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題名:學生及學校因素對合作式問題解決表現之多層級分析
書刊名:測驗學刊
作者:莊淑芬盧秀琴
作者(外文):Chuang, Su-fenLu, Chow-chin
出版日期:2021
卷期:68:3
頁次:頁175-207
主題關鍵詞:合作式問題解決性別社經地位學校城鄉位置Collaborative problem solvingESCSGenderPISA 2015School location
原始連結:連回原系統網址new window
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  • 共同引用共同引用:146
  • 點閱點閱:87
期刊論文
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9.Fan, X.、Chen, M.(1999)。Academic achievement of rural school students: A multi-year comparison with their peers in suburban and urban schools。Journal of Research in Rural Education,15(1),31-46。  new window
10.Kao, Grace、Thompson, Jennifer S.(2003)。Racial and Ethnic Stratification in Educational Achievement and Attainment。Annual Review of Sociology,29,417-442。  new window
11.Roscigno, V. J.、Crowley, M. L.(2001)。Rurality, institutional disadvantage, and achievement/attainment。Rural Sociology,66(2),268-292。  new window
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13.Strand, Steve(2010)。Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement。School Effectiveness and School Improvement,21(3),289-314。  new window
14.Ma, X.、Klinger, D. A.(2000)。Hierarchical Linear Modelling of Student and School Effects on Academic Achievement。Canadian Journal of Education / Revue canadienne de l'education,25(1),41-55。  new window
15.林鉦棽(20050800)。組織公民行為之跨層次分析:層級線性模式的應用。管理學報,22(4),503-524。new window  延伸查詢new window
16.James, Lawrence R.(1982)。Aggregation Bias in Estimates of Perceptual Agreement。Journal of Applied Psychology,67(2),219-229。  new window
17.Bauer, D. J.、Curran, P. J.(2005)。Probing interactions in fixed and multilevel regression: Inferential and graphical techniques。Multivariate Behavioral Research,40(3),373-400。  new window
18.Zhan, Zehui、Fong, Patrick S. W.、Mei, Hu、Liang, Ting(2015)。Effects of gender grouping on students' group performance, individual achievements and attitudes in computer-supported collaborative learning。Computers in Human Behavior,48,587-596。  new window
19.Mohammadpour, E.(2013)。A three-level multilevel analysis of Singaporean eighth-graders science achievement。Learning and Individual Differences,26,212-220。  new window
20.Kaya, S.、Rice, D. C.(2010)。Multilevel effects of student and classroom factors on elementary science achievement in five countries。International Journal of Science Education,32(10),1337-1363。  new window
21.von Davier, A. A.、Hao, J.、Liu, L.、Kyllonen, P.(2017)。Interdisciplinary research agenda in support of assessment of collaborative problem solving: lessons learned from developing a Collaborative Science Assessment Prototype。Computers in Human Behavior,76,631-640。  new window
22.Sirin, Selcuk R.(2005)。Socioeconomic status and academic achievement: A meta-analytic review of research。Review of Educational Research,75(3),417-453。  new window
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24.林素微(20190900)。中學生閱讀策略使用與數學素養的關聯及其意涵。測驗學刊,66(3),213-248。new window  延伸查詢new window
25.金松麗、張國祥、薛寶嫦(20161200)。利用log文檔探析PISA 2012學生解難模式及相關認知和心理因素。測驗學刊,63(4),227-252。new window  延伸查詢new window
26.Andrews-Todd, J.、Forsyth, C. M.(2020)。Exploring social and cognitive dimensions of collaborative problem solving in an open online simulation-based task。Computers in Human Behavior,104。  new window
27.Angeli, C.、Valanides, N.(2020)。Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy。Computers in Human Behavior,105。  new window
28.Banerjee, P. A.(2016)。A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools。Cogent Education,3(1)。  new window
29.Bonomo, V.(2010)。Gender matters in elementary education: research-based strategies to meet the distinctive learning needs of boys and girls。Educational Horizons,88(4),257-264。  new window
30.Chang, C. J.、Chang, M. H.、Chiu, B. C.、Liu, C. C.、Fan Chian, S. H.、Wen, C. T.、Chen, W.(2017)。An analysis of student collaborative problem solving activities mediated by collaborative simulations。Computers & Education,114,222-235。  new window
