scholarly journals Theory of Sampling and Sampling Practice, Third Edition

TOS forum ◽  
2020 ◽  
Vol 2020 (10) ◽  
pp. 17
Author(s):  
Francis Pitard
Keyword(s):  
Theory And Practice ◽  
Theory Of Sampling

The second of three new textbooks in the field of Theory and Practice of Sampling.

scholarly journals Professor Jerzy Neyman – Some Reflections

2011 ◽  
Vol 50 (1) ◽  
pp. 114-122 ◽  
Author(s):  
Jan Kordos
Keyword(s):  
Second World War ◽  
Theory And Practice ◽  
World War ◽  
Purposive Sampling ◽  
Central Statistical ◽  
Theory Of Sampling ◽  
Central Statistical Office ◽  
The Subject ◽  
Main Ideas ◽  
Second World

The author cooperated with Professor Jerzy Neyman in Poland in 1958 on the subject of sampling surveys.He begins with Neyman’s ancestors to explain his connections with Poland, and Neyman’s primary, secondary and universityeducation. Next the author focuses on Neyman’s period in Poland in the years 1921-1934, paying special attention to Neyman’sinvolvements in the development of theory and practice of sampling surveys.He begin with major developments in sampling at the 1925 and 1927 sessions of the International Statistical Institute.This is the background for discussion of Neyman’s contribution to theory and practice of sampling. Next Neyman’s initialcontribution to the theory of sampling in the 1920s and his cooperation with Karl Pearson is emphasized. Before presentingNeyman’s famous 1934 paper, which synthesizes his own contributions and those of others, and effectively demolishes theidea of purposive sampling, the author stresses that main ideas of this paper are presented in Neyman’s booklet prepared in1932 in Polish and published in 1933. Summary of this booklet is given in Annex 1.Finally, special attention is paid to the co-operation of Professor Neyman, after the Second World War, with Polish samplingstatisticians, and mainly with the Central Statistical Office of Poland. At the end, some reflections of the author are presented.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

The Measurement Invariance of the Short Dark Triad

2020 ◽  
Vol 41 (4) ◽  
pp. 207-218
Author(s):  
Mihaela Grigoraș ◽  
Andreea Butucescu ◽  
Amalia Miulescu ◽  
Cristian Opariuc-Dan ◽  
Dragoș Iliescu
Keyword(s):  
Structural Equation Modeling ◽  
Item Response ◽  
Structural Equation ◽  
Dark Triad ◽  
Theory And Practice ◽  
Equation Modeling ◽  
Scale Level ◽  
High Stake ◽  
Differential Functioning ◽  
Item Functioning

Abstract. Given the fact that most of the dark personality measures are developed based on data collected in low-stake settings, the present study addresses the appropriateness of their use in high-stake contexts. Specifically, we examined item- and scale-level differential functioning of the Short Dark Triad (SD3; Paulhus & Jones, 2011 ) measure across testing contexts. The Short Dark Triad was administered to applicant ( N = 457) and non-applicant ( N = 592) samples. Item- and scale-level invariances were tested using an Item Response Theory (IRT)-based approach and a Structural Equation Modeling (SEM) approach, respectively. Results show that more than half of the SD3 items were flagged for Differential Item Functioning (DIF), and Exploratory Structural Equation Modeling (ESEM) results supported configural, but not metric invariance. Implications for theory and practice are discussed.

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