Students using posters as a means of communication and assessment   总被引：1，自引：0，他引：1  

John Berry  Ken Houston 《Educational Studies in Mathematics》1995,29(1):21-27

Poster sessions are widely used as a medium for the communication of results by professionals at conferences and by students to their peers. The authors have introduced poster sessions into undergraduate mathematical modelling courses. This has given our students an interesting and challenging task and it has caused us to devise a scheme for the assessment of posters.This paper surveys the use of poster sessions with undergraduates, outlines the rationale for using posters with mathematics students, describes our experiences and proposes criteria to use in the assessment of student posters.  相似文献   

Key actions of successful summer research mentors     

D. Raj Raman  Brandi N. Geisinger  Mari R. Kemis  Arlene de la Mora 《Higher Education》2016,72(3):363-379

  相似文献   

Unkindest Cuts? Some effects of picture editing on recall of television news information     

Máire Messenger Davies  C. Berry  B. Clifford 《Learning, Media and Technology》1985,11(2):85-98

Research into picture effects on encoding of verbal material has paid little attention to the effects of picture changes. In this experiment, it was found that adults’ recall of the spoken text in a TV news item was impaired by mid‐sentence picture editing. In contrast, both 11‐12 year old and 14‐15 year old children's recall was enhanced by rapid cutting, so long as the accompanying pictures were relevant to the verbal text. Both adults’ and younger children's recall was better with some of the experimentally‐manipulated material than it was with the original broadcast version of the news item. However, 14‐15 year olds performed best with the original version.

It is suggested that viewers are differentially sensitive to unintended production effects and that their processing of verbal information can be disrupted by inappropriately‐timed picture cuts. Research on picture‐text relationships in audio‐visual material needs to take account of picture‐timing, as well as picture content, and television editing procedures may need to be tailored more specifically to suit the intended audience.  相似文献   

Document clustering using nonnegative matrix factorization     

Farial Shahnaz  Michael W. Berry  V.Paul Pauca  Robert J. Plemmons 《Information processing & management》2006

A methodology for automatically identifying and clustering semantic features or topics in a heterogeneous text collection is presented. Textual data is encoded using a low rank nonnegative matrix factorization algorithm to retain natural data nonnegativity, thereby eliminating the need to use subtractive basis vector and encoding calculations present in other techniques such as principal component analysis for semantic feature abstraction. Existing techniques for nonnegative matrix factorization are reviewed and a new hybrid technique for nonnegative matrix factorization is proposed. Performance evaluations of the proposed method are conducted on a few benchmark text collections used in standard topic detection studies.  相似文献   

Longing for connection: University educators creating meaning through sharing experiences of teaching online     

Brandi Fox  Margaret Bearman  Robin Bellingham  Andrea North-Samardzic  Simona Scarparo  Darci Taylor  Mathew Krehl Edward Thomas  Michael Volkov 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):2077-2092

  相似文献   

A social constructivist assessment process model: how the research literature shows us this could be best practice   总被引：2，自引：2，他引：2  

Chris Rust  Berry O’Donovan  Margaret Price 《Assessment & Evaluation in Higher Education》2005,30(3):231-240

Although assessment is acknowledged as vitally important in its effect on students’ approaches to learning, there is much criticism of assessment practice. This paper argues that if a social constructivist approach is applied to the assessment process many of the problems could be overcome. It describes what a social constructivist approach to assessment would look like and gives practical examples, from the research literature, of ways it could be implemented.  相似文献   

Culturally sensitive problem solving activities for multinational corporations     

Helen Riska Kezia Arya  Anoush Margaryan  Berry Collis 《TechTrends》2003,47(6):40-49

  相似文献   

A scholarly approach to solving the feedback dilemma in practice     

Berry O’Donovan  Chris Rust  Margaret Price 《Assessment & Evaluation in Higher Education》2016,41(6):938-949

It is clear from the literature that feedback is potentially the most powerful and potent part of the assessment cycle when it comes to improving further student learning. However, for some time, there has been a growing amount of research evidence that much feedback practice does not fulfil this potential to influence future student learning because it fails in a host of different ways. This dilemma of the disjuncture between theory and practice has been increasingly highlighted by the UK National Student Survey results. This paper uses a model of the assessment process cycle to frame understandings drawn from the literature, and argues that the problem with much current practice resides largely in a failure to effectively engage students with feedback. The paper goes on to explore how best to effectively engage students with assessment feedback, with evidenced examples of feedback strategies that have successfully overcome this problem.  相似文献   

Foregrounding equity in mathematics teacher education   总被引：1，自引：0，他引：1  

Marilyn Strutchens  Jennifer Bay-Williams  Marta Civil  Kathryn Chval  Carol E. Malloy  Dorothy Y. White  Beatriz D’Ambrosio  Robert Q. Berry III 《Journal of Mathematics Teacher Education》2012,15(1):1-7

  相似文献   

Reducing Bullying: Application of Social Cognitive Theory     

Susan M. Swearer  Cixin Wang  Brandi Berry  Zachary R. Myers 《理论付诸实践》2014,53(4):271-277

Social cognitive theory (SCT) is an important heuristic for understanding the complexity of bullying behaviors and the social nature of involvement in bullying. Bullying has been heralded as a social relationship problem, and the interplay between the individual and his or her social environment supports this conceptualization. SCT has been used to help guide the development of an individualized intervention for bully perpetrators, which will be described in this article. Intervening directly with those who bully others helps understand individual variation in bullying, as well as teaches bully perpetrators alternative, prosocial ways of interacting with others. Students who bully others exhibit a complex array of psychological, cognitive, and social characteristics. In this article, we argue that to truly reduce bullying, interventions must address these psychological, cognitive, and social contributing factors. Only when interventions target these constructs will individuals be able to transform their bullying behaviors into prosocial interactions.  相似文献