Structural aspects of controllability and Sobservability—II. digraph decomposition     

O.I. Franksen  P. Falster  F.J. Evans 《Journal of The Franklin Institute》1979,308(2):105-124

The graph theoretic aspects of controllability and observability are examined and related to the tensorial formulation of Part I of the paper. Particular emphasis is given to the significance of the system digraph decomposition and the relevance of this to certain system algebraic properties of interest in control theory.  相似文献   

Disaggregated Effects of Device on Score Comparability          下载免费PDF全文

Laurie Davis  Kristin Morrison  Xiaojing Kong  Yuanyuan McBride 《Educational Measurement》2017,36(3):35-45

The use of tablets for large‐scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device effects for gender and ethnicity subgroups. Results indicated no significant differences between tablets and computers for math and science. For reading, a small device effect favoring tablets was found for the middle to lower part of the score distribution. This effect seemed to be driven by increases in performance for male students when testing on tablets. No interactions of device with ethnicity were observed. Consistent with previous research, this study provides additional evidence for a relatively high degree of comparability between tablets and computers.  相似文献   

Playing for position: education policy,Physical Education and nationalism in Wales     

John Evans  Brian Davies    Dawn Penney 《教育政策杂志》2013,28(4):285-302

This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals.  相似文献   

Misconceptions about traumatic brain injury among students preparing to be special education professionals     

Karen Hux  Erin Bush  Kelli Evans  Gina Simanek 《Support for Learning》2013,28(3):109-114

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.  相似文献   

“Are you married?”: Examining heteronormativity in schools     

Kate Evans 《Multicultural Perspectives》2013,15(3):7-13

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MADRAS AND CHRISTIAN EDUCATION     

Herbert F. Evans Ph.D. 《Religious education (Chicago, Ill.)》2013,108(4):229-233

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With great power comes great responsibility     

Bernard Gert  Nicholas Evans  Heather Douglas  John Forge 《Metascience》2010,19(1):29-43

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Coming to care: the work and family lives of workers caring for vulnerable children,by Julia Brannen,June Statham,Ann Mooney and Michaela Brockman     

Kristin Smith 《Gender and education》2008,20(5):548-549

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How MOOC instructors view the pedagogy and purposes of massive open online courses     

Suzannah Evans  Jessica Gall Myrick 《Distance Education》2015,36(3):295-311

Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.  相似文献   

The future of anatomy education: Learning from Covid-19 disruption     

Darrell J. R. Evans  Wojciech Pawlina 《Anatomical sciences education》2022,15(4):643-649

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