排序方式： 共有122条查询结果，搜索用时 15 毫秒
11.
James Elicker PhD Xiaoli Wen Kyong-Ah Kwon Jill B. Sprague 《Early education and development》2013,24(4):491-516
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed. 相似文献
12.
In this paper, we introduce a novel knowledge-based word-sense disambiguation (WSD) system. In particular, the main goal of our research is to find an effective way to filter out unnecessary information by using word similarity. For this, we adopt two methods in our WSD system. First, we propose a novel encoding method for word vector representation by considering the graphical semantic relationships from the lexical knowledge bases, and the word vector representation is utilized to determine the word similarity in our WSD system. Second, we present an effective method for extracting the contextual words from a text for analyzing an ambiguous word based on word similarity. The results demonstrate that the suggested methods significantly enhance the baseline WSD performance in all corpora. In particular, the performance on nouns is similar to those of the state-of-the-art knowledge-based WSD models, and the performance on verbs surpasses that of the existing knowledge-based WSD models. 相似文献
13.
Lin Chin-Hsi Kwon Jemma Bae Zhang Yining 《Educational technology research and development : ETR & D》2019,67(2):317-336
Educational technology research and development - In the traditional brick-and-mortar classroom, small classes are generally perceived as desirable, but the benefits associated with particular... 相似文献
14.
Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school
students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered
in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that
can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT,
students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method
called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated
students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able
to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made
use of the learning scaffolds.
相似文献
| Brian A. BottgeEmail: |
15.
This paper investigates a stability problem for linear systems with time-varying delays. By constructing suitable augmented Lyapunov–Krasovskii functionals, improved stability criteria under various conditions of time-varying delays are derived within the framework of linear matrix inequalities (LMIs). Moreover, to reduce the computational burden caused by the non-convex term including h2(t), how to deal with it is applied by estimating it to the convex term including h(t). Finally, three illustrative examples are given to show the effectiveness of the proposed criteria. 相似文献
16.
17.
In this paper, the problem of stability analysis for neural networks with time-varying delays is considered. By the use of a newly augmented Lyapunov functional and some novel techniques, sufficient conditions to guarantee the asymptotic stability of the concerned networks are established in terms of linear matrix inequalities (LMIs). Three numerical examples are given to show the improved stability region of the proposed works. 相似文献
18.
The purpose of this study was to develop a program to help cultivate divergent thinking in mathematics based on open-ended
problems and to investigate its effect. The participants were 398 seventh grade students attending middle schools in Seoul.
A method of pre- and post-testing was used to measure mainly divergent thinking skills through open-ended problems. The results
indicated that the treatment group students performed better than the comparison students overall on each component of divergent
thinking skills, which includes fluency, flexibility, and originality. The developed program can be a useful resource for
teachers to use in enhancing their students’ creative thinking skills. An open-ended approach in teaching mathematics suggested
in this paper may provide a possible arena for exploring the prospects and possibilities of improving mathematical creativity. 相似文献
19.
Mobile TV is a representative product of media convergence. In South Korea, the diffusion of mobile TV has been in high gear, which provides an exemplary case study of mobile-TV adoption. The study examines the relation between the social influence, adopters' individual factors, and the adoption of the 2 different forms of mobile TV: terrestrial and satellite. Factor analysis identified 3 dimensions of social influences, defined respectively as “affiliation,” “positive self-display,” and “perceived popularity.” Results suggest that these 3 social influences differ in degree in relation to the adopters' demographic characteristics and innovativeness. Adoption of terrestrial or satellite mobile TV was predicted by social influence and, in particular, driven by the motivation to maintain a positive self-image. Because of the implications this may have on media management, the article calls for future research on the social construction of new media technology use to assess how individuals become susceptible to social influences and how social influences affect the diffusion of the technology. 相似文献
20.