Aligning executive coaching with strategic business goals     

Ellen Kumata 《Performance Improvement》2002,41(9):16-19

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On the number of terms used in automatic query expansion     

Paul Ogilvie  Ellen Voorhees  Jamie Callan 《Information Retrieval》2009,12(6):666-679

This paper investigates the number of expansion terms to use in automatic query expansion by examining the behavior of eight retrieval systems participating in the NRRC Reliable Information Access Workshop. The results demonstrate that current systems are able to obtain nearly all of the benefit of using a fixed number of expansion terms per topic, but significant additional improvement is possible if systems were able to accurately select the best number of expansion terms on a per topic basis. When optimizing average effectiveness as measured by mean average precision, using a fixed number of terms increases the score a large amount for a small number of topics but has little effect for most topics. The analysis further suggests that when a topic is helped by automatic feedback, the increase is from a set of terms that reinforce each other rather than from the system finding a single excellent term.  相似文献   

From “I Don’t Like Mondays” to “Pumped Up Kicks”: Rampage School Shootings in Young Adult Fiction and Young Adult Lives     

Gwynne Ellen Ash  Jane M. Saunders 《Children‘s Literature in Education》2018,49(1):34-46

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Supporting Veteran Transitions to the Academic Setting: VA on Campus     

Ashley O’Connor  Ellen Herbst  Shannon McCaslin  Keith Armstrong  Bridget Leach  Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315

In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed.  相似文献   

Read the Book,See the Movie,Part Three     

Mary Ellen Cooper 《TechTrends》2009,53(6):8-11

Connellys’ Classroom Cutaway

Read the Book, See the Movie, Part Three  相似文献   

Out in the cold: sliding sports and the Amateur Sports Act of 1978     

Wanda Ellen Wakefield 《国际体育史杂志》2013,30(6):776-795

For decades American athletes in less-popular – or ‘minor’– sports suffered from a lack of institutional and practical support from their sports' governing bodies. The AAU, in particular, failed to provide the funds necessary for athletes in the sliding sports of luge and bobsled to obtain proper training and opportunities to compete. By the early 1970s, the American Olympic effort was in chaos as athletes from the Eastern Bloc, taking advantage of their nations' determination to field the best possible teams, began to excel at both the summer and winter Olympic Games. In response, Congress authorized a presidential commission to study the situation and make recommendations about how best to improve amateur sports in the United States. The result of the commission's work, the Amateur Sports Act of 1978, reorganized governance of amateur sports to the benefit, particularly, of athletes in sports such as luge and bobsled.  相似文献   

Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature     

David B. Morris  Ellen L. Usher  Jason A. Chen 《Educational Psychology Review》2017,29(4):795-833

Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed.  相似文献   

Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献   

Survey of HIV/AIDS Clients in Botswana: Reactions to Supportive Counselling     

Rex Stockton  Tebatso Paul  D. Keith Morran  Ellen Mokalake 《International journal for the advancement of counseling》2016,38(3):249-268

A survey of HIV/AIDS clients in Botswana, Africa, all of whom were receiving supportive counselling, was conducted. A total of 328 volunteer clients from randomly selected sites completed the survey related to client perceptions of counselling helpfulness, outlook on life, satisfaction with goal setting in counselling, experience of social stigma, and acceptance by family and others. Overall, clients were very positive concerning the benefits received from counselling, their relationship with their counsellor, the goal setting process, their family/friends support system and their present quality of life. The majority of clients did, however, indicate some level of feeling stigmatized by being HIV-positive. Additional major findings indicated that clients with family incomes of less than 10 K pula per year (around US$1 k) were less positive about their counselling and related experiences than were those with higher levels of family income, with the exception of social stigma where lower family income was associated with less perceived social stigma. Clients reporting counselling sessions lasting more than 15 min were generally more positive in their reactions to counselling and related experiences than were clients reporting sessions typically lasting 15 min or less. A discussion of the findings, along with recommendations for areas needing further study and attention, is provided.  相似文献   

Contextualiser la place du français et du malgache dans le système éducatif du Madagascar: une perspective historique     

Ellen Vea Rosnes  Monique Irène Rakotoanosy 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):43-57

Abstract

Avant la colonisation de Madagascar par la France en 1896, la plupart des enfants malgaches scolarisés avaient fréquenté des écoles dirigées par des missions protestantes. La langue d’enseignement était la langue malgache, une langue écrite, développée avec l’aide de missionnaires britanniques à partir de 1820. Elle était celle du groupe clanico-politique dominant. La colonisation imposa la langue française. Le pouvoir colonial avait considéré la langue comme un instrument important dans la politique d’assimilation et la création d’élites qui pourraient servir son projet. Mais l’administration coloniale dans les pays colonisés influençait fortement l’exécution de la politique éducative. Madagascar est d’ailleurs un cas pertinent dans ce sens à cause de l’existence et le statut de la langue écrite Malgache. La politique assimilatrice dominante n’a pas empêché des désaccords au sein de l’administration coloniale sur la place de la langue malgache dans l’éducation. L’argument majeur était que cette langue renforcera le groupe ethnique Merina et alimentera davantage le nationalisme malgache au détriment de l’assimilation. Depuis l’Indépendance en 1960, la politique linguistique a évolué selon les régimes politiques. Les perspectives théoriques dans le domaine de la “literacy” (des aptitudes à lire et à écrire vu comme une pratique sociale) décrivent celle-ci comme une pratique sociale et un instrument de pouvoir. Sa diffusion générale a été associée avec un développement démocratique, mais aussi avec l’oppression. L’article montre comment la politique des langues d’enseignement à Madagascar s’est basée sur des arguments politique et pédagogique dans des contextes différents.  相似文献