Transforming teacher education by integrating the funds of knowledge of teachers of Color     

Oscar Navarro  Christine L. Quince  Betina Hsieh  Sherry L. Deckman 《Review of Education, Pedagogy & Cultural Studies》2019,41(4-5):282-316

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The best of all possible books?     

Esquisabel  Oscar M. 《Metascience》2020,29(2):257-261

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Tuning procedure for event-based PI controllers under regular quantization with hysteresis     

Oscar Miguel-Escrig  Julio-Ariel Romero-Pérez 《Journal of The Franklin Institute》2021,358(9):4643-4670

In this paper a tuning procedure is proposed for event based PI controllers with Regular Quantization with Hysteresis (RQH) sampling law. The RQH is a generalization of Symmetric Send on Delta (SSOD) strategy which decreases the robustness requirements to avoid limit cycle oscillations and reduce the number of events needed for control, improving the overall performance of PI controllers in networked control systems. The tuning procedure takes into account not only classical robustness margins but also takes advantage of some specific robustness measures to avoid limit cycle oscillations induced by the sampler. As the robustness analysis depends on the Describing Function (DF) method, a study evaluating the effect of high order harmonics is provided, showing the validity of the tuning procedure. Some examples are included in which the usefulness of the tuning procedure is shown.  相似文献   

Editorial     

Bonnie Brennen  Folker Hanusch  Oscar Westlund 《Journalism Practice》2018,12(1):1-3

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Cultural variations,cognitive styles and education in Latin America     

Oscar Lennon 《Prospects》1988,18(3):412-420

Has taught Latin American sociology and literature, and linguistics, at the University of Saint-Étienne, France, since 1975. Has carried out research on the relation between school inequalities and sociocultural differences in Chile and also on the historical evolution of teaching in Chile.  相似文献   

Problem-based learning supported by semantic techniques     

Esther Lozano  Jorge Gracia  Oscar Corcho  Richard A. Noble  Asunción Gómez-Pérez 《Interactive Learning Environments》2013,21(1):37-54

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner's task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.  相似文献   

Reality Therapy and Personalized Instruction: A Success Story     

Oscar G. Mink  Gordon E. Watts 《Community College Journal of Research & Practice》2013,37(4):389-396

Abstract

A longitudinal pilot study investigating the cumulative effects of reality therapy counseling and individualized instruction on the control expectancy and success rates of high-risk community college students was conducted. Findings support the tentative hypotheses that control expectancy, achievement, and holding power can be modified by instruction and counseling. The study was conducted over a three-year period at a community college in southeastern North Carolina.  相似文献   

A model for predicting the educational use of information and communication technologies   总被引：1，自引：0，他引：1  

Collis  Betty  Peters  Oscar  Pals  Nico 《Instructional Science》2001,29(2):95-125

This study of 550 persons, predominately education professionals, was designed to test an integrated theoretical model (the 4-E Model) for predicting the likelihood of the use of telecommunications-related technological innovations (in particular, e-mail, the WWW, and videoconferencing) in learning-related settings. The four Es in the model, derived from a series of previous studies (Collis & Pals, 1999), are environmental factors, effectiveness, ease of use, and (personal) engagement. The model was first tested using factor-analytic procedures on the results of a 54-item questionnaire adminstered via the WWW to a sample of 550 persons from 39 countries. Twelve factors with eigenvalues greater than 1.00 were extracted and latent variables were generated to correspond with the factors. The factors as interpreted by items with loadings <0.500 supported the 4-E Model, but indicated that the four theoretical e dimensions could be further expressed in terms of subaspects. In addition, a series of variables related to likelihood of use of e-mail, the WWW, and videoconferencing in educational settings was also subjected to a factor analysis, resulting in three latent variables representing the dependent variables for a causal model. The causal model linking the latent variables was tested using a series of LISREL analyses, one for each of the derived dependent variables. The results, which again supported the 4-E Model, showed a strong contribution of the environment subfactor relating to the organization, as well as the engagement subfactor relating to the individual's self-confidence with respect to technology use to the prediction of implementation success. Based on the results of the factor analysis and the model validation, six of the latent variables related to the 4-E Model were identified as key to implementation prediction. These variables were used in a series of analyses of key subgroups in the sample, relating to educational sector, educational role, to gender, and to age, in order to examine key discriminating variables. The results are discussed in terms of their theoretical and practical implications, including the development of a WWW-based instrument.  相似文献   

Privatisation,Domestic Marketisation and International Commercialisation of Higher Education: vulnerabilities and opportunities for Chile and Romania within the framework of WTO/GATS     

Mark Ginsburg  Oscar Espinoza  Simona Popa  Mayumi Terano 《Globalisation, Societies & Education》2003,1(3):413-445

This chapter explores the processes of privatisation of higher education in Chile (after 1981) and Romania (after 1989), focusing on the emergence of private institutions, the expansion in enrolments in these institutions, and the relative increase in private sources of funding for the post‐secondary sub‐sector. Attention is also given to related trends in higher education in these two countries: domestic marketisation (a strengthening of an orientation toward selling programmes/commodities to students/consumers within the country) and international commercialisation (an expansion of initiatives by domestic and foreign institutions to provide distance education, study abroad/exchange, and foreign site‐based degree programmes). Of importance to an understanding of globalisation, these two societies, which at the time exhibited similar economic systems but had different political systems and were situated in different regional contexts, experienced remarkably similar processes of and outcomes from privatisation, marketisation, and commercialisation. In both cases these processes were promoted by ‘internal’ political actors but also shaped by ‘external’ forces, notably the World Bank's higher education policy recommendations and the conditionalities included in the stabilisation and structural adjustment programmes ‘negotiated’, respectively, with the International Monetary Fund and the World Bank in order to obtain loans. As a result of these processes—occurring prior to and during the emergence of the General Agreement on Trade in Services (GATS) as a component of the World Trade Organization (WTO)—higher education institutions in both Chile and Romania are much more vulnerable to foreign influence/domination, although they also have somewhat greater opportunities to broaden their role in the global ‘business’ of higher education.  相似文献   

A Tutorial in Bayesian Potential Outcomes Mediation Analysis     

Milica Miočević  Oscar Gonzalez  Matthew J. Valente  David P. MacKinnon 《Structural equation modeling》2018,25(1):121-136

Statistical mediation analysis is used to investigate intermediate variables in the relation between independent and dependent variables. Causal interpretation of mediation analyses is challenging because randomization of subjects to levels of the independent variable does not rule out the possibility of unmeasured confounders of the mediator to outcome relation. Furthermore, commonly used frequentist methods for mediation analysis compute the probability of the data given the null hypothesis, which is not the probability of a hypothesis given the data as in Bayesian analysis. Under certain assumptions, applying the potential outcomes framework to mediation analysis allows for the computation of causal effects, and statistical mediation in the Bayesian framework gives indirect effects probabilistic interpretations. This tutorial combines causal inference and Bayesian methods for mediation analysis so the indirect and direct effects have both causal and probabilistic interpretations. Steps in Bayesian causal mediation analysis are shown in the application to an empirical example.  相似文献