共查询到20条相似文献，搜索用时 375 毫秒
1.
2.
Three approaches (Rule, Higher-order Unit, Whole Word) to decoding in a simulated reading task were studied. Rule complexity was varied in three experiments employing symbols ($, @, etc.) as stimuli and numbers as responses. CAI was the experimental vehicle. The 110 fifth and sixth grade boys and girls from an inner-city school were randomly assigned to one of the 11 groups in the three experiments. When the rule was simple (one-to-one correspondence) the rule approach was superior, but when the rule was complex (simulation of the final e rule in reading) the higher-order unit approach was superior. Higher-order unit subjects studied examples composed of the fewest stimuli possible to illustrate the rule. 相似文献
3.
Niharika Gauraha 《Resonance》2018,23(4):439-464
The term ‘high-dimensional’ refers to the case where the number of unknown parameters to be estimated, p, is of much larger order than the number of observations, n, that is p ? n. Since traditional statistical methods assume many observations and a few unknown variables, they can not cope up with the situations when p ? n. In this article, we study a statistical method, called the ‘Least Absolute Shrinkage and Selection Operator’ (LASSO), that has got much attention in solving high-dimensional problems. In particular, we consider the LASSO for high-dimensional linear regression models. We aim to provide an introduction of the LASSO method as a constrained quadratic programming problem, and we discuss the convex optimization based approach to solve the LASSO problem. We also illustrate applications of LASSO method using a simulated and a real data examples. 相似文献
4.
《Journal of Further & Higher Education》2012,36(3):359-368
This article describes one approach to teaching Information Management (IM) at honours degree level that the authors helped develop and deliver at Napier University Business School, namely 'Information Challenges' . Information Challenges provides a flexible framework upon which to teach the diverse and rapidly changing area of IM, as well as learning about current thinking and practice from leading academics and practitioners from industry and commerce. This article identifies the main areas of study within the field of IM and explores the main teaching and learning methods that were adopted and implemented within the Information Challenges approach. The main lessons learnt from developing and applying the Information Challenges approach will be highlighted, along with a number of issues that may emerge in the future. 相似文献
5.
We develop and implement a framework for determining the optimal performance metrics to help parents choose a school. This approach combines the three major critiques of the usefulness of performance tables into a natural metric. We implement this for 500,000 students in England for a range of performance measures. Using performance tables is strongly better than choosing at random: a child who attends the highest ex ante performing school within their choice set will ex post do better than the average outcome in their choice set twice as often as they will do worse. 相似文献
6.
The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning. Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging continued resource contributions from the C. elegans research and education community for the further development of WormClassroom. 相似文献
7.
Jane Seale Helena Garcia Carrizosa Jonathan Rix Kieron Sheehy Simon Hayhoe 《International Journal of Research & Method in Education》2021,44(1):20-40
ABSTRACT In this paper, we will describe, justify and critique a participatory approach that we have developed in order to evaluate the success of a participatory research project that was exploring ways of making museum learning experiences more inclusive for adults who have a diverse range of access preferences. Because we were researching in a unique space at the intersection of inclusive museum education, inclusive technologies and participatory research, we have needed to develop an original evaluation approach, informed by methods and frameworks derived from other fields. We present examples of the kind of evaluation information that the framework elicited and use this as a basis to critique the strengths and weaknesses of the framework. Our experience of using creative methods for eliciting evaluation data suggest that useful information about participation can be revealed but that further improvements can be made in order to make the research experience more participatory. 相似文献
8.
This paper argues that the problems of educational access for non-nationals in South Africa lie not simply in failures of the current policies, although there are certainly instances where policies need modification, but largely in the implementation of existing policies, and the ways in which they are developed and modified. The paper reviews evidence in the international literature and draws on empirical evidence from a small study of a group of Zimbabwean migrant children to illustrate more clearly the dynamics that serve to exclude them from access to schooling, despite official policy commitments. Key research questions that are addressed are what main barriers to educational access exist for non-national and are these a result of policy gaps; how does the implementation of existing educational policies affect the educational access of non-nationals; what approaches to policy and practice would be more effective in ensuring non-nationals participate fully in basic education? The paper ends with some observations on how to address the policy gaps and how to develop a more effective approach to policy formation and implementation in order to improve both policy and practice. 相似文献
9.
This study seeks to develop a typology of students’ reading engagement through secondary analysis of international sampled survey data. It aims at providing research-based evidences informing teachers how to help readers advance in reading performance. It hopes that when students complete junior secondary schooling (Grade 7–9) at age 15, more students can read happily, widely and skillfully. After establishing that Fondness for reading, Aspiration for reading, and Good at reading are three pertinent facets of reading engagement affecting reading literacy performance, the effects of variables pertaining to these facets are examined using Macao-China data drawn from the OECD's Programme for International Student Assessment (PISA) 2009 Reading Literacy Study. The present study adopts a person-centered approach to arrive at a typology of eight latent clusters of students, each of which is identified with specific reading engagement characteristics. Response to reading intervention can then be proposed to help successive cohorts of junior secondary students enhance their reading literacy performance. 相似文献
10.
