Push-Penny: Are you a Random Player?     

Mike Perry 《Teaching Statistics》1999,21(1):17-19

Several measures of “success” for a simple game are discussed. Comparisons between players, and between a player and a simulation, can be made in several ways.  相似文献   

The empirical derivation of equations for predicting subjective textual information     

Dan Kauffman  Mike Johnson  Gene Knight 《Instructional Science》1976,5(3):253-276

Parameters pertaining to information processing by human beings have, in the past, been determined by learning and memory experiments with nonsense syllables, number sequences, etc. However, in the real world we are concerned with the processing of meaningful information, not senselles texts. Therefore, the determination of subjective information directly from meaningful material becomes extremely important in the instruction-learning process.This study derives an equation for predicting the subjective textual information contained in a text of material written in the English language. Specifically, this investigation describes, by a mathematical equation, the relationship between the subjective information content of written textual material and the relative number of errors committed by a learner when asked to predict, letter by letter, the content of given textual material. This relationship shows that the subjective information of a given text for a specific learner is directly proportional to the number of wrongly guessed signs made by that learner. This is expressed mathematically by% MathType!MTEF!2!1!+- % feaafeart1ev1aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaGaamysaiabg2 % da9iaaiodacaGGUaGaaGymaiaabccacaWGfbaaaa!3B57! \[ I = 3.1{\rm{ }}E \] 0935 0212 VWhere: I = Information in bits E = Number of wrongly guessed signsThe application of Shannon's guessing procedure (1951) in this study permits the measurement of the subjective information of a given text for a specific learner. Unlike senseless texts, the subjective information of a meaningful text varies from learner to learner. Therefore, the derived equation permits the measurement of information in terms of a value that is dependent not only upon the inherent qualities of the subject matter, but also upon the internal state of the learner.The derived equation for the English language is then compared to an equation derived by Weltner (1967) for the German language and found to be remarkably similar.This work was, in part, supported by United States Air Force Contract F41609-71-C-0027 entitled Flying Training Research on Airborne and Ground Training Systems, and a research grant from Arizona State University.  相似文献   

Curriculum Continuity and Transfer from Primary to Secondary School: the case of history     

Mike Huggins  Peter Knight 《Educational studies》1997,23(3):333-348

The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer.  相似文献   

The innovation paradox: a selective review of the literature on action learning and innovation     

Mike Pedler  Cheryl Brook 《Action Learning: Research and Practice》2017,14(3):216-229

This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans’ contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced.  相似文献   

The GAENE—Generalized Acceptance of EvolutioN Evaluation: Development of a new measure of evolution acceptance     

Mike U. Smith  Scott W. Snyder  Randolph S. Devereaux 《科学教学研究杂志》2016,53(9):1289-1315

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解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   

‘Question Moments’: A Rolling Programme of Question Opportunities in Classroom Science     

Helena Pedrosa-de-Jesus  Sara Leite  Mike Watts 《Research in Science Education》2016,46(3):329-341

This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.  相似文献   

Spreadsheet Resources for Statistics     

Mike Fuller 《Teaching Statistics》1998,20(1):24-26

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Re‐establishing Antiracist Education: a response to Short & Carrington     

Mike Cole 《Cambridge Journal of Education》1998,28(2):235-238

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Education Under the New Modernisers: an agenda for centralisation,illiberalism and inequality?     

Mike Bottery 《Cambridge Journal of Education》1999,29(1):103-120

This article surveys changes at the economic, philosophic, social and political levels to argue that a new agenda for educational policy is taking place in the western world, particularly in the UK and the USA. Driven by the needs for a high tech rather than a low wage economy, by perceived breakdown in the social fabric of society (partly as a consequence of previous New Right policies) and with an underpinning argument at the philosophic level which argues for a new orientation to the conception of the nature of moral thinking, this article argues that what is emerging is an approach to education based upon the notions of communitarianism and character education. Whilst such an approach has the potential to re‐invigorate individuals’ sense of responsibility to their communities, as well as provide a greater sense of meaning and direction to policy aims, it is argued in this article that it also has the possibility of centralising decision making, of increasing the likelihood of illiberalism towards minority beliefs and of neglecting present needs of the underprivileged. It concludes by suggesting that whilst many of these ideas originated in the USA, paradoxically they are likely to have their greatest effect in the UK  相似文献