共查询到20条相似文献，搜索用时 46 毫秒
1.
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. 相似文献
2.
Six recently developed adaptive behavior scales were reviewed for their technical adequacy and other issues that need to be considered when selecting a measure of adaptive behavior. Suggestions are made to aid examiners in selecting an appropriate measure of adaptive behavior for a particular student, accurately interpreting results, recognizing the strengths and limitations of various measures, and obtaining useful information for eligibility decisions and program planning. 相似文献
3.
Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one. 相似文献
4.
This study employed the technique of factor analysis to study the relationship between social system adaptive behavior, as measured by the Adaptive Behavior Inventory for Children, and intelligence, as measured by the Wechsler Intelligence Scale for Children-Revised, in a sample of 100 special needs students, ages 6–11. The results clearly supported the existence of two distinct factors among the WISC-R and ABIC subscales, with each factor composed primarily of either intelligence or adaptive behavior subscales. Thus, the data supported the discriminant validity of the two measures. Implications for the evaluation of special needs students are discussed. 相似文献
5.
This study investigated the concurrent relations between measures of adaptive/maladaptive behavior and community adjustment in a sample of 239 adults with mild to severe degrees of mental retardation. Using canonical correlation procedures and multidimensional community adjustment measures, the investigators found significant relations between the measures of behavior and several community adjustment dimensions. The results provided evidence for the criterion-related validity of measures of adaptive/maladaptive behavior and suggested that such skills provide an important contribution to community adaptation and to program planning and decision making for individuals with mental retardation. 相似文献
6.
Observation as a tool for evaluation of implementation 总被引：1，自引：0，他引：1
Gaea Leinhardt 《Instructional Science》1976,5(4):343-364
7.
《The Journal of educational research》2012,105(5):185-192
AbstractThis article focuses on the classroom behavior of 135 teachers in compensatory reading programs (grades 2, 4, 6) in twenty-one cities. A special observation instrument was designed to categorize teacher behavior during reading instruction and reliability data are reported for the forty-six observers who were trained to use this instrument. Each class was visited on nine different occasions for 15 minutes of coding during each visit, and data are reported in terms of the average amount of time spent in each mode and content activity across the teachers in these programs. 相似文献
8.
This paper proposes an automatic approach that detects students’ learning styles in order to provide adaptive courses in Moodle. This approach is based on students’ responses to the ILS and the analysis of their interaction behavior within Moodle by applying a data mining technique. In conjunction to this, an adaptive mechanism that was implemented in Moodle is presented. This adaptive mechanism builds the user model based mainly on the proposed approach for automatic detection of learning styles in order to adapt the presentation and the proposed navigation to students’ different learning styles and educational objectives. An evaluation study was conducted to evaluate the proposed approach for automatic detection of learning styles and the effect of the adaptive mechanism. Two groups of students were formed, namely the experimental and the control. The first had access to a Moodle course that automatically detected their learning styles and exploited the adaptive mechanism, whilst the second had access to the standard version of a Moodle course. The results were promising since they indicated that our proposed approach for automatic detection of learning styles attained adequate precision compared to other works, even though the patterns considered are less complex. Additionally, the results indicated that the adaptive mechanism positively affected students’ motivation and performance. 相似文献
9.
D. Kim Sawrey Denis J. Baumgardner Michael J. Campa Bruce Ferguson Alan W. Hodges Donald A. Dewsbury 《Learning & behavior》1984,12(3):297-306
Djungarian hamsters (Phodopus sungorus) were observed in a series of laboratory tests, including home cage activity, wheel running, open-field behavior, sexual dimorphism for body mass, copulatory behavior, tonic and dorsal immobility, climbing, digging, nest building, and parental behavior. Fourteen resulting measures were compared with previous results from this laboratory from a variety of muroid species. A cluster of behavioral adaptations emerged with several marked similarities to the behaviors of a group of North American Microtus species, whereas other behaviors appeared to more closely reflect the classification of the hamsters as cricetines. It is suggested thatPhodopus andMicrotus species may have evolved many similar adaptive characteristics in response to shared environmental variables. 相似文献
10.
