What Satisfies Students? Mining Student-Opinion Data with Regression and Decision Tree Analysis   总被引：8，自引：1，他引：8  

Thomas  Emily H.  Galambos  Nora 《Research in higher education》2004,45(3):251-269

To investigate how students' characteristics and experiences affect satisfaction, this study uses regression and decision tree analysis with the CHAID algorithm to analyze student-opinion data. A data mining approach identifies the specific aspects of students' university experience that most influence three measures of general satisfaction. The three measures have different predictors and cannot be used interchangeably. Academic experiences are influential. In particular, faculty preparedness, which has a well-known relationship to student achievement, emerges as a principal determinant of satisfaction. Social integration and pre-enrollment opinions are also important. Campus services and facilities have limited effects, and students' demographic characteristics are not significant predictors. Decision tree analysis reveals that social integration has more effect on the satisfaction of students who are less academically engaged.  相似文献   

Exploring problem conceptualization and performance in STEM problem solving contexts     

Delahunty  Thomas  Seery  Niall  Lynch  Raymond 《Instructional Science》2020,48(4):395-425

Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.

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Early representational insight: twenty-four-month-olds can use a photo to find an object in the world   总被引：1，自引：0，他引：1  

Suddendorf T 《Child development》2003,74(3):896-904

The research reported here shows that under certain circumstances even 24-month-old children can display representational insight. Seventy-nine children participated in 3 studies in which a photo or video presentation could be used to guide their search for a hidden object. Studies 1 and 2 replicated earlier findings of chance performance levels across 4 trials. However, on their first trial, 24-month-olds performed above chance in 3 of 4 conditions in these experiments. Study 3 therefore presented children not with the typical 4 trials in 1 room, but with 1 trial each in 4 different rooms. This manipulation ruled out perseveration errors and resulted in above-chance performance in average mean retrieval rates. These results call for first-trial reanalyses of earlier studies.  相似文献   

Taking Teachers Out of the Equation: Constructions of Teachers in Education Policy Documents Over a Ten-year Period   总被引：1，自引：0，他引：1  

Sue Thomas 《The Australian Educational Researcher》2005,32(3):45-62

Education policy documents recently have placed great emphasis on teacher quality in the belief that ‘education of the highest quality requires teachers of the highest quality’ (Department of Employment Education Training and Youth Affairs 2000). This paper traces the discourses on teachers constructed in policy documents in order to establish what is meant by ‘teachers of the highest quality’. It employs Critical Discourse Analysis to investigate the discursive construction of teachers’ professional identities in three policy documents released over the last decade. This analysis finds that, despite recognition being given to the importance of teachers in all three documents, teachers’ professional autonomy is effectively curtailed as they are increasingly being ‘taken out of the equation’ in education policy decision-making. The paper concludes with suggestions for ways in which teachers may challenge these constructions and work to reconstruct teachers as active voices in the policy-making process.  相似文献   

Using action,reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice     

Claire Dickerson  Joy Jarvis  Roger Levy  Kit Thomas 《Teachers and Teaching》2017,23(4):494-514

This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.  相似文献   

Newton,Lynn (ed.). 2002. Teaching for Understanding Across the Primary Curriculum. Clevedon,UK: Multilingual Matters. 90 pp. ISBN 1-85350-596-9.     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(6):638-639

International Review of Education -  相似文献   

Simultaneous discrimination learning: Stimulus interactions     

Thomas R. Zentall  Tricia S. Clement 《Learning & behavior》2001,29(4):311-325

Although considerable attention has been given to interactions between events serving as the positive (S+) and negative (S−) stimuli in successive discriminations, there has been little study of similar interactions in simultaneous discriminations. We propose that in a simultaneous discrimination, given what is typically relatively little experience with the consequences of responding to the S−, some of the value of the S+ transfers to the S− with which it was paired. Furthermore, the mechanisms responsible for this transfer of value appear to be the higher order Pavlovian association between the S− and the S+, as well as within-event associations between them. Although in typical simultaneous discriminations, negative value does not appear to transfer from the S− to the S+, when adequate experience is provided with the S−, contrast typically develops, reducing the value of the S− (negative contrast) and enhancing the value of the S+ (positive contrast). This model of stimulus interactions has implications not only for simple simultaneous discrimination learning, but also for research using combinations of discriminations (e.g., transitive inference in animals and humans). This model may also have implications for a number of human social psychological phenomena.  相似文献   

