book. The software used in these examples, and which is helpful in working through the text, is RUMM2030 (Rasch unidimensional models for measurement).The book’s main goals are to equip researchers with the confidence they need in order to be in control of the analysis and interpretation of data, and to make professional rather than primarily statistical decisions mechanically. Because statistical principles are necessarily involved, reviews of the requisite statistics are provided in the Appendix.The content is based on courses that have been taught both online and in intensive form for over two decades. Although first principles are emphasised, much of the book is based on research conducted by the two authors and their colleagues.Table of ContentsPART A: General principles and the dichotomous Rasch model.- Chapter 1: The idea of measurement.- Chapter 2: Constructing instruments to achieve measurement.- Chapter 3: Classical test theory (CTT).- Chapter 4: Reliability and validity in CTT.- Chapter 5: The Guttman structure and analysis of responses.- Chapter 6: The dichotomous Rasch model - The simplest modern test theory model.- Chapter 7: Invariance of comparisons - Separation of person and item parameters.- Chapter 8: Sufficiency - The significance of total scores.- Chapter 9: Estimating item difficulty.- Chapter 10: Estimating person proficiency and person separation.- Chapter 11: Equating - Linking instruments through common items.- Chapter 12: Comparisons and contrasts between CTT and Rasch measurement theory (RMT).- PART B: The dichotomous Rasch model: Fit of responses to the model.- Chapter 13: Fit of responses to the model I - Item characteristic curve and Chi-square tests of fit.- Chapter 14: Violations of the assumption of independence I - Multidimensionality and response dependence.- Chapter 15: Fit of responses to the model II - Analysis of residuals and general principles.- Chapter 16: Fit of responses to the model III - Differential item functioning.- Chapter 17: Fit of responses to the model IV - Guessing.- Chapter 18: Other models of modern test theory for dichotomous responses.- Chapter 19: Comparisons and contrasts between item response theory (IRT) and RMT.- PART C: Extending the dichotomous Rasch model: The polytomous Rasch model.- Chapter 20: The polytomous Rasch model I.- Chapter 21: The polytomous Rasch model II.- Chapter 21: The polytomous Rasch model II.- Chapter 21: The polytomous Rasch model II.- Chapter 24: Violations of the assumption of independence II – The polytomous Rasch model.- Part D: Theoretical justifications and further elaborations.- Chapter 25: Derivation of CTT equations and coefficient α.- Chapter 26: Analysis of more than two facets and repeated measures.- Chapter 27: Derivation of the threshold form of the polytomous Rasch model.- Chapter 28: Non-Rasch measurement models for ordered response categories.- Chapter 29: Review of principles of test analysis using Rasch measurement theory.- Part E: RUMM2030 Exercises.- Exercise 1: Interpretation of RUMM2030 printout.- Exercise 2: Basic analysis of dichotomous and polytomous responses.- Exercise 3: Advanced analysis of dichotomous responses.- Exercise 4: Advanced analysis of polytomous responses.- Exercise 5: Analysis of data with differential item functioning.- Exercise 6: Analysis of data with dependence.- Exercise 7: Analysis of more than two facets and repeated measurements.- Exercise 8: Writing up a Rasch model analysis.- Part F: Statistics Reviews.- Statistics Review 1: Sigma notation, mean, and variance.- Statistics Review 2: Normal distribution.- Statistics Review 3: Covariance and the variance of the sum of two variables.- Statistics Review 4: Regression and correlation.- Statistics Review 5: Probability.- Statistics Review 6: Indices.- Statistics Review 7: Logarithms.- Statistics Review 8: Conditional probability.- Statistics Review 9: Independence.- Statistics Review 10: Bernoulli and Binomial variables.- Statistics Review 11: The Chi-square distribution and test.- Statistics Review 12: Analysis of variance (ANOVA).- Statistics Review 13: Distribution theory.- Statistics Review 14: Basic distributions for tests of fit.- Statistics Review 15: Odds and ratios.