Spencer P. Greenhalgh K. Bret Staudt Willet Joshua M. Rosenberg Matthew J. Koehler 《TechTrends》2018,62(5):501-508
Although researchers have discovered a great deal about who uses Twitter for educational purposes, what they post about, when they post and why they participate, there has so far been little work to explore where participants in educational Twitter contexts are located. In this paper, we establish a methodological foundation that can support the exploration of geographical issues in educational Twitter research. We surveyed 46 participants in one educational Twitter hashtag, #michED, to determine where they lived; we then compared these responses to results from three digital methods for geolocating Twitter users (human coding, machine coding and GPS coding) to explore these methods’ affordances and constraints. Human coding of Twitter profiles allowed us to analyze more participants with higher levels of accuracy but also has disadvantages compared to other digital—and traditional—methods. We discuss the additional insights obtained through geolocating #michED participants as well as considerations for using geolocation and other digital methods in educational research. 相似文献
11.
12.
Fundamental principles from structural dynamics, random theory and perturbation methods are adopted to develop a new response spectrum combination rule for the seismic analysis of non-classically damped systems, such as structure-damper systems. The approach, which is named the perturbation spectrum method, can provide a more accurate evaluation of a non-classically damped system＇s mean peak response in terms of the ground response spectrum. To account for the effect of non-classical damping, all elements are included in the proposed method for seismic analysis of structure, which is usually approximated by ignoring the off-diagonal elements of the modal damping matrix. Moreover, as has been adopted in the traditional Complete Quadratic Combination （CQC） method, the white noise model is also used to simplify the expressions of perturbation correlation coefficients. Finally, numerical work is performed to examine the accuracy of the proposed method by comparing the approximate results with exact ones and to demonstrate the importance of the neglected off-diagonal elements of the modal damping matrix. In the examined cases, the proposed method shows good agreement with direct time-history integration. Also, the perturbation spectrum method leads to a more efficient and economical calculation by avoiding the integral and complex operation. 相似文献
13.
The review essay introduces and discusses Wing-Wah Law’s 2019 book Politics, Managerialism and University Governance: Lessons from Hong Kong under China’s rule since 1997, in the context of the position of Hong Kong as a formerly colonised Western enclave within a Sinic political culture, and expands on the associated issues. The book recounts on one hand the rise of managerialism and performativity in Hong Kong’s high quality universities, and on the other their enfolding in demands within the Special Autonomous Region for democratic reforms, tending towards independence from mainland China. Issues of corporatism and issues of political stability and control have coincided in disputes over the role and character of the governing councils, over senior appointments, and in relation to the freedoms of faculty and student activists. The One Country Two Systems formula, while broadly implemented, is not infinitely elastic and cannot manage a cleavage over national identity and loyalty. The differences between China and Hong Kong are more deep-seated than a tally of democratic activism and party-state repression would suggest. They go to the distinction between neo-coloniality and decoloniality and the fundamentals of political culture. The review argues that a wholly Western-style university is no longer fully viable in Hong Kong and ways need to be found to develop a more hybrid approach. 相似文献
14.
该文分析了科学地肯定具体言行是否实事求是的重要性，通过一切是否从辩证唯物和历史唯物的实际出发，是否透过现象探求事物的本质，是否坚持一切按规律办事3方面详述，提出了如何科学判断言行是否实事求是的原则和方法。 相似文献
15.
Abstract In this article two teacher educators describe an approach they have used with preservice early childhood and early childhood special education majors. They explain how the approach that they call “stories about teaching” resembles, yet differs from case study methods. The authors explain the process they used to develop, pilot, and use stories derived from qualitative data that they gathered in various early childhood settings. They explain how discussions based on the stories have provided their students opportunities to explore real‐life teaching situations from multiple perspectives, increase the depth of their reflections, and link theory to practice. © 2005 Elsevier Inc. All rights reserved. 相似文献
16.
Joseph Krajcik Susan Codere Chanyah Dahsah Renee Bayer Kongju Mun 《Journal of Science Teacher Education》2014,25(2):157-175
The National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K-12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6–8 and 9–12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or “bundle” of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards. 相似文献
17.
Paolo Eusebi 《Structural equation modeling》2013,20(3):403-412
A graphical method is presented for assessing the state of identifiability of the parameters in a linear structural equation model based on the associated directed graph. We do not restrict attention to recursive models. In the recent literature, methods based on graphical models have been presented as a useful tool for assessing the state of identifiability of the parameters of the model. This article proposes the graphical counterpart of the rank condition of the matrix of structural coefficients, which allows for checking of the identifiability through a simple graphical rule. This approach can be used to develop algorithms. 相似文献
18.
Evaluation is often avoided in human performance technology (HPT), but it is an essential and frequently catalytic activity that adds significant value to projects. Knowing how to approach an evaluation and whether to use qualitative, quantitative, or both methods makes evaluation much easier. In this article, we provide tools to help determine appropriate evaluation methods. Successful evaluation provides insightful data with which to make informed decisions. 相似文献
19.
A dialogical approach to conceptualizing teacher identity 总被引：4，自引：0，他引：4
In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified. 相似文献
20.
Our objective is to contribute to the teaching of Classical Darwinian Evolution by means of a study of analogies and metaphors. Throughout the history of knowledge about Evolution and in Science teaching, tree structures have been used an analogs to refer to Evolution, such as by Darwin in the Tree of Life passage contained in On The Origin of Species (1859). We analyze the analogies and metaphors found in the Darwinian text the Tree of Life and propose Comparative Structural Models of Similarities and Differences between the vehicle and target, considering the viability of their use in teaching Sciences. Our foundation is the Theory of Conceptual Metaphor by Lakoff and Johnson (1980) and the Methodology of Teaching with Analogies—–MECA—by Nagem et al. (2001). The analogies and metaphors were classified and analyzed and the similarities and differences were highlighted. We found conceptual metaphors in the text. The analogies and metaphors in the Tree of Life are complex and appropriate for didactic use, but require an adequate methodological approach. 相似文献