LEADER 01303nam 2200373 450 001 9910132082203321 005 20240208173529.0 010 $a1-55442-818-1 035 $a(CKB)3680000000169092 035 $a(NjHacI)993680000000169092 035 $a(EXLCZ)993680000000169092 100 $a20240208d2004 uy 0 101 0 $afre 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLe be?ne?volat $eentre le coeur et la raison /$fSuzie Robichaud 210 1$aChicoutimi :$cJ.-M. Tremblay,$d2004. 215 $a1 online resource 225 1 $aClassiques des sciences sociales 327 $aChapitre 1 : E?tat et gratuite? -- Chapitre 2 : Discours et arguments -- Chapitre 3 : Structures et proce?dure -- Chapitre 4 : Direction et gestion -- Chapitre 5 : Solidarite? et intervention -- Chapitre 6 : Romantisme et institution -- Bibliographie -- Appendices. 410 0$aClassiques des sciences sociales. 517 $aLe bénévolat 606 $aVoluntarism 615 0$aVoluntarism. 676 $a361.37 700 $aRobichaud$b Suzie$0970280 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910132082203321 996 $aLe be?ne?volat$93910114 997 $aUNINA LEADER 04807nam 22006735 450 001 9910410013403321 005 20240322001650.0 010 $a9783030430825 010 $a3030430820 024 7 $a10.1007/978-3-030-43082-5 035 $a(CKB)4100000011223412 035 $a(MiAaPQ)EBC6166870 035 $a(DE-He213)978-3-030-43082-5 035 $a(EXLCZ)994100000011223412 100 $a20200406d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Art of Modelling the Learning Process $eUniting Educational Research and Practice /$fby Jimmie Leppink 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (276 pages) 225 1 $aSpringer Texts in Education,$x2366-7680 311 08$a9783030430818 311 08$a3030430812 327 $aPart I ? Common Questions -- Chapter 1: Learning Processes -- Chapter 2: Study Designs -- Chapter 3: Statistical Learning -- Chapter 4: Anchoring Narratives -- Part II ? Variable Types -- Chapter 5 ? Pass/Fail and Other Dichotomies -- Chapter 6 ? Multicategory Nominal Choices -- Chapter 7 ? Ordered Performance Categories -- Chapter 8 ? Quantifiable Learning Outcomes -- Part III ? Variable Networks -- Chapter 9 ? Instrument Structures -- Chapter 10 ? Cross-Instrument Communication -- Chapter 11 ? Temporal Structures -- Chapter 12 ? Longitudinal Assessment Networks -- Part IV ? Time Series -- Chapter 13 ? Randomised Controlled Experiments -- Chapter 14 ? Static and Dynamic Group Structures -- Chapter 15 ? Progress Testing in Large Cohorts -- Chapter 16 ? Small Samples and Case Studies -- Part V ? Conclusion -- Chapter 17: General Recommendations. . 330 $aBy uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these typesof outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice. This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice. 410 0$aSpringer Texts in Education,$x2366-7680 606 $aEducational psychology 606 $aLearning, Psychology of 606 $aEducation$xResearch 606 $aStatistics 606 $aMedical education 606 $aEducational Psychology 606 $aInstructional Psychology 606 $aResearch Methods in Education 606 $aApplied Statistics 606 $aMedical Education 615 0$aEducational psychology. 615 0$aLearning, Psychology of. 615 0$aEducation$xResearch. 615 0$aStatistics. 615 0$aMedical education. 615 14$aEducational Psychology. 615 24$aInstructional Psychology. 615 24$aResearch Methods in Education. 615 24$aApplied Statistics. 615 24$aMedical Education. 676 $a370.21 700 $aLeppink$b Jimmie$4aut$4http://id.loc.gov/vocabulary/relators/aut$0943090 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410013403321 996 $aThe Art of Modelling the Learning Process$92128300 997 $aUNINA