ＩＮＴＲＯＤＵＣＴＩＯＮＡｎｔｃｏｌｏｎｙａｌｇｏｒｉｔｈｍｓ (Ｈｅｒｔｚ ,ｅｔａｌ.,2 0 0 0 ) ,ｉｎｖｅｓｔｉｇａｔｅｄｓｙｓｔｅｍａｔｉｃａｌｌｙａｔｆｉｒｓｔｉｎＤｏｒｉｇｏ’ｓＰｈ .Ｄ .ｄｉｓｓｅｒｔａｔｉｏｎ ( 1 992 )ａｓｔｈｅｉｍｉ ｔａｔｉｏｎｏｆｔｈｅｆｏｏｄ ｓｅｅｋｉｎｇｂｅｈａｖｉｏｒｉｎａｎｔｓｏｃｉｅｔ ｉｅｓ,ｈａｖｅａｔｔｒａｃｔｅｄｔｈｅｇｒｅａｔａｔｔｅｎｔｉｏｎｏｆｒｅ ｓｅａｒｃｈｅｒｓｉｎｃｏｍｐｒｅｈｅｎｓｉｖｅｆｉｅｌｄｓｏｆｓｙｓｔｅｍｏｐｔｉ ｍｉｚａｔ… 相似文献
11.
《Mind, Brain, and Education》2017,11(3):109-111
The purpose of the present study was to develop and evaluate a scale to measure adaptive behavior skills in Chinese children with autism spectrum disorder (ASD). Participants were 121 young children (M = 55.18 months, SD = 0.18 months) with a formal diagnosis of ASD (73% male). Psychometric evaluation indicated that the reliability and validity of this scale were good. Furthermore, independent t‐tests revealed that boys demonstrated better adaptive behavior skills than girls. The present findings suggest that the scale is a valid measure of adaptive behavior skills in Chinese children with ASD. 相似文献
12.
Ant colony algorithms comprise a novel category of evolutionary computation methods for optimization problems, especially
for sequencing-type combinatorial optimization problems. An adaptive ant colony algorithm is proposed in this paper to tackle
continuous-space optimization problems, using a new objective-function-based heuristic pheromone assignment approach for pheromone
update to filtrate solution candidates. Global optimal solutions can be reached more rapidly by self-adjusting the path searching
behaviors of the ants according to objective values. The performance of the proposed algorithm is compared with a basic ant
colony algorithm and a Square Quadratic Programming approach in solving two benchmark problems with multiple extremes. The
results indicated that the efficiency and reliability of the proposed algorithm were greatly improved.
Project (No. 9845-005) supported by National High-Tech. Research & Development Plan, China 相似文献
13.
Findings from the Adverse Childhood Experiences (ACE) study articulated the negative effects of childhood trauma on long-term well-being. The purpose of the current study is to examine the associations between ACEs experienced in infancy and toddlerhood and adaptive behavior and academic status in middle childhood. We used data collected from a sample of low-income families during the impacts study of Early Head Start (EHS). Data were collected by trained interviewers demonstrating at least 85% reliability with protocols. Data come from 1469 socio-demographically diverse mothers and children collected at or near ages 1, 2, 3, and 11. At ages 1, 2, and 3, an EHS-ACEs index was created based on interview and observation items. The EHS-ACEs indices were averaged to represent exposure across infancy and toddlerhood. At age 11, parents were asked about school outcomes and completed the Child Behavior Checklist. Across development, children were exposed to zero (19%), one (31%), two (27%), and three or more ACEs (23%). Logistic regression analyses, controlling for EHS program assignment, and parent, school, and child characteristics, showed ACEs were significantly associated with parental report of the child: having an individualized educational program since starting school and in the current school year, having been retained a grade in school, and problems with externalizing and internalizing behavior, as well as attention. Findings suggest that ACEs influence children’s behavioral and academic outcomes early in development. 相似文献
14.
E-learning allows learners individually to learn “anywhere, anytime” and offers immediate access to specific information. However, learners have different behaviors, learning styles, attitudes, and aptitudes, which affect their learning process, and therefore learning environments need to adapt according to these differences, so as to increase the results of the learning process. In addition, providing the same learning content to all the learners may lead to a reduction in the learner's performance. Hence, there is a need to classify the learners based on their performance and knowledge level. Learner profiles play an important role in making the e-learning environment adaptive. Providing an adaptive learning environment, catering to the changing needs and behavior of the learner can be achieved by evolving dynamic learner profiles. Navigation logs can be used to analyze learners’ behavior over a period of time. In this work, we propose dynamic learner profiling to cater to changing learner behaviors, styles, goals, preferences, performances, knowledge level, learner's state, content difficulty, and feedbacks. Based on the continuous observation of learner preferences and requirements, the learner profile is dynamically updated. Furthermore, we propose an automatic learner classification to construct the learner profile and identify the complexity level of learning content, using the Bayesian belief network and decision tree techniques. We evaluated our system with two traditional adaptive e-learning systems, using static profiles and behavioral aspects, through our performance evaluation method of different learner types. In addition, we compared the actual learners’ data with the system generated results for various types of learners, and showed the increased interest in their learning outcomes. 相似文献
15.
