The perfect study: Demonstrating “what works” in teacher preparation using “gold standard” research designs in education     

Sorensen  Chris  Smaldino  Sharon  Walker  David 《TechTrends》2005,49(4):16-19

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Eigentaste: A Constant Time Collaborative Filtering Algorithm   总被引：32，自引：2，他引：30  

Ken Goldberg  Theresa Roeder  Dhruv Gupta  Chris Perkins 《Information Retrieval》2001,4(2):133-151

Eigentaste is a collaborative filtering algorithm that uses universal queries to elicit real-valued user ratings on a common set of items and applies principal component analysis (PCA) to the resulting dense subset of the ratings matrix. PCA facilitates dimensionality reduction for offline clustering of users and rapid computation of recommendations. For a database of n users, standard nearest-neighbor techniques require O(n) processing time to compute recommendations, whereas Eigentaste requires O(1) (constant) time. We compare Eigentaste to alternative algorithms using data from Jester, an online joke recommending system.Jester has collected approximately 2,500,000 ratings from 57,000 users. We use the Normalized Mean Absolute Error (NMAE) measure to compare performance of different algorithms. In the Appendix we use Uniform and Normal distribution models to derive analytic estimates of NMAE when predictions are random. On the Jester dataset, Eigentaste computes recommendations two orders of magnitude faster with no loss of accuracy. Jester is online at: http://eigentaste.berkeley.edu  相似文献   

Learning 'Peace Talk' in Northern Ireland: Peer Mediation and Some Conceptual Issues Concerning Experiential Social Education     

Chris Moffat 《Pastoral Care in Education》2004,22(4):13-21

Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.
The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence 'peace talk'. Another is the process by which the perception of peer mediation training as 'experiential' constituted an enabling 'pedagogic discourse' which legitimized the programme for teachers and affirmed its beneficial impact on pupils.  相似文献   

An evaluation of multimodal interactions with technology while learning science concepts     

Stamatina Anastopoulou  Mike Sharples  Chris Baber 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):266-290

This paper explores the value of employing multiple modalities to facilitate science learning with technology. In particular, it is argued that when multiple modalities are employed, learners construct strong relations between physical movement and visual representations of motion. Body interactions with visual representations, enabled by interactive technologies, can encourage rhythmic cycles of engagement and reflection. A study was carried out to investigate how students interpret distance–time and velocity–time graphs created through hand movement. It explored the dynamic coupling between their body movements and graphs, and their subsequent interpretation and production of graphs on paper. The results show that physical manipulation of kinematics graphs has a significantly greater effect on students' ability to relate graphs to movement than observing the graphs being produced by someone else.  相似文献   

Infantile amnesia across the years: a 2-year follow-up of children's earliest memories     

Peterson C  Warren KL  Short MM 《Child development》2011,82(4):1092-1105

Although infantile amnesia has been investigated for many years in adults, only recently has it been investigated in children. This study was a 2-year follow-up and extension of an earlier study. Children (4-13 years old) were asked initially and 2 years later for their earliest 3 memories. At follow-up, their age at the time of these memories shifted to several months later, with younger children unlikely to provide the same memories. Moreover, when given cues about memories recalled 2 years previously, many were still not recalled. In contrast, older children were more likely to recall the same memories, and cues to former memories were successful. Thus, older children were becoming consistent in terms of recalling very early memories.  相似文献   

Education policy,space and the city: markets and the (in)visibility of race     

Chris Taylor  Julie McLeod  Tim Butler  Carol Vincent 《British Journal of Sociology of Education》2011,32(5):805-820

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Making art invisible: visual education and the cultural stagnation of neo-liberal rationality     

Chris Peers 《Discourse: Studies in the Cultural Politics of Education》2011,32(3):415-429

The popularity of visual literacy may have resulted, in part, from some school authorities rushing the process of determining school curriculum. This article argues that the haste is reflective of pressure placed on educational discourse to conform to neo-liberal reforms of the sector, and is not the result of a careful and complex debate within the education community. In Australia, such reform has contributed to the erosion of visual art as a discrete subject in the general curriculum. The article accounts for the fact that the lack of careful debate may be due to art educators rehearsing tired arguments for retaining the place occupied by visual art, which smack of sentimentality. The author examines the conceptualisation of visual art at a cultural and theoretical level, and argues that by considering the function art has traditionally played in relation to conceptions of human subjectivity, we may disclose the marginalisation of visual art as a signal of much larger threats to political and economic structures in democratic society. The article considers whether the absorption of ‘art’ within a broader preference for visual communication, graphic design, or design and technology, is symptomatic of a long-term cultural stagnation.  相似文献   

Preschool provision and children of migrants in Beijing     

Berenice Nyland  Chris Nyland  Zhang Yan 《Asia Pacific Journal of Education》2011,31(1):77-89

Chinese children with an urban household registration (hukou) normally attend subsidized preschools for three years prior to primary school. This is an experience available to relatively few of China's many millions of migrant children whose families are registered as rural residents but choose to migrate to urban areas. This paper presents research, in the form of a case study, which examined an informal playgroup for rural-registered migrant children whose parents worked in a Beijing market. The playgroup was established by volunteers to provide an affordable, though limited, alternative preschool experience for migrant children. The original programme was derived from community concepts that initially underpinned the “Sure Start” intervention in the United Kingdom. In the paper, survey data is utilized to determine if an informal playgroup can be a positive alternative in a context where migrant children have little capacity to access the preschool programmes available to their urban counterparts.  相似文献   

The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample   总被引：1，自引：0，他引：1  

Deborah A. Goff  Chris Pratt  Ben Ong 《Reading and writing》2005,18(7-9):583-616

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

Undergraduate research as a student engagement springboard: Exploring the longer-term reported benefits of participation in a research conference     

Chris Little 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):229-245

ABSTRACT

Background: Undergraduate research is evident in many forms across higher education: in journals, at conferences and on research placements. It is widely reported that undergraduate research can encourage the development of discipline-specific and transferable communication skills and, in some cases, a more complex development of higher-order critical appraisal. Recent studies of extracurricular undergraduate research conferences have also found that participants report a development of self-authorship and an appreciation of the conference as liminal and transformative space. With many published studies measuring immediate feedback surrounding conference events, there is also a need to explore participants’ reflections over a longer term period of time.

Purpose: This small-scale project investigated participants’ self-report of whether and in what ways participation in a non-assessed, extracurricular undergraduate research conference had impacted their academic and professional practices, one year after their involvement in the conference.

Method: The qualitative study took place over two academic years with participants from an undergraduate conference which was held annually. The investigation adopted an action research methodology and completed two cycles of research. Data were collected firstly through an online survey with open questions, yielding feedback from 44 respondents. Focus groups were then conducted with nine of these students to explore this data further. A thematic approach was used to analyse the data.

Findings: The two cycles of data collection and analyses resulted in the identification of four central themes: (1) general positive impact on studies or career; (2) the development of presentation skills and personal confidence; (3) the development of research skills and perspectives; (4) an increased engagement with extracurricular opportunities.

Conclusions: Overall, our analysis identified that participants reported a development in communication skills and an enhanced relationship with the concept of ‘research’ and self-authorship. Students’ report that participation directly led to increased engagement with additional extracurricular activities is particularly noteworthy, as it contributes something new to the growing body of literature surrounding undergraduate research. More widely, the study suggests the potential for undergraduate conferences to act as springboards for increased extracurricular engagement.  相似文献