http://hdl.handle.net/2328/3012 2013-05-19T07:37:33Z 2013-05-19T07:37:33Z Keeves, John Philip Sharp, Colin Andrew Crilley, G Darmawan, I Gusti Ngurah http://hdl.handle.net/2328/12680 2013-05-13T02:00:40Z 2004-01-01T00:00:00Z

Title: The relationship between managers and operational performance: a proposed model at Australian public sports and leisure centres Authors: Keeves, John Philip; Sharp, Colin Andrew; Crilley, G; Darmawan, I Gusti Ngurah

2004-01-01T00:00:00Z Yuan, Ruilan Keeves, John Philip http://hdl.handle.net/2328/3155 2013-05-13T01:36:56Z 2001-12-01T00:00:00Z

Title: The multilevel analysis of students' achievement in learning the Chinese language. Authors: Yuan, Ruilan; Keeves, John Philip Abstract: A three-level hierarchical or multilevel model is employed to examine the factors that influence students’ achievement in learning the Chinese language. The factors might be many or various, such as school factors, factors related to teachers, parents and peers. This study, however, only examines student level factors. The first level of the three-level multilevel model is the within-student level; the second level is between student level; and the third level is between-class level. The results show that different factors at different levels of the model have effects on the students’ achievement. Interaction effects are also observed between some variables and the achievement. [Author abstract]

2001-12-01T00:00:00Z Tedman, Debra K Keeves, John Philip http://hdl.handle.net/2328/3148 2013-05-13T01:27:32Z 2001-03-01T00:00:00Z

Title: The development of scales to measure students', teachers' and scientists' views on STS. Authors: Tedman, Debra K; Keeves, John Philip Abstract: The starting point for this work on the development of scales was an existing instrument concerned with Views on Science, Technology and Society (STS) which had been prepared in Canada. This Australian study developed scales to measure views towards science, technology and society, and, it was necessary initially to specify scores to the alternative responses or views for each of the statements included in the scales used in this study. The initial scores or codes for the scales were based upon preliminary analysis and the researcher's judgment derived from a review of the literature. Subsequently, a validation study used the opinions of experts to confirm the numerical codes assigned to the responses. It was also necessary to test the items in each of the scales to see whether the model of a unidimensional scale was consistent with recorded data. It was possible to show that by using the numerical codes, the chosen items fitted well their respective scales. Once the three scales (a) effects of Society on Science and Technology (Society), (b) the effects of Science and Technology upon Society (Science), and (c) characteristics of Scientists (Scientists), had been specified and items were identified that satisfied the requirement of unidimensionality, it was possible to calibrate the three scales and the items within them using the partial credit model for Rasch scaling. The construction and calibration of these three scales permitted an investigation to proceed that involved the accurate measurement of students', teachers' and scientists' views on STS. [ Author abstract]

2001-03-01T00:00:00Z Darmawan, I Gusti Ngurah Keeves, John Philip http://hdl.handle.net/2328/3135 2013-05-13T01:30:50Z 2006-06-01T00:00:00Z

Title: Accountability of teachers and schools : a value-added approach. Authors: Darmawan, I Gusti Ngurah; Keeves, John Philip Abstract: Currently, there has been substantial interest, in Australia and internationally, in policy activities related to outcomes-based educational performance indicators and their link with growing demands for accountability of teachers and schools. In order to achieve a fair comparison between schools, it is commonly agreed that a correction should be made for lack of equity. It is argued that student performance is influenced by three general factors: the student background, classroom and school context, and identified school policies and practices. In this article the effects of these three factors on science achievement among students in Canberra, Australia have been addressed. The effects are discussed with reference to Type A, Type B, Type X, and Type Z effects. Type A effects are school effectiveness indicators controlled for student background. Type B school effects are controlled for both student background and context variables. Type X effects are estimated with student effects, context effects and non-malleable policy effects controlled for. Finally, Type Z effects invoke school effectiveness indicators, controlled for student, context, and all identified policy effects. [Author abstract]

2006-06-01T00:00:00Z