Visualizing communication structures in science classrooms: Tracing cumulativity in teacher‐led whole class discussions     

Sami Lehesvuori  Jouni Viiri  Helena Rasku‐Puttonen  Josephine Moate  Jussi Helaakoski 《科学教学研究杂志》2013,50(8):912-939

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Our readers write     

Frank J. Kahn 《Communication quarterly》2013,61(2):33-35

The author explores the internal and external communication techniques of the Women's Liberation Front and concludes that techniques which aim to alter the social structure are more effective than those which aim to alter social attitudes.  相似文献   

Realization and canonical representation of linear systems through I/O maps     

M. Sami Fadali 《Journal of The Franklin Institute》2011,348(2):239-260

In this paper, we use input and output maps to develop simple procedures to obtain minimal realizations for linear continuous-time systems. The procedures developed are numerically efficient and yield explicit formulae for the state-space matrices of the realization in terms of the system parameters, notably the system eigenvalues. Both systems with distinct eigenvalues and repeated eigenvalues are treated. We also present a procedure for transforming a realization obtained through the input or output map to Jordan canonical form. The transformation matrices required to transform the realization to Jordan canonical form are specified entirely in terms of the system eigenvalues. We illustrate the results obtained with several examples.  相似文献   

Project DyAdd: Implicit learning in adult dyslexia and ADHD     

Marja Laasonen  Jenni Väre  Henna Oksanen-Hennah  Sami Leppämäki  Pekka Tani  Hanna Harno  Laura Hokkanen  Emmanuel Pothos  Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33

In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.  相似文献   

Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice     

Tugba Temiz  Mustafa Sami Topcu 《European Journal of Psychology of Education - EJPE》2013,28(4):1435-1452

The purpose of this paper is to explore the relationship between preservice teachers’ (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers’ Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the participants. A total number of 101 PTs (53.5 % from science education and 46.5 % from mathematics education) from a university in eastern part of Turkey participated in the study. Also, qualitative data were also used in order to clarify quantitative data. The semistructured interviews were conducted with 20 PTs who voluntarily participated in these interviews. Results showed that PTs’ constructivist-based teaching practice was positively correlated with their teacher efficacy beliefs. Also, qualitative findings confirmed that finding. To conclude, PTs with high teacher efficacy tend to employ constructivist approach in their teaching while PTs with low teacher efficacy tend to use traditional approach, lecturing in their teaching.  相似文献   

Perceptions of the customer     

Deborah Kahn 《Learned Publishing》2003,16(3):213-217

At a time when customer focus is an aim in many publishing companies, this paper looks at how people in publishing organizations think about customers, why they think like this and what this might mean to the products the company produces. It suggests that views of the customer are often internally constructed and become a self‐fulfilling prophecy, which could lead to publishers missing out on opportunities. The conclusion is that more and different interactions with customers are needed if publishers are to become truly customer focused.  相似文献   

Purpose and Pedagogy: A Conceptual Model for an ePortfolio     

Catherine A. Buyarski  Robert W. Aaron  Michele J. Hansen  Cynthia D. Hollingsworth  Charles A. Johnson  Susan Kahn 《理论付诸实践》2015,54(4):283-291

This conceptual model emerged from the need to balance multiple purposes and perspectives associated with developing an ePortfolio designed to promote student development and success. A comprehensive review of literature from various disciplines, theoretical frameworks, and scholarship, including self-authorship, reflection, ePortfolio pedagogy, and the psychology of hope and goal setting, set the groundwork for the model. The Indiana University-Purdue University Indianapolis ePortfolio includes 4 domains: (a) increasing understanding of self and others, (b) setting self-concordant goals, (c) developing hope, and (d) shaping education and career plans with a focus on facilitating students’ ability to integrate learning to promote meaning making and the development of purpose.  相似文献   

The associations among fundamental movement skills,self-reported physical activity and academic performance during junior high school in Finland     

Timo Jaakkola  Charles Hillman  Sami Kalaja  Jarmo Liukkonen 《Journal of sports sciences》2015,33(16):1719-1729

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys’ group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.  相似文献   

The Selection of a Textbook: Rationale and Evaluation Forms     

Michael S. Kahn 《Clearing house (Menasha, Wis.)》2013,86(5):245-247

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Performance Versus Objective Testing and Gender: An Exploratory Study of an Advanced Placement History Examination     

Hunter M. Breland  Despina O. Danos  Helen D. Kahn  Melvin Y. Kubota  Marilyn W. Bonner 《Journal of Educational Measurement》1994,31(4):275-293

To explore a phenomenon of gender differences in Advanced Placement examinations, random samples of free-response test booklets were taken from the 1986 examination in U.S. History. These examinations were chosen because they consistently show significant gender differences in objective scores but no gender differences in free-response scores. A rescoring of the free responses was conducted that focused on their historical content. This rescoring was conducted by readers other than those who conducted the original scoring and involved tallies of specific historical points made, supporting evidence given, and factual errors. Ratings were also made of handwriting quality, neatness, and English composition quality of the free responses. Analyses conducted indicate that free-response tasks of the type examined may have inherent characteristics that reward English composition abilities, and that some females may compensate for inferior historical knowledge with superior English composition abilities.  相似文献