Raising the Levels of Education in France: from growth to stabilisation1     

Catherine Bduw  Jean‐Franois Germe 《European Journal of Education》2004,39(1):119-132

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Concurrent observations of barpress suppression and freezing: Effects of CS modality and on-line vs. off-line training upon posttrial behavior     

John J. B. Ayres  Howard Axelrod  Elizabeth Mercker  Fran Muchnik  Michael Vigorito 《Learning & behavior》1985,13(1):44-50

In a conditioned suppression study with rats, CS modality (light vs. noise) and type of conditioning (on-line vs. off-line training) were manipulated. All rats were then tested on-line with only half the test trials reinforced. Some results and conclusions were as follows: (1) During initial training, suppression following reinforced noise trials was moderately strong at first but weakened over days; for the light, it was weak from the start. It was suggested that this strong influence of CS modality might complicate interpretations of posttrial suppression as a measure of US effectiveness. (2) During testing, posttrial suppression and freezing were greater following non-reinforced trials than following reinforced trials (US-omission effect), and this effect was stronger for noise than for light. Since noise also produced more freezing than light, this result favors the hypothesis that the US-omission effect is due to persistent CS-elicited freezing that is un-disrupted by a shock US. (3) Although noise produced more freezing, both noise and light produced similar barpress suppression. This result is consistent with the suggestion that noise and light acquire equal associative strength but elicit different defensive behaviors.  相似文献   

Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners     

Volkan İnceçay  Zeynep Koçoğlu 《Education and Information Technologies》2017,22(3):901-916

The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students’ listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only.  相似文献   

Internationalisation of higher education: A critical analysis of the intercultural dimension of a visiting scholar programme     

Huan Zheng  Fatima Pirbhai-Illich  Fran Martin  Liqin Wu 《British Educational Research Journal》2020,46(6):1371-1390

This article reports the findings of a study on the intercultural dimension of internationalisation at two universities, located in China and Canada, as evidenced through their visiting scholar (VS) programme. Andreotti and her research team identified three articulations of internationalisation in higher education that are located in a modern/colonial imaginary. They propose a fourth articulation, relational trans-localism, that is located outside the modern/colonial imaginary. As participants in the VS programme, we used critical ethnography and critical discourse analysis to investigate the influences of the modern/colonial articulations on the intercultural dimension of the program, and our attempts to develop practices outside the modern/colonial imaginary. Our findings show that although the programme was profoundly affected by neoliberal and liberal discourses, we achieved some success in creating spaces of relational trans-localism. We conclude by identifying the factors that were enabling of these alternative spaces.  相似文献   

Improving document clustering in a learned concept space     

Jean-François Pessiot  Young-Min Kim  Massih R. Amini  Patrick Gallinari 《Information processing & management》2010

Most document clustering algorithms operate in a high dimensional bag-of-words space. The inherent presence of noise in such representation obviously degrades the performance of most of these approaches. In this paper we investigate an unsupervised dimensionality reduction technique for document clustering. This technique is based upon the assumption that terms co-occurring in the same context with the same frequencies are semantically related. On the basis of this assumption we first find term clusters using a classification version of the EM algorithm. Documents are then represented in the space of these term clusters and a multinomial mixture model (MM) is used to build document clusters. We empirically show on four document collections, Reuters-21578, Reuters RCV2-French, 20Newsgroups and WebKB, that this new text representation noticeably increases the performance of the MM model. By relating the proposed approach to the Probabilistic Latent Semantic Analysis (PLSA) model we further propose an extension of the latter in which an extra latent variable allows the model to co-cluster documents and terms simultaneously. We show on these four datasets that the proposed extended version of the PLSA model produces statistically significant improvements with respect to two clustering measures over all variants of the original PLSA and the MM models.  相似文献   

Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers     

Sue Brindley  Fran Riga 《English in Education》2009,43(1):68-85

This article reports on one strand of a collaborative research project undertaken at the Faculty of Education, which sought to explore trainee teachers' development of assessment understandings and practices during their PGCE, and over the following two years. Using two case studies of English trainees, we explore the ways in which they seek to bring together effective assessment principles embedded in the research literatures they encountered in their training with the classroom focused, 'tried and tested' approaches in their placement schools. The resulting demands on professional knowledge 'pure' and 'applied', and some resulting tensions are investigated though interviews with the trainees concerned.  相似文献   

Using critical literacy to explore genetics and its ethical, legal, and social issues with in-service secondary teachers     

Gleason ML  Melançon ME  Kleine KL 《CBE life sciences education》2010,9(4):422-430

The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future.  相似文献   

Meeting health,mental health,and housing needs of older adults: A case review of the congregational social work education initiative     

Wayne Moore  Jay Poole  Fran Pearson  Lelia Moore 《Educational gerontology》2018,44(5-6):325-337

This article presents results from an innovative social work field education program, which prepares BSW and MSW students to work in interdisciplinary teams with congregational nurses as they serve persons age 55+ or older. The Congregational Social Work Education Initiative is a field education project based on an applied interdisciplinary model, whereby social work students at the graduate and undergraduate level partner with congregational nurses to serve at-risk members of congregations and religious affiliated organizations (RAOs). Students and nurses provide free health, mental health, and wellness services to address individual, family, group, and community health, mental health, and housing issues. Funded by community health foundations, it trains BSW and MSW students for professional practice in congregational and community religious affiliated settings through interdisciplinary and collaborative methods. Information on the development of the model and case illustrations are provided so other social work educational programs and congregational nurse programs might duplicate its success.  相似文献   

Structural pattern differences in course enrollment rates among community college students     

Prof. Amaury Nora  Fran Horvath 《Research in higher education》1990,31(6):539-554

This study tested a structural equation model of enrollment patterns of white and Hispanic males and females in two-year institutions and the invariance of parameter estimates among the different subgroups in the study. The model represented a multiequation model with three latent endogenous variables, high school academic preparation in mathematics and science, mathematics and science attitudes, and the dependent variable, enrollment patterns in mathematics and science courses. Exogenous variables included parents' education, levels of encouragement by others, and high school grades. Structural equation modeling was used to examine the structural and measurement coefficients of the hypothesized causal model for all subgroups in the study. In summary, an examination of the direct and total effect coefficients revealed different underlying patterns of factors for white and Hispanic females. No convergence on the model was found for white and Hispanic males. Equality constraints on all structural coefficients for both white and Hispanic females were tested and results indicated that all parameter estimates in the structural models for both subgroups were significantly different from each other.  相似文献   

From students to teachers: using surveys to build a culture of evidence and inquiry     

Larry Ludlow  Joseph Pedulla  Sarah Enterline  Marilyn Cochran‐Smith  Fran Loftus  Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337

In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university.  相似文献