31.Care, E.、Scoular, C.、Griffin, P.(2016)。Assessment of collaborative problem solving in education environments。Applied Measurement in Education,29(4),250-264。  new window
32.Caponera, E.、Losito, B.(2016)。Context factors and student achievement in the IEA studies: Evidence from TIMSS。Large-Scale Assessments in Education,4(1),(12)1-(12)22。  new window
33.Chi, S.、Liu, X.、Wang, Z.、Han, S. W.(2018)。Moderation of the effects of scientific inquiry activities on low SES students' PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender。International Journal of Science Education,40(11),1284-1304。  new window
34.Graesser, A. C.、Fiore, S. M.、Greiff, S.、Andrews-Todd, J.、Foltz, P. W.、Hesse, F. W.(2018)。Advancing the science of collaborative problem solving。Psychol Sci Public Interest,19(2),59-92。  new window
35.Graesser, A. C.、Kuo, B.-C.、Liao, C.-H.(2017)。Complex problem solving in assessments of collaborative problem solving。Journal of Intelligence,5,(10)1-(10)14。  new window
36.Gregory, A.、Huang, F.(2013)。It takes a village: The effects of 10th grade college-going expectations of students, parents, and teachers four years later。American Journal of Community Psychology,52(1/2),41-55。  new window
37.Herborn, K.、Stadler, M.、Mustafic, M.、Greiff, S.(2020)。The assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?。Computers in Human Behavior,104。  new window
38.Holzberger, D.、Reinhold, S.、Ludtke, O.、Seidel, T.(2020)。A meta-analysis on the relationship between school characteristics and student outcomes in science and maths: Evidence from large-scale studies。Studies in Science Education,56(1)。  new window
39.Ker, H. W.(2016)。The impacts of student-, teacher- and school-level factors on mathematics achievement: An exploratory comparative investigation of Singaporean students and the USA students。Educational Psychology,36(2),254-276。  new window
40.Kuo, B. C.、Liao, C. H.、Pai, K. C.、Shih, S. C.、Li, C. H.、Mok, M. M. C.(2020)。Computer-based collaborative problem-solving assessment in Taiwan。Educational Psychology,40(9),1164-1185。  new window
41.Liou, Pey-yan、Hung, Yi-chen(20151200)。Statistical Techniques Utilized in Analyzing PISA and TIMSS Data in Science Education from 1996 to 2013: A Methodological Review。International Journal of Science and Mathematics Education,13(6),1449-1468。  new window
42.Liou, P. Y.(2014)。Investigation of the big-fish-little-pond effect on students' self-concept of learning mathematics and science in Taiwan: Results from TIMSS 2011。Asia-Pacific Education Researcher,23(3),769-778。  new window
43.Li, C.-H.、Liu, Z.-Y.(2017)。Collaborative problem-solving behavior of 15-year-old Taiwanese students in science education。Journal of Mathematics Science and Technology Education,13(10),6677-6695。  new window
44.Scoular, C.、Care, E.(2020)。Monitoring patterns of social and cognitive student behaviors in online collaborative problem solving assessments。Computers in Human Behavior,104。  new window
45.Tsai, L. T.、Yang, C. C.(2015)。Hierarchical effects of school-, classroom-, and student-level factors on the science performance of eighth-grade Taiwanese students。International Journal of Science Education,37(8),1166-1181。  new window
46.Wang, C. L.、Liou, P. Y.(2017)。Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan。International Journal of Science Education,39(7),898-917。  new window
47.Zhu, Y.、Kaiser, G.、Cai, J. F.(2018)。Gender equity in mathematical achievement: The case of China。Educational Studies in Mathematics,99(3),245-260。  new window
48.Zhou, D.、Liu, J.、Liu, J.(2021)。On the different effects of teacher-student rapport on urban and rural students' math learning in China: An empirical study。Psychology in the Schools,58(2)。  new window
49.Barron, B.(2000)。Achieving coordination in collaborative problem-solving groups。Journal of the Learning Sciences,9(4),403-436。  new window
50.Fawcett, L. M.、Garton, A. F.(2005)。The effect of peer collaboration on children's problem-solving ability。British Journal of Educational Psychology,75(2),157-169。  new window
會議論文
1.Peevely, G.、Ray, J.(2001)。The relationship of rurality and education achievement outcomes。American Educational Research Association annual conference。  new window
