Optimum non-linear Wiener filters     

M. Rudko  D.D. Weiner 《Journal of The Franklin Institute》1979,308(1):57-68

General conditions are given for the optimality of non-linear Wiener filters which minimize the mean-square difference between the desired and actual filter outputs. These conditions, which are a generalization of the Wiener–Hopf equation are applied to the Gaussian case and the kernels of the optimum realizable and unrealizable systems are derived.  相似文献   

Melville at the Movies: New Images of Moby-Dick     

Susan Weiner 《Journal of American culture (Malden, Mass. : 2003)》1993,16(2):85-90

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Disabling conditions: Investigating instructional leadership teams in action     

Jennie Miles Weiner 《Journal of Educational Change》2014,15(3):253-280

This study investigated why and how principals selected members for their instructional leadership team (ILT) and how this selection criteria and process may have impacted team members’ understandings of, and behaviors on, the team. Qualitative methods, specifically interviews and observations, were used to explore team members’ perceptions regarding the team’s purpose, function, and selection criteria as well as how these perceptions seemed to impact team members’ behaviors. Data were collected for a period of 8 months during the 2011–2012 school year from ILT in four, in-district charter schools. Results suggest that principals had difficulty articulating their teams’ purposes and functions, with the latter remaining primarily informational or consultative; members were not given decision-making authority. Additionally, when selecting team members, principals prioritized broad representation of teacher groups over other criteria. This focus on role representation above expertise, coupled with teachers’ tendencies to embrace traditional professional norms, limited ILT members’ abilities to effectively work together to lead instructional reform.  相似文献   

‘A guided walk in the woods’: boundary crossing in a collaborative action research project     

Gaby Jacobs 《Educational Action Research》2017,25(4):575-593

This article discusses the ideal and practice of collaboration in a collaborative action research project in which university researchers work together with staff from the field of primary education. A qualitative case study was conducted using the theory of boundary crossing to make sense of the ways collaboration took place within the project team. The main theme, also a major dilemma in the project, referred to the transition from a democratic towards a more directive approach within the project design after the first year. The members of the project team took shifting and ambivalent positions within the project as they were trying to cross boundaries between the different goals of the project. Also, boundary objects on different levels contributed to the collaboration. We conclude that clear boundaries between groups or a strong shared identity, as proposed by an insider–outsider model of action research and the notion of first-order democracy, are not helpful in complex collaborative action research projects. Instead, we need the development of second-order democracy means in order to cross boundaries and sustain a critical dialogue about differences.  相似文献