Food for Education in Honduras: Psychosocial correlates of childhood literacy     

Thomas?M.?CreaEmail author  Antonia?Eliana?Diaz-Valdes  Elizabeth?Gruenfeld  José?Acevedo  Blain?Cerney  Marlon?Medina  Glenda?Hernandez  Olga?Canelas 《Prospects》2017,47(3):245-256

School feeding programs in low- and middle-income countries tend to focus on school attendance and literacy. Some evidence suggests that bolstering schools as a nexus of community plays an important psychosocial function for children and families. This study examines the extent to which childhood literacy rates are associated with parents’ and teachers’ perceptions of community violence and cohesion, following participation in a large-scale school feeding program in the Department of Intibucá, Honduras. Primary school children (n = 3,147) from 176 schools completed standardized literacy tests. Scores were linked to parents’ (n = 328) and teachers’ (n = 537) responses about community cohesion and violence. Social bonding among parents was positively associated with children’s literacy. Community violence reported by teachers exerted a negative influence. The authors discuss these results in light of how vertically focused interventions such as school feeding can be integrated to account for the specific contextual factors that affect, and are affected by, the program itself.  相似文献   

Required pecking and refraining from pecking alter judgments of time by pigeons     

Zentall TR  Singer RA 《Learning & behavior》2008,36(1):55-61

There is evidence that humans' perception of time is affected by the activity in which they are engaged while they are timing. The more demanding the task, the faster time appears to pass. A similar effect has been found in pigeons. Pigeons trained to discriminate between a short-duration (2-sec) and a long-duration (10-sec) stimulus were required to peck when the stimulus was one color and to refrain from pecking when it was a different color. On probe trials of intermediate durations, the bisection point (50% choice of the stimulus associated with both long and short stimuli) for trials in which the pigeons were required to peck was almost 1 sec longer than on trials in which the pigeons were required to refrain from pecking (Zentall, Friedrich, & Clement, 2006). In the present research, we replicated this effect and determined the relation between this effect and the typical bisection point that occurs when pecking is permitted but not required. Results indicated that the typical procedure results in a bisection point that is between required pecking and refraining from pecking. Furthermore, the rate of pecking when pecking is allowed but not required also falls between the rate of pecking for the required-pecking and refrain-from-pecking conditions. This result suggests that, similar to humans, pigeons underestimate the passage of time when they are active or when attention to time-related cues has to be shared with attention to satisfying the response requirement.  相似文献   

The Effects of the Spacing of Test Trials and Study Trials in Paired‐association Learning     

Yih‐Ing Hser  Thomas D. Wickens 《教育心理学》1989,9(2):99-120

The learning effects due to test and study trials after the initial presentation were examined in a paired‐associate learning paradigm. In Experiment 1 both the spacing and retention intervals were systematically varied. The results showed advantages of spacing for both test and study trials. However, the spacing function of test trials interacted significantly with the retention interval. At a short retention interval, the second recall was a decreasing function of spacing and paralleled closely the initial recall. As the retention interval increased, the spacing‐of‐test function assumed an inverted U‐shape. Performance after repeated studies was on the average better than after test trials. Experiment 2 confirmed that when an initial presentation was followed by two test trials, an increasing spacing interval between each successive test trial produced optimal long‐term performance. In the case where a second study trial was coupled with a test trial, a pattern with equal interval length was better than other spacing patterns. The proportion of test trials of the study list was also varied among groups of subjects. A higher proportion of test trials resulted in better final recall.  相似文献