Cognitive Abilities and Educational Outcomes
-15%
portes grátis
Cognitive Abilities and Educational Outcomes
A Festschrift in Honour of Jan-Eric Gustafsson
Yang Hansen, Kajsa; Rosen, Monica; Wolff, Ulrika
Springer International Publishing AG
06/2018
327
Mole
Inglês
9783319828343
15 a 20 dias
557
Descrição não disponível.
Preface.- 1. Introduction.- PART I: Cognitive Abilities.- 2. What is Fluid Intelligence? Can it be Improved?.- 3. Mind and Intelligence: Integrating Developmental, Psychometric, and Cognitive Theories of Human Mind.- 4. Gender Differences in Broad and Narrow Ability Dimensions. A Confirmatory Factor Analytic Approach.- 5. Exploring Effects of Following Different Tracks of Study in Upper Secondary Education on Performance on a Cognitive Test.- 6. Reflections on (Bi) Factor Analysis.- PART II: Causes and Effects of Educational Achievement.- 7. Searching for Causality to Develop and Test Theoretical Models of Educational Effectiveness Research.- 8. Countries' Strive towards More Quality and Equity in Education: Success or Failure? Evidence from TIMSS 2003 and 2011, Grade 4.- 9. School Resources and Student Achievement: A Review of Cross-country Economic Research.- 10. A Question of Validity: Clarifying the Hierarchical Nature of Teacher Cognition.- 11. Empirical Puzzles on Effective Teachers: U.S. Research.- PART III: Modelling Measurement Properties.- 12. Measuring Changing Educational Contexts in a Changing World: Evolution of the TIMSS and PIRLS Questionnaires.- 13. General and Specific Factors in Selection Modeling.- 14. CTT and no DIF and ? = (almost) Rasch Model.- 15. Balance: A Neglected Aspect of Reporting Test Results.- 16. Views on Classical Statistical Modelling in Competition with Rasch Methodology.- Appendices.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
teacher cognition;theories of the human mind;levels of development;fluid intelligence;crystallized intelligence;gender differences in cognitive abilities;School achievement;TIMSS;PIRLS;equity and quality in primary education;Scholastic Aptitude Test;teacher effectiveness research;measures of teacher effectiveness;validity;classical test theory;item response theory;generalized latent variable models;Rasch analyses;classical statistical analyses;comparing indicator data
Preface.- 1. Introduction.- PART I: Cognitive Abilities.- 2. What is Fluid Intelligence? Can it be Improved?.- 3. Mind and Intelligence: Integrating Developmental, Psychometric, and Cognitive Theories of Human Mind.- 4. Gender Differences in Broad and Narrow Ability Dimensions. A Confirmatory Factor Analytic Approach.- 5. Exploring Effects of Following Different Tracks of Study in Upper Secondary Education on Performance on a Cognitive Test.- 6. Reflections on (Bi) Factor Analysis.- PART II: Causes and Effects of Educational Achievement.- 7. Searching for Causality to Develop and Test Theoretical Models of Educational Effectiveness Research.- 8. Countries' Strive towards More Quality and Equity in Education: Success or Failure? Evidence from TIMSS 2003 and 2011, Grade 4.- 9. School Resources and Student Achievement: A Review of Cross-country Economic Research.- 10. A Question of Validity: Clarifying the Hierarchical Nature of Teacher Cognition.- 11. Empirical Puzzles on Effective Teachers: U.S. Research.- PART III: Modelling Measurement Properties.- 12. Measuring Changing Educational Contexts in a Changing World: Evolution of the TIMSS and PIRLS Questionnaires.- 13. General and Specific Factors in Selection Modeling.- 14. CTT and no DIF and ? = (almost) Rasch Model.- 15. Balance: A Neglected Aspect of Reporting Test Results.- 16. Views on Classical Statistical Modelling in Competition with Rasch Methodology.- Appendices.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
teacher cognition;theories of the human mind;levels of development;fluid intelligence;crystallized intelligence;gender differences in cognitive abilities;School achievement;TIMSS;PIRLS;equity and quality in primary education;Scholastic Aptitude Test;teacher effectiveness research;measures of teacher effectiveness;validity;classical test theory;item response theory;generalized latent variable models;Rasch analyses;classical statistical analyses;comparing indicator data