研究報告
1.Organisation for Economic Cooperation and Development(2017)。PISA 2015 technical report。Pairs:Organization for Economic Co-operation and Development。  new window
學位論文
1.張文良(2011)。PISA中學校背景、學校經營因素與學生學科成就表現關係之研究--以臺韓為例(博士論文)。國立高雄師範大學。new window  延伸查詢new window
2.周宜慶(2017)。國小高年級學生合作式問題解決能力與態度之研究(碩士論文)。國立臺南大學。  延伸查詢new window
3.孫力弘(2018)。應用物聯網設計互動式密室逃脫與玩家合作問題解決之行為分析(碩士論文)。國立中山大學。  延伸查詢new window
4.陳守鋒(2019)。高中生線上合作科學問題解決歷程分析(碩士論文)。國立中央大學。  延伸查詢new window
5.鄭凱方(2017)。以多向度IRT進行台灣學生合作問題解決評量表現分析(碩士論文)。國立臺中教育大學。  延伸查詢new window
6.賴坤弘(2018)。影響中學學生閱讀素養個人及學校因素之研究--以PISA 2015台灣資料庫為例(博士論文)。國立高雄師範大學。new window  延伸查詢new window
7.Bruner, J. L.(2014)。What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data(博士論文)。Michigan State University。  new window
8.Burrichter, W. R.(2006)。Self-with-other representations and academic self-concept development in adolescents(博士論文)。Walden University。  new window
9.Johnson-Brown, S.(2014)。Location, location, location: Do school size, family socioeconomic status, and levels of rurality affect the outcome of WESTEST scores(博士論文)。Capella University。  new window
圖書
1.鈕文英(2015)。研究方法與論文寫作。雙葉書廊。  延伸查詢new window
2.Organisation for Economic Cooperation and Development(2010)。PISA 2009 at a glance。Paris:OECD。  new window
3.張芳全(2010)。多層次模型在學習成就之研究。臺北市:心理出版社。  延伸查詢new window
4.張春興(1994)。教育心理學。台北:東華書局。  延伸查詢new window
5.Organisation for Economic Co-operation and Development(2016)。PISA 2015 Assessment and Analytical Framework: Science, reading, mathematic and financial literacy。Organisation for Economic Co-operation and Development。  new window
6.邱皓政(2017)。多層次模式與縱貫資料分析:Mplus 8解析應用。五南圖書出版股份有限公司。  延伸查詢new window
7.張紹勳、林秀娟(2018)。多層次模型(HLM)及重複測量:使用SPSS分析。台北市:五南。  延伸查詢new window
8.謝俊義(20150000)。多層次分析:理論、方法與實務。臺北:鼎茂圖書。new window  延伸查詢new window
9.林煥祥、佘曉清(2017)。PISA 2015臺灣學生的表現。心理出版社。  延伸查詢new window
10.Kimbell, R.、Stables, K.、Wheeler, T.、Wosniak, A.、Kelly, V.(1991)。The assessment of performance in design and technology: Final report。Schools Examination and Assessment Council。  new window
11.Letsky, M. P.、Warner, N. W.、Fiore, S.、Smith, C. A. P.(2008)。Macrocognition in teams: Theories and methodologies。Ashgate。  new window
12.Organisation for Economic Cooperation and Development(2017)。PISA 2015 results (volume V): collaborative problem solving。Organisation for Economic Cooperation and Development。  new window
13.Organisation for Economic Cooperation and Development(2017)。PISA 2015 science & collaborative problem solving questions。Organisation for Economic Cooperation and Development。  new window
14.Organisation for Economic Cooperation and Development(2017)。PISA 2015 collaborative problem-solving framework。Organisation for Economic Cooperation and Development。  new window
15.Organization for Economic Co-operation and Development(2018)。Equity in education: Breaking down barriers to social mobility。Organization for Economic Co-operation and Development。  new window
16.溫福星(2006)。階層線性模式:原理、方法與應用。雙葉書廊有限公司。  延伸查詢new window
17.蕭佳純(20200000)。多層次分析理論與HLM操作實務:含縱貫性研究與創造力應用。五南。new window  延伸查詢new window
18.Hox, Joop J.(2002)。Multilevel Analysis: Techniques and Applications。Mahwah, NJ:Lawrence Erlbaum Associates。  new window
圖書論文
1.Bliese, Paul D.(2000)。Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis。Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions。Jossey-Bass。  new window
2.Griffin, P.、Care, E.、McGaw, B.(2012)。The changing role of education and schools。Assessment and teaching of 21st century skills。Springer。  new window
3.李暉(2017)。學校問卷分析結果。PISA 2015臺灣學生的表現。心理。  延伸查詢new window
4.黃莉郁、佘曉清、劉思瑋(2017)。緒論:臺灣PISA 2015。PISA 2015臺灣學生的表現。心理。  延伸查詢new window
5.譚克平(2005)。TIMSS 2003學校問卷調查的分析。國際數學與科學教育成就趨勢調查2003。國立臺灣師範大學科學教育中心。  延伸查詢new window
6.O'Neil, H. F.、Chuang, S. S.、Baker, E. L.(2010)。Computer-based feedback for computer-based collaborative problem solving。Computer-based diagnostics and systematic analysis of knowledge。Springer。  new window
 
 
 
 
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