Tune-in and turn on! Videos in the classroom     

Hope R. Botterbusch 《TechTrends》1991,36(4):22-24

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Thesaurus-based automatic book indexing     

Martin Dillon 《Information processing & management》1982,18(4):167-178

This paper describes a technique for automatic book indexing. The technique requires a dictionary of terms that are to appear in the index, along with all text strings that count as instances of the term. It also requires that the text be in a form suitable for processing by a text formatter. A program searches the text for each occurrence of a term or its associated strings and creates an entry to the index when either is found. The results of the experimental application to a portion of a book text are presented, including measures of precision and recall, with precision giving the ratio of terms correctly assigned in the automatic process to the total assigned, and recall giving the ratio of correct terms automatically assigned to the total number of term assignments according to a human standard. Results indicate that the technique can be applied successfully, especially for texts that employ a technical vocabulary and where there is a premium on indexing exhaustivity.  相似文献   

Copyright Resources on the Web     

Esther G. Sinofsky Ph.D.  Hope Botterbusch  Sharon Gray 《TechTrends》1997,42(2):9-10

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Errors in pigeons’ memory for number of events     

Angelo Santi  Chris Hope 《Learning & behavior》2001,29(3):208-220

In Experiment 1, pigeons were trained in a within-subjects design to discriminate sequences of light flashes (illumination of the feeder) that varied in number, but not in time (2f/4sec and 8f/4sec), and in time, but not in number (4f/2sec and 4f/8sec). Number samples required a response to one of two comparison dimensions (either color or line), whereas time samples required a response to the remaining comparison dimension. Delay testing revealed a significant choose-small bias following number samples and a significant choose-long bias following time samples. In Experiment 2, testing confirmed that in the absence of a sample, there was a bias to respond small to the number comparisons and long to the time comparisons. Additional tests indicated that the birds were discriminating time samples on the basis of the number of light flashes occurring during the last few seconds of the time samples, rather than on the basis of the total duration of the flash sequence. Consequently, the choose-long bias observed for time samples during delay testing was really a choose-small bias. In Experiment 3, the birds received baseline training with a 5-sec delay and were subsequently tested at shorter and longer delays. A choose-large bias occurred at delays shorter than the baseline training delay, whereas a choose-small bias was again observed at delays longer than the baseline delay. These findings provide additional empirical support for the conceptualizing of memory for number and time in terms of a common mechanism.  相似文献   

The effect of practical work on students' understanding of combustion     

Rod Watson  Teresa Prieto  Justin S. Dillon 《科学教学研究杂志》1995,32(5):487-502

This paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion.  相似文献   

A Content Analysis of Phonological Awareness and Phonics in Commonly Used Head Start Curricula     

Lori E. Skibbe  Hope K. Gerde  Tanya S. Wright  Chelsea R. Samples-Steele 《Early Childhood Education Journal》2016,44(3):225-233

Commonly used early childhood curricula were examined to consider the degree to which they support research-based instruction for phonological awareness (PA) and phonics. A content analysis was completed for two types of curricula widely used in Head Start: overarching general curricula and lesson-based curricula, which usually provide more explicit teaching instructions. Both types of curriculum demonstrated the same pattern of findings; while all curricula included some content aligned with standards, programs differed greatly in the number of objectives and instructional strategies included for PA and phonics instruction. Overall, curricula were most likely to address earlier developing PA skills (e.g., rhyming, alliteration) with more limited attention to advanced skills that are closely linked with reading development (e.g., segmenting and blending of phonemes). Phonics instruction was not included often in any of the curricula studied, and opportunities for individualizing instruction were rare, particularly for children with special needs. Results suggest that instructional recommendations for PA and phonics in most of these commonly-used Head Start curricula, even those curricula which typically provide more explicit instruction for teachers, do not align with the instruction provided in effective intervention studies, and therefore may not be powerful enough to influence children’s reading trajectories.  相似文献   

Financial aid and student persistence in online education in the United States     

Adnan Qayyum  Sarah Zipf  Ramazan Gungor  Janet May Dillon 《Distance Education》2019,40(1):20-31

Distance education has historically had lower completion rates. Several models of persistence, for on-campus students, indicate that students’ financial status affects their decision to persist. This study involved providing distance education students’ financial aid in the form of institutional scholarships (N = 545) at Penn State University in the United States. The recipients were students who were not overachievers and not at-risk of failing, but somewhere in the middle. The purpose of the study was to test if receiving financial aid was related to students’ persistence. Using logistic regression and Chi-square analysis, this study found that scholarship-receiving students with higher financial need were two times more likely to persist in their studies than those with lower financial need. Results suggest that there is a positive relationship between providing even small financial aid to students with high-financial need and their persistence in their studies.  相似文献   

Examining teachers’ early writing knowledge and practices     

Bingham  Gary E.  Gerde  Hope K.  Pikus  Arianna E.  Rohloff  Rebecca  Quinn  Margaret F.  Bowles  Ryan P.  Zhang  Xiao Y. 《Reading and writing》2022,35(9):2201-2227

Reading and Writing - This study examined preschool teachers’ writing knowledge and how this knowledge relates to classroom writing practices. Head Start teachers (N?=?47) across...  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change     

Giulia Tasquier  Olivia Levrini  Justin Dillon 《International Journal of Science Education》2016,38(4):539-563

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.  相似文献