Value Adding In Diverse Educational Contexts: Substantive-Methodological Synergies That Address Complex Issues With Sophisticated Methodology

多样化教育环境中的增值：通过复杂的方法解决复杂问题的实质性方法论协同作用

• 批准号: ES/F041292/1
• 负责人: Herb Marsh
• 金额: $ 54.49万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Fellowship
• 财政年份: 2008
• 资助国家: 英国
• 起止时间: 2008 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FF041292%2F1
• 关键词: Value; Adding; Diverse; Educational; Contexts

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

目前GtR中并没有提供所有资助研究的摘要。这通常是因为在提交提案时不需要摘要，但也可能是因为它包含敏感信息，如个人详细信息。

项目成果

Gender differences in peer reviews of grant applications: A substantive-methodological synergy in support of the null hypothesis model

• DOI: 10.1016/j.joi.2010.10.004
• 发表时间: 2011-01-01
• 期刊: JOURNAL OF INFORMETRICS
• 影响因子: 3.7
• 作者: Marsh, Herbert W.;Jayasinghe, Upali W.;Bond, Nigel W.
• 通讯作者: Bond, Nigel W.

The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming Alternative Frames of Reference

大鱼小池塘效应和校内能力流替代参考框架的国家政策

• DOI: 10.3102/0002831212464511
• 发表时间: 2013
• 期刊: American Educational Research Journal
• 影响因子: 3.6
• 作者: Liem G

Using postgraduate students' evaluations of research experience to benchmark departments and faculties: issues and challenges.

利用研究生对研究经验的评估来衡量院系和院系：问题和挑战。

• DOI: 10.1348/978185408x394347
• 发表时间: 2009
• 期刊: The British journal of educational psychology
• 作者: Ginns P

Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects

• DOI: 10.1080/00461520.2012.670488
• 发表时间: 2012-01-01
• 期刊: EDUCATIONAL PSYCHOLOGIST
• 影响因子: 8.8
• 作者: Marsh, Herbert W.;Luedtke, Oliver;Koeller, Olaf
• 通讯作者: Koeller, Olaf

National Student Survey: are differences between universities and courses reliable and meaningful?

• DOI: 10.1080/03054985.2010.491179
• 发表时间: 2010-01-01
• 期刊: OXFORD REVIEW OF EDUCATION
• 影响因子: 2
• 作者: Cheng, Jacqueline H. S.;Marsh, Herbert W.
• 通讯作者: Marsh, Herbert W.