排序方式： 共有11条查询结果，搜索用时 562 毫秒
1.
Kyle A. Caudle 《Teaching Statistics》2018,40(3):98-107
When playing card games, how many times should a deck be shuffled in order to achieve randomness? This article shows how card shuffling can be used as a classroom exercise to reinforce construction and interpretation of confidence intervals. 相似文献
2.
Congressional elections are crucial to the American political system and candidates spend millions of dollars seeking votes with television spots. Unfortunately, the literature in this area is a hodgepodge of studies (with different methods and samples) rather than a comprehensive analysis of congressional television advertising. This study utilized the Functional Theory of Political Campaign Discourse to content analyze 744 television spots for House and Senate candidates from 1980–2004. Candidate discourse in these spots employed acclaiming (positive) strategies much more frequently than attacking (negative) or defending (refutational) strategies. Unlike discourse in presidential campaigns, congressional TV spots tend to place equal emphasis on policy and character (although since 1992 the emphasis has been on policy). Democrats tend to attack more and to discuss policy more than their counterparts. Incumbents acclaimed more and attacked less than challengers, whereas open-seat candidates have a style that lies between these two extremes. Open-seat candidates discuss past deeds less frequently than incumbents or challengers, both of whom tend to rely on the incumbent's record to attack (challengers) or to acclaim (incumbents). 相似文献
3.
This study investigated issue ownership patterns in 602 U.S. House and Senate Democratic and Republican political campaign television advertisements from 1980–2000. First, the themes in these ads were about equally split between policy and character (unlike presidential TV spots from the same time period, which are roughly two-thirds policy and one-third character). Candidates from each political party addressed their own party's issues more than issues owned by the other party. However, unlike presidential spots, congressional ads discussed Democratic issues more than Republican issues (59% to 41%). Although candidates from both political parties discussed their own issues more, winners tended to discuss issues from the other party more than losers. There was no difference in issue ownership emphasis between the House and Senate ads in this sample. 相似文献
4.
Despite the hundreds of millions of dollars spent on television advertising in congressional campaigns, relatively little research has examined the content purchased by those advertising dollars. This study applied the Functional Theory of Political Campaign Discourse to a purposive sample of television spots from U.S. House and Senate races from 1986 to 2000. Acclaims (self‐praise: 64%) outnumbered both attacks (criticisms: 35.5%) and defenses (refutation of attacks: 0.5%). Policy utterances comprised the bulk of the discussions in the ads (70%), while character utterances appeared less frequently (30%). Past deeds of candidates were the overwhelming focus of policy discussions (81%), while personal qualities dominated the discourse on character utterances (86%). Incumbents had a strong proclivity to acclaim (79%) more than challengers (51%) whereas challengers had a tendency to attack (49%) more than incumbents (21%). Incumbents were more likely to use past deeds to acclaim, whereas challengers used past deeds to attack. 相似文献
5.
The aim of this paper is to describe the dominant schools of thought in relation to learning theories and how computermediated technologies can be integrated in relation to these theories. A framework is proposed for integrating the learning theories, situating the use of these learning theories in different instructional contexts. Hence, instead of regarding the learning theories as discordant, it is rather proposed that human cognition is complex and that there is a role for behaviourist, cognitivist, constructivist and social constructivist models of learning based on the objectives and context of learning. Moreover, computer-mediated instructional technologies can also be appropriated accordingly based on the different contexts of learning and instruction. Théories de l’apprentissage et technologies numériques. Cet article tente de décrire les différentes écoles de pensées relatives aux théories de l'apprentissage et de l'intégration des nouvelles technologies numériques. Nous proposons de situer les diverses applications de ces théories dans divers contextes d'enseignement. Sans mettre en opposition ces théories, nous tentons de démontrer la complexité de la connaissance humaine, tout en montrant le rôle des divers modèles d'apprentissage, behavioristes, cognitivistes ou socio-constructivistes et dans quelles mesures l'usage des technologies numériques peut s'y intégrer. Lerntheorien und computervermittelte Unterrichtstechniken. