The terms interactive and dynamic would never have been associated with psychological and psychoeducational assessment a generation ago. They have currency now because of widespread dissatisfaction with the normative, standardized testing model, criticism of theoretical concepts of intelligence, recognition of abuses of standardized intelligence testing, and frustration with prediction and classification as primary goals of assessment. It is almost certainly true that public policy concerns propel scientific activity far more often than science propels public policy! In the case of psychological assessment, public policy concerns have arisen in the last 20 years primarily around issues of possible "discrimination" against members of ethnic minorities. At the same time, there has been a re surgence of dedication to "excellence in education" goals. These concerns have led to such extreme measures as prohibition of the use of standard ized intelligence tests to determine school placement decisions, especially for minority children. They have led also to a search for alternatives to standardized, normative testing. The chapters in this volume represent a variety of answers to this need.

"This book features case studies detailing online applications and uses of assessment and measurement methodologies, systems, and practices across three broad educational or training areas"--Provided by publisher.

The most thorough and up-to-date introduction to data mining techniques using SAS Enterprise Miner. The Sample, Explore, Modify, Model, and Assess (SEMMA) methodology of SAS Enterprise Miner is an extremely valuable analytical tool for making critical business and marketing decisions. Until now, there has been no single, authoritative book that explores every node relationship and pattern that is a part of the Enterprise Miner software with regard to SEMMA design and data mining analysis. Data Mining Using SAS Enterprise Miner introduces readers to a wide variety of data mining techniques and explains the purpose of-and reasoning behind-every node that is a part of the Enterprise Miner software. Each chapter begins with a short introduction to the assortment of statistics that is generated from the various nodes in SAS Enterprise Miner v4.3, followed by detailed explanations of configuration settings that are located within each node. Features of the book include: The exploration of node relationships and patterns using data from an assortment of computations, charts, and graphs commonly used in SAS procedures A step-by-step approach to each node discussion, along with an assortment of illustrations that acquaint the reader with the SAS Enterprise Miner working environment Descriptive detail of the powerful Score node and associated SAS code, which showcases the important of managing, editing, executing, and creating custom-designed Score code for the benefit of fair and comprehensive business decision-making Complete coverage of the wide variety of statistical techniques that can be performed using the SEMMA nodes An accompanying Web site that provides downloadable Score code, training code, and data sets for further implementation, manipulation, and interpretation as well as SAS/IML software programming code This book is a well-crafted study guide on the various methods employed to randomly sample, partition, graph, transform, filter, impute, replace, cluster, and process data as well as interactively group and iteratively process data while performing a wide variety of modeling techniques within the process flow of the SAS Enterprise Miner software. Data Mining Using SAS Enterprise Miner is suitable as a supplemental text for advanced undergraduate and graduate students of statistics and computer science and is also an invaluable, all-encompassing guide to data mining for novice statisticians and experts alike.

The unwelcomed arrival of the COVID-19 pandemic has exacerbated inequities and inequalities in accessing educational opportunities among different social groups. Abruptly, the idea of inclusivity in education has become more of an abstract phenomenon that widens the digital divide and creates social injustice. The resulting intensification of digital disparities demands an immediate coordinated response from all education and government stakeholders to guarantee that no one is left behind as we navigate the so-called new normal. Without an appropriate intervention and sound policy guidance, negative repercussions may be so widespread that they will remain a problem in the education sector far into the future. Socioeconomic Inclusion During an Era of Online Education aims to answer emerging questions on inclusive online education by exploring and collating the experiences and lessons learned during the implementation of emergency remote education. With the earlier-than-expected arrival of the online education era, best practices and innovative approaches from various educational institutions are concrete paradigms for safeguarding the promise of an undivided future of learning through equal access to quality education from a distance. Covering topics from learning space to education governance, this reference work is ideal for policymakers, administrators, practitioners, researchers, scholars, instructors, and students seeking to adjust and adapt to technology-enabled education during and after the COVID-19 era.

The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century. The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

This book focuses on English as a Foreign Language (EFL) and provides advice on how to approach EFL teaching in the online context. Coronavirus has accelerated e-learning significantly and has highlighted the need of appropriate web tools that will allow teachers to present their material either synchronously or asynchronously, while also adequately assess their students. At the same time, there is a need of tools that can engage the students and motivate them to actively participate in the lesson. With e-learning being a rather new challenge for both teachers and students, this book provides research- and practice- based chapters with strategies, techniques, approaches, and methods which have proven to be successful in e-learning environments, maximizing their impact . Apart from presenting research results with strong pedagogical implications on online or blended English language learning and teaching, the book also trains educators on utilizing online tools and managing online learning environments and platforms.

"This book provides a view of the possibilities and challenges facing online educators and evaluators in the 21st century"--Provided by publisher.

This Handbook presents a global study of current practice in online teaching and learning in higher education, exploring online course delivery, pedagogical approaches to online teaching, educational tools and more.

The Family System Test (FAST), developed by Thomas M. Gehring, is an important new tool for investigating family relations. Based on the structural-systemic theory of families, it is a figural technique for representing emotional bonds (cohesion) and hierarchical structures in the family or similar social systems. In this unique volume, the editors draw on current theory and research in family or similar social systems together with a variety of empirical studies that have used the FAST, to provide a comprehensive overview and assessment of the test and its use in various clinical research contexts. The book is divided into four sections, each focusing on a different aspect of the FAST. Part 1 describes the concepts and psychometric properties of the FAST within the context of theoretically and empirically relevant aspects of the field of family psychology as a whole. Special emphasis is given to systematic-structural approaches to assessing individual and family functioning. Part II focuses on the use of the FAST in developmental research. For example, the the FAST has been used to show how family constructs are influenced by age, type of family and situation. Part III deals with cross-cultural issues and compares the interpersonal constructs of Japanese and Chinese families to Western families. Finally, Part IV addresses the applications of the FAST in clinical setting - in diagnosis of biopsychosocial problems and planning and evaluation of clinical interventions. The result is a book that helps to bridge the gap between theory, practice and research. It will be essential reading for users of the FAST and all clinicians and researchers who work in family relations and development.