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European Journal of Psychology of Education - Optimal best practice is a central feat of human agency. It emphasizes a state of flourishing and reflects, in this case, the paradigm of positive... 相似文献
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Reading and Writing - Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background... 相似文献
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Opinion mining in a multilingual and multi-domain environment as YouTube requires models to be robust across domains as well as languages, and not to rely on linguistic resources (e.g. syntactic parsers, POS-taggers, pre-defined dictionaries) which are not always available in many languages. In this work, we i) proposed a convolutional N-gram BiLSTM (CoNBiLSTM) word embedding which represents a word with semantic and contextual information in short and long distance periods; ii) applied CoNBiLSTM word embedding for predicting the type of a comment, its polarity sentiment (positive, neutral or negative) and whether the sentiment is directed toward the product or video; iii) evaluated the efficiency of our model on the SenTube dataset, which contains comments from two domains (i.e. automobile, tablet) and two languages (i.e. English, Italian). According to the experimental results, CoNBiLSTM generally outperforms the approach using SVM with shallow syntactic structures (STRUCT) – the current state-of-the-art sentiment analysis on the SenTube dataset. In addition, our model achieves more robustness across domains than the STRUCT (e.g. 7.47% of the difference in performance between the two domains for our model vs. 18.8% for the STRUCT) 相似文献
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Huy Phuong Phan 《教育心理学》2010,30(5):547-564
This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance‐approach) and academic performance over a three‐year period (four time‐points of data collection). Three hundred and fifty‐two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert‐scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance‐approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance‐approach goals. Causal modelling also indicated: (1) performance‐approach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time. 相似文献
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Nguyen Phuong‐Mai Cees Terlouw Albert Pilot Julian Elliott 《British Educational Research Journal》2009,35(6):857-875
Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be culturally appropriate for any non‐Western cultures in which it is applied. In the light of this assertion, this paper reports a series of experiments conducted in Vietnamese upper‐secondary schools. One group was provided with a series of lessons designed according to mainstream CL practice. Another group was provided with similar lessons but these were modified so as to be more culturally appropriate in terms of leadership, reward allocation and group composition. Findings show that (1) the role and the type of leadership, although not a key element of mainstream CL theories and practice, proved to be influential; (2) groupings based upon existing friendships, rather than upon cognitive ability, appeared to be important. A key finding was that the group receiving a culturally modified programme appeared to work harder during, and gain more satisfaction from, collaborative learning activities. 相似文献
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Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice. 相似文献
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Bing Hiong Ngu Huy P. Phan Alexander Seeshing Yeung Siu Fung Chung 《Educational Psychology Review》2018,30(1):255-272
Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. ?2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance method, but only on one side in the case of the inverse method. Thus, the balance method imposes twice as many interacting elements as the inverse method for each operational line. In two experiments, secondary students were randomly assigned to either the balance method or the inverse method to learn how to solve one-step, two-step, and three-or-more-step linear equations. Test results indicated that the interaction between method and type of equation favored the inverse method for equations involving higher element interactivity. Hence, by managing element interactivity, the efficiency of instruction for equation solving can be improved. 相似文献
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Edit Torres‐Rivera Loan T. Phan Cleborne Maddux Michael P. Wilbur Michael Tlanusta Garrett 《Counselor Education & Supervision》2001,41(1):28-40
The authors describe a study in which there was a strong relationship between personal awareness and multicultural counseling skills during group supervision. The authors suggest that during supervision, supervisors should help counselors‐in‐training to attain wisdom, as defined by F. J. Hanna, F. Bemak, and R. C. Chung (1999). This should be done by promoting personal awareness and may result in improvement in both multicultural and general counseling skills. 相似文献