Mini-research Experience in Simple Linear Regression     

Paul Isihara  Elisabeth Congdon  Terry Perciante 《PRIMUS》2018,28(7):699-716

Within the undergraduate mathematics curriculum, the topic of simple least-squares linear regression is often first encountered in multi-variable calculus where the line of best fit is obtained by using partial derivatives to find the slope and y-intercept of the line that minimizes the residual sum of squares. A markedly different approach from linear algebra, which could also be introduced in multi-variable calculus, obtains the regression line by vector projection. The latter viewpoint offers elegant proof of the equation relating the total, explained and unexplained variations. Consideration of data with the same regression line and correlation opens the door for a “mini-research experience” (MRE). A sequel MRE gives rise to an open Research Experience for Undergraduates topic to analyze reflection sequences and a fundamental connection between complex analysis and regression analysis. A few general guidelines and basic goals for MREs are included for those whose main interest is in undergraduate research.  相似文献   

在线反思性交互的评估   总被引：1，自引：0，他引：1  

MarkHawkes  TerryDennis  熊秋娥  项国雄 《开放教育研究》2004,(5):23-25

交互是在线学习的关键要素，同(异)步交互工具可拓展教学交互的深度与广度，而科学、有效的评估能促进交互。本在比较多种异步交互评估方法后，以建构主义学习理论为基础，引用Simmons的反思性思维评价量规，详尽地描述了反思性交互的激励式评估在案例中的实施过程。  相似文献   

Sustaining academic community in the aftermath of tragedy     

Terry M. Wildman 《About Campus》2008,12(6):2-9

Campus recovery from the shootings at Virginia Tech in April has, in part, been supported by a process of community building launched at the institution years ago.Terry Wildman, director of the Center for Excellence in Undergraduate Teaching, explains.  相似文献   

IDENTITY AND SCHOOL HISTORY: THE PERSPECTIVE OF YOUNG PEOPLE FROM THE NETHERLANDS AND ENGLAND   总被引：2，自引：0，他引：2  

Maria  Grever  Terry  Haydn  Kees  Ribbens 《British Journal of Educational Studies》2008,56(1):76-94

ABSTRACT:  The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools.  相似文献   

School Improvement in a neo‐liberal world     

Terry Wrigley 《Journal of educational administration and history》2008,40(2):129-148

This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined.  相似文献   

The role of school psychologists in the assessment,prevention, and intervention of cyberbullying     

Terry Diamanduros  Elizabeth Downs  Stephen J. Jenkins 《Psychology in the schools》2008,45(8):693-704

Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc.  相似文献   

The relationship of time orientation with perceived academic performance and preparation for assessment in adolescents     

Terry Bowles 《教育心理学》2008,28(5):551-565

The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks.  相似文献   

Assessment matters: In search of the wizard of assessment     

Terry D. Piper 《About Campus》2007,12(5):24-27

At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them.  相似文献   

Will college pay off? A guide to the most important financial decision you’ll ever make,by Peter Cappelli,New York,Public Affairs, 2015, vi + 217 pp., US$25.99, CAN$32.50, AU$32.64 (hardback), ISBN 978-1-61039-526-7     

Terry Stokes 《Journal of Higher Education Policy & Management》2016,38(2):229-231

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Craftwork as problem solving: ethnographic studies of design and making     

Terry Hyland 《Journal of Vocational Education & Training》2016,68(3):395-398

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