The use of query suggestions during information search     

Xi Niu  Diane Kelly 《Information processing & management》2014

Query suggestion is a common feature of many information search systems. While much research has been conducted about how to generate suggestions, fewer studies have been conducted about how people interact with and use suggestions. The purpose of this paper is to investigate how and when people integrate query suggestions into their searches and the outcome of this usage. The paper further investigates the relationships between search expertise, topic difficulty, and temporal segment of the search and query suggestion usage. A secondary analysis of data was conducted using data collected in a previous controlled laboratory study. In this previous study, 23 undergraduate research participants used an experimental search system with query suggestions to conduct four topic searches. Results showed that participants integrated the suggestions into their searching fairly quickly and that participants with less search expertise used more suggestions and saved more documents. Participants also used more suggestions towards the end of their searches and when searching for more difficult topics. These results show that query suggestion can provide support in situations where people have less search expertise, greater difficulty searching and at specific times during the search.  相似文献   

Pump Early,Pump Often: A Continuous Quality Improvement Project     

Diane L. Spatz  Elizabeth B. Froh  Jessica Schwarz  Kathy Houng  Isabel Brewster  Carey Myers  Judy Prince  Michelle Olkkola 《The Journal of perinatal education》2015,24(3):160-170

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Generic skills for graduate accountants: the bigger picture,a social and economic imperative in the new knowledge economy     

Diane Bunney  Elaine Sharplin  Christine Howitt 《高等教育研究与发展》2015,34(2):256-269

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education.  相似文献   

Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings     

Malek-Lasater  Adrien D.  Kwon  Kyong-Ah  Horm  Diane M.  Sisson  Susan B.  Dev  Dipti A.  Castle  Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219

Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)...  相似文献   

Nurturing Kindergarteners’ Early STEM Academic Identity Through Makerspace Pedagogy     

Hachey  Alyse C.  An  Song A.  Golding  Diane E. 《Early Childhood Education Journal》2022,50(3):469-479

Early Childhood Education Journal - Children’s attitudes about STEM are formed early. As such, the ecology of early childhood classrooms can either afford or deny access to relevant...  相似文献   

What Was Wrong with Eugenics? Conflicting Narratives and Disputed Interpretations     

Diane B. Paul 《Science & Education》2014,23(2):259-271

Although it is often taken for granted that eugenics is odious, exactly what makes it so is far from obvious. The existence of considerable interpretative flexibility is evident in the disparate policy lessons for contemporary reproductive genetics (or “reprogenetics”) that have been derived from essentially the same set of historical facts. In this paper, I will show how different—indeed, diametrically-opposed—morals have been drawn from the history of eugenics and link these contrasting messages both to different underlying conceptions of what constitutes the central wrong of eugenics and differing degrees of enthusiasm for reprogenetic technologies. I will then argue that, for several reasons, the history of eugenics simply cannot provide the kind of direct guidance that many participants in current debates would like. Although the history does have implications for policy, the insights to be gleaned are both subtle and indirect.  相似文献   

Hostile-Helpless state of mind as further evidence of adult disorganized states of mind in neglecting families     

Tristan Milot  Andra Lorent  Diane St-Laurent  Annie Bernier  George Tarabulsy  Jean-Pascal Lemelin  Louise S. Éthier 《Child abuse & neglect》2014

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Course of depression and anxiety symptoms during the transition to parenthood for female adolescents with histories of victimization     

Sheri Madigan  Mark Wade  Andre Plamondon  Kyla Vaillancourt  Jennifer M. Jenkins  Michelle Shouldice  Diane Benoit 《Child abuse & neglect》2014

The aim of the current study was to increase understanding of how victimization history impacts the longitudinal course of depression and anxiety in a sample of 55 adolescents emerging into parenthood. Adolescents were interviewed about their victimization experiences during their second trimester of pregnancy, and interviews were subsequently classified according the Maltreatment Classification Scale (Barnett, Manly, & Cicchetti, 1993). Adolescents reported on their symptoms of depression and anxiety prenatally and 6 and 12 months postpartum. Growth curve modeling revealed that, on average, there was a steady linear decline in depression and anxiety symptoms across the transition to parenthood, with a rate of change of 25% and 20%, respectively, from the prenatal assessment to 12 months postpartum. Sexual abuse history attenuated the likelihood of a decrease in depressive symptoms over time. Neglect history was associated with higher prenatal levels of anxiety, as well as a steeper decline in anxiety symptoms over time. Future research is needed to determine the role of poly-victimization in predicting the onset and change of depression and anxiety symptoms. Findings from the current study have the potential to aid in the design of preventative and intervention efforts to reduce risks of mental health difficulties in adolescent parents.  相似文献   

Authentically assessing graduate teaching: outside and beyond neo-liberal constructs     

Andrea C. Allard  Diane Mayer  Julianne Moss 《The Australian Educational Researcher》2014,41(4):425-443

In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach.  相似文献   

The impact of professional development on early childhood educators’ confidence,understanding and knowledge of education for sustainability     

Janet E. Dyment  Julie M. Davis  Diane Nailon  Sherridan Emery  Seyum Getenet  Nadine McCrea 《Environmental Education Research》2014,20(5):660-679

In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC.  相似文献