Abstract Teacher dispositions are a central force in shaping the environment in which schooling takes place. State and national accrediting bodies have underscored this importance by including preservice teacher dispositions as an important component within the standards. Consequently, teacher certification programs must attend to this dimension; however, dispositions are neither easily identified nor easily assessed. This study field tested an instrument used to identify and evaluate preservice teachers' dispositions. The implementation of the instrument was grounded in a commitment to have students reflect first on their own behavior, with faculty oversight in reviewing this self‐assessment. The instrument was evaluated in terms of its reliability using Cronbach's alpha. The process of using the instrument was analyzed through student and faculty feedback. The revised instrument is provided for use by other universities. 相似文献
16.
D W Mood 《Child development》1979,50(1):247-250
A hypothesis proposing that preoperational egocentrism serves an adaptive function was used to predict the comprehension behavior of preschool children presented with sentences varying on a "personal" dimension. Personal sentences containing the subject's name were contrasted at 2 levels of syntactic complexity with impersonal sentences containing other familiar nouns. Significant effects were found for age, semantics, and syntax (all p's less than .001), with no sex effects or interactions. Personal sentences were better comprehended than impersonals at both levels of syntactic complexity. A second experiment was conducted to rule out "focusing of attention" as an alternative explanation. Variations in the likelihood of occurrence of the depicted event were added to the personal-impersonal contrast. High-probability personal sentences were significantly better understood than low-probability sentences, whether personal or impersonal (p less than .001). Results supported the adaptive egocentrism hypothesis in that sentence content describing the child and his personal experience facilitates the child's comprehension. 相似文献
17.
为提高服务匹配对请求多样性和服务能力描述差异性的适应能力,提出了一种基于时态逻辑模型检验的适应性服务匹配方法——ASMA.该方法基于一个抽象服务模型ASM-TL,ASM-TL包含了影响服务匹配的服务内部约束和调用约束等重要因素,以及一个描述服务行为属性的虚拟过程模型.ASMA将服务请求统一描述为一种时态约束条件,基于ASM-TL将服务转换为一种时态模型,并引入模型检验的思想进行服务匹配.因此,ASMA可提高服务匹配的准确度,并很好地适应服务请求的多样性和服务能力描述的差异性.该方法已应用到生物信息领域的问题求解环境(PSE)中.应用表明,该方法对动态环境具有良好的适应能力. 相似文献
18.
Maya Israel Quentin M. Wherfel Saadeddine Shehab Evan A. Ramos Adam Metzger George C. Reese 《Computer Science Education》2016,26(2-3):208-233
This paper describes the development, validation, and uses of the Collaborative Computing Observation Instrument (C-COI), a web-based analysis instrument that classifies individual and/or collaborative behaviors of students during computing problem-solving (e.g. coding, programming). The C-COI analyzes data gathered through video and audio screen recording software that captures students’ computer screens as they program, and their conversations with their peers or adults. The instrument allows researchers to organize and quantify these data to track behavioral patterns that could be further analyzed for deeper understanding of persistence and/or collaborative interactions. The article provides a rationale for the C-COI including the development of a theoretical framework for measuring collaborative interactions in computer-mediated environments. This theoretical framework relied on the computer-supported collaborative learning literature related to adaptive help seeking, the joint problem-solving space in which collaborative computing occurs, and conversations related to outcomes and products of computational activities. Instrument development and validation also included ongoing advisory board feedback from experts in computer science, collaborative learning, and K-12 computing as well as classroom observations to test out the constructs in the C-COI. These processes resulted in an instrument with rigorous validation procedures and a high inter-rater reliability. 相似文献
19.
电子仪器设备机箱的可靠性设计 总被引：1，自引：0，他引：1
机箱是电子仪器设备的重要组成分,由于其具有防热、抗振、抗电磁辐射、美观外形等功能,因此机箱可靠性设计是仪器设计中具有重要意义。本文通过对机箱有关防热、抗振、抗辐射、美观外形的设计讨论,阐述了机箱可靠性设计的一般原则与措施,对仪器设备的机箱可靠性设计具有一定的指导与借鉴作用。 相似文献
20.
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance. 相似文献