£74.99
Springer Verlag, Singapore Methodology for Multilevel Modeling in
Book SynopsisThis edited volume documents attempts to conduct systematic and prodigious research using multilevel analysis in educational settings, and present their findings and identify future research directions. It showcases the versatility of multilevel analysis, and elucidates the unique advantages in examining complex and wide-ranging educational issues. This book brings together leading experts around the world to share their works in the field, highlighting recent advances, creative and unique approaches, and innovative methods using multilevel modeling and theoretical and practical aspects of multilevel analysis in culturally and linguistically-diverse educational contexts.Table of ContentsIntroductionHierarchical Linear Modeling and Multilevel Modeling in Educational Research PART I: Theoretical Foundations and Conceptual Frameworks Chapter 2 A Primer for Using Multilevel Confirmatory Factor Analysis Models in Educational Research Chapter 3 Multilevel Model Selection: Balancing Model Fit and Adequacy Chapter 4 Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM) Chapter 5 Data Visualization for Pattern Seeking in Multilevel Modeling Chapter 6 Multilevel Structural Equation Model in Educational Research PART II: Methodology for Multilevel Modeling Chapter 7 Analyzing Large-scale Assessment Data with Multilevel Analyses: Demonstration using the Programme for International Student Assessment (PISA) Chapter 8 Multilevel Modeling of International Large-scale Assessment Data Chapter 9 Transparency and Replicability of Multilevel Modeling Applications: A Guideline for Improved Reporting Practices Chapter 10 Multilevel Model and Teaching Force Research: Practices and Promises Chapter 11 Multilevel Modelling with International Large-scale Student Assessments PART III: Multilevel Analysis of PISA and TIMSS Data Chapter 12 Changing Trends in the Role of South African Mathematics Teachers Qualification for Student Achievement: Findings from TIMSS Data Chapter 13 Revisiting the Relationship between Science Teaching Practice and Scientific Literacy: Multi-Level Analysis Using PISA Chapter 14 Family Meals and Academic Performance: A Multilevel Analysis of PISA for Spain Chapter 15 Multilevel Modeling of Nordic Students’ Mathematics Achievements in TIMSS 2019 Chapter 16 Teachers' Perceptions of School Ethical Culture: The Implicit Meaning of TIMSS PART IV: Multilevel Modeling in Educational Research Chapter 17 Teacher Personal Characteristics, Instructional Behavior, and Student Outcomes: Applying Doubly Latent Multilevel Analysis Chapter 18 Daycare Centers’ Composition and Children’s Language Skills at School Entry: Exploring the Nature of Contextual Effects using Multilevel Modeling Chapter 19 Gender Effect at the Beginning of Higher Education Career in STEM Studies Chapter 20 Contextual Factors of Strategy Use in Solving Non-Routine Problems: A Multilevel Modelling Analysis Chapter 21 A Longitudinal and Multilevel Study of Client Satisfaction with Kindergartens in Norway Chapter 22 Multilevel Modeling and Assessment of the Study-relevant Knowledge of First-year Students in a Master's Program in Business and Economics Index
£123.49
Springer Verlag, Singapore Handbook of Academic Integrity
Book SynopsisThe book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions. Trade Review Table of ContentsDefining Academic Integrity - International Perspectives.- Academic Integrity in North America.- Asian Perspectives of Academic Integrity : China.- Asian Perspectives of Academic Integrity : India.- Asian Perspectives of Academic Integrity : Indonesia.- Asian Perspectives of Academic Integrity : Japan.- Asian Perspectives of Academic Integrity : Malaysia.- Educational Integrity in Australia.- European Perspectives of Academic Integrity.- Middle Eastern Perspectives of Academic Integrity : A Perspective from Egypt.- Middle Eastern Perspectives of Academic Integrity : A view from the Gulf Region.- Perspectives of Academic Integrity from Colombia.- Perspectives of Academic Integrity from Nigeria.- UK Perspectives of Academic Integrity.- Breaches of Academic Integrity.- Breaches of Academic Integrity using Collusion.- Breaches of Academic Integrity using Exam Cheating.- Breaches of Academic Integrity Using Plagiarism.- Custom Essay Writers, Freelancers and Other Paid Third Parties.- Falsification of Academic Documents.- Falsification of Data.- File Sharing and Academic Integrity.- Getting Paid Help to get the Doctorate Done.- Contextual Factors Which Impact Academic Integrity.- Academic Standards in Higher Education: Trends, Context, and Prognosis.- Commercialisation and Marketisation of Higher Education.- Internationalisation of Higher Education.- Promoting Academic Integrity through Authentic Assessment Strategies.- What it Means to be a Student Today.- Who is to Blame? Motivators of Student Academic Dishonesty in Higher Education.- Academic Integrity Policy and Practice.- Adopting a Teaching and Learning Approach.- Developing a Sustainable Holistic Institutional Approach: Dealing with Realities ‘on the ground’ When Implementing an Academic Integrity Policy.- Educational Responses.- Exemplary Academic Integrity Policy.- Holistic Approach.- Start them Early and Right: Creating a Culture of Academic Integrity in Elementary Schools.- Supporting Secondary School Students.- Plagiarism in Higher Education: An Academic Literacies Issue?- Creating Faculty Development Programming to Prevent Plagiarism: Strategies and Understandings.- International EAL Students.- Mentoring and Monitoring First-year College Writers.- Plagiarism or Patch-writing?- Scholarly Work and Meaning: Making the Conventions of Academic Integrity Signify.- Seven Metaphors Towards Originality: The Role of Bridging and Foundation Courses in Unpacking Academic Integrity for Undergraduate and Graduate Students.- Student Perspectives on Plagiarism.- Academic Integrity in the Digital Age.- Authorship, Identity and Plagiarism in the Digital Age.