Influencing education policy: new philanthropy,network governance and fast-policy     

Rino Wiseman Adhikary 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):746-756

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A Useful Example when Teaching Hypothesis Testing     

Frederick Wiseman 《Teaching Statistics》2004,26(2):59-61

This article describes an example which is useful when teaching hypothesis testing in order to highlight the interrelationships that exist among the level of significance, the sample size and the statistical power of a test. The example also allows students to see how what they learn in the classroom directly affects the content of some of the commercials that they watch on television.  相似文献   

Dancing numbers: Cultural,cognitive, and technical instructional perspectives on the development of native American mathematical and scientific pedagogy     

Jim Barta  Corinne Jetté  Dawn Wiseman 《Educational technology research and development : ETR & D》2003,51(2):87-97

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Examining the relationship between emotion variability,self-regulated learning,and task performance in an intelligent tutoring system     

Li  Shan  Zheng  Juan  Lajoie  Susanne P.  Wiseman  Jeffrey 《Educational technology research and development : ETR & D》2021,69(2):673-692

Educational technology research and development - Prior research has focused extensively on how emotion tendencies (e.g., duration, frequency, intensity, and valence) affect students’...  相似文献   

Role-based Association of Verbs,Actions, and Sentiments with Entities in Political Discourse     

Yair Fogel-Dror  Shaul R. Shenhav  Tamir Sheafer  Wouter Van Atteveldt 《Communication methods and measures》2019,13(2):69-82

A crucial challenge in measuring how text represents an entity is the need to associate each representative expression with a relevant entity to generate meaningful results. Common solutions to this problem are usually based on proximity methods that require a large corpus to reach reasonable levels of accuracy. We show how such methods for the association between an entity and a representation yield a high percentage of false positives at the expression level and low validity at the document level. We introduce a solution that combines syntactic parsing, semantic role labeling logic, and a machine learning approach—the role-based association method. To test our method, we compared it with prevalent methods of association on the news coverage of two entities of interest—the State of Israel and the Palestinian Authority. We found that the role-based association method is more accurate at the expression and the document levels.  相似文献   

Friend or Foe? Perceptions of Qatar in the Israeli Online General and Sports Press     

Yair Galily  Moran Yarchi  Tal Samuel-Azran  Rona Cohen 《Journal of Intercultural Communication Research》2016,45(5):437-448

The current paper is looking into the way in which Qatar’s investment in sport, both directly and indirectly, is being perceived by the Israeli press. In order to accomplish the task set above, a content analysis of Qatar’s media coverage in the Israeli online press was conducted. Our analysis includes 1199 articles appearing in the mainstream online Israeli press and the findings point out to an interesting trend; there are significant differences between sport related stories, which present a political context and those who do not deal with politics which are significantly more supportive of Qatar.  相似文献   

Association tests and outdoor ecology education     

Franz X. Bogner  Michael Wiseman 《European Journal of Psychology of Education - EJPE》1997,12(1):89-102

This paper deals with the analysis of written associative responses in the context of a week-long outdoor ecology education at a National Park (treatment). Firstly, 12–13 year old pupils were instructed to respond freely to two selected key words (“Environment” and “Conservation”) by listing all words that they associate with them. All observed associations were categorized into a preselected cluster of 8 (or 9) domains. Secondly, the same procedure was applied in a followup survey: For both key words, participation in the education programme influenced frequencies as well as the choice profiles themselves indicating an increase in positive emotional and conservational associations. Advantages and limitations of the method are discussed.  相似文献   

School Organization and Market Ecology: a realist sociological look at the infrastructure of school choice     

Gad Yair 《British Journal of Sociology of Education》1996,17(4):453-471

Programs of school choice are based largely on the idea of a free market’. Recent reform efforts have been based on the assumption that market‐driven educational systems would bring higher achievement levels and greater satisfaction among clients. According to popular views, parents would shop for a school just as they do for any other commodity and competition between schools would ensue, with each school trying to improve itself thereby attracting consumers. There is a major drawback to this reasoning. Markets are rarely completely free from regulation and control, and the desires of individuals do not fully explain the social facts of school choice. As a complement to current school choice studies, a structural explanation of school choice within the theory of network analysis is presented. The study analyses choice in terms of inter‐school student transfers and explains choice as the combined result of two factors. The first is the organization of student mobility in schools, in terms of vacant positions (timing and volume) and student body composition, which posits nine ideal types of school organization. The second factor is the ecology of the market, given in the number of schools in each type. Research conducted in a large city in Israel serves as an example for the approach. The more general implications of the study suggest directions for the theoretical refinement of mobility and attainment studies in sociology.  相似文献   

Using technology to break gender barriers: gender differences in teachers’ information and communication technology use in Saudi Arabian classrooms     

Alexander W. Wiseman  Fawziah Al-bakr  Petrina M. Davidson  Elizabeth Bruce 《Compare》2018,48(2):224-243

How does teachers’ gender influence their information and communication technology-based instruction in Saudi Arabian government schools? Using unique data collected in Riyadh, Saudi Arabia, in 2014, the analyses presented here show that male and female teachers in intermediate school classrooms differently use information and communication technology. As one of the only completely gender-separated educational systems in the world, the differing pedagogies, knowledge and skills of teachers by gender in Saudi Arabia reveal the unique approaches that both the Saudi and technology context provide for students’ learning. Female teachers’ use of technology in the classroom is more frequent and of different types than that of males. Implications are discussed for teacher professional development and for understanding the important role of cultural context around gender and information and communications technology in education.  相似文献   

Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together     

Angela Wiseman 《Early Childhood Education Journal》2011,38(6):431-438

Interactive read alouds are important learning opportunities for emergent readers because teachers and peers can actively model and scaffold comprehension strategies, engage readers, and cultivate a community of learners. Using data from a 9 month ethnographic study in an urban kindergarten classroom, this article describes how the teacher’s approach facilitated rich interaction in the classroom as students read and made sense of stories together. Findings of this study demonstrate how interactive read alouds were important learning opportunities for emergent readers because they provided opportunities for open-ended responses combined with specific reading instruction. The interactive read alouds created a space where meaning was constructed through dialogue and classroom interaction, providing an opportunity for children to respond to literature in a way that builds on their strengths and extends their knowledge.  相似文献