- Contract Cheating.- Plagiarism and the Internet.- Quantitative and Qualitative Methods to Manage Plagiarism.- Recycling Our Own Work in the Digital Age.- The Internet as a double-edged sword: temptation or vehicle for plagiarism and cheating?- Disciplinary Approaches to Academic Integrity.- Academic Integrity in Non-Text Based Disciplines.- Health and Social Care.- Humanities.- Law.- Science, Technology, Engineering and Mathematics (STEM).- Social Sciences.- Integrity in Research and Research Training.- Research Integrity: China and U.S.- Research Integrity: International Perspectives.- Research Integrity: Introduction.- Research Integrity: Perspectives from Argentina, Brazil, and U.S.- Research Integrity: Perspectives from Australia and Netherlands.- Research Integrity: Perspectives from Austria and Canada.- Research Integrity: Perspectives from Canada.- Research Integrity: Perspectives from Korea and U.S.- Integrity Versus Fraud and Corruption.- Corrupted Credentials: Plagiarised Theses, Fake Degrees, Falsified cvs, Identity.- Plagiarism in the Wider World: Celebrities, Politicians, Businesses, Journalists, Judges.- Science and Vested Interests: Sponsored Research, Secrecy, Conflicts of Interest, Ghostwriting, Hazards to Public.- Scientific Fraud: Fabrication, Data Manipulation, Shonky Statistics, etc.- Suppression of Dissent: Attacking Dissidents, Blocking Innovation, Marginalising Research Fields; The Chilling Effect.- Whistleblowing and Activism: Exposing and Opposing Abuses.- Systems Approach to Going Forward.- Creating Cultures of Integrity.- Engaging Students and Faculty.- Getting Political: What Institutions & Governments Need to Do.- Infusing Ethical Decision-Making & Acting into the Curriculum.- Leveraging Failures for the Betterment of Education.- Teaching and Learning Approach – Duplicate.
£522.49
Springer Verlag, Singapore Publishing during Doctoral Candidature: Policies,
Book SynopsisThis book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.Table of ContentsChapter 1 Introduction.- Chapter 2. Sociopolitical Perspectives on Doctoral Publication.- Chapter 3. Doctoral Publication Policies: Neoliberal Ideologies and Stakeholder Perspectives.- Chapter 4. Doctoral Publication Practices: Competing Demands and Coping Strategies.- Chapter 5. Dual Identities as Novice and Fully-Fledged Researchers: Conceptual Tools and Mediating Resources.- Chapter 6. Conclusion.
£98.99
Information Age Publishing Disrupting Program Evaluation and Mixed Methods
Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign
£51.30
Information Age Publishing Disrupting Program Evaluation and Mixed Methods
Book SynopsisWhile women have influenced the fields of program evaluation and mixed methods research, their contributions are rarely acknowledged. In this edited volume, we recognize the contributions Jennifer C. Greene made to evaluation and mixed methods, focusing on how she disrupted traditional ways methods are conceptualized and implemented. We aim to provide a range of perspectives on how Greene disrupted social science theory, methodology, and training through her commitment to the values of democracy, diversity, and dialogue. Accordingly, the volume makes explicit how Greene democratized social science inquiry and training by emphasizing inclusive, culturally responsive, and educative theories, methods, and pedagogical practices. Second, it clarifies how her commitment to diversity supported scholars from diverse disciplinary backgrounds and cultures (within and beyond the United States) and validated often ignored perspectives on phenomena or experiences. And third, it showcases how her commitment to dialogue opened spaces for non-traditional methodological approaches that engage, communicate, and disseminate program evaluation and mixed methods work. Taken together, the first-hand accounts presented in this volume offer a historical perspective and practical guidance on program evaluation and mixed methods conceptualization, implementation, and training.Trade ReviewThe theme of 'disruption' in this book is a powerful look at the breadth and significance of Jennifer C. Greene's distinguished contributions, both theoretical and practical, in evaluation for over 30 years. In essence, these chapters reveal the sustaining power of her scholarship and influence today and likely in years to come. Her recognition that no single method can solve the complex problems faced in evaluation is revealed in the ontological, epistemological, and methodological work she developed on mixed methods, which led to a genre of study that recast the debate about the hegemony of quantitative over qualitative methods and vice versa. She has foregrounded values, the quintessential character of evaluation, by recognizing the multiplicity of perspectives that guide our theories, roles, questions, designs, and perceptions of quality. Jennifer Greene's generativity is exemplified in her egalitarian dialogic stance, inclusion of voices and context, and commitment to equity. The chapters reflect the impact of her work on scholars who continue to advance evaluation for a more just society. — Valerie J. Caracelli, U.S. Government Accountability Office""It is not possible to convey in a few words my strongest endorsement for this volume that begins scratching the surface of Jennifer C. Greene's many contributions to evaluation theory, methods, and practice. I have worked with and learned from her on many occasions over the years as I grappled with refining my understanding and practice of culturally responsive evaluation. I commend the editors and authors for this first substantive collection providing a more in-depth understanding and appreciation of Jennifer Greene's body of work for some while providing others the opportunity to revisit the lessons we have learned from her work, spirit, and commitment to make a difference."" — Stafford Hood, Center for Culturally Responsive Evaluation & Assessment (CREA) and Professor Emeritus University of Illinois at Urbana-Champaign
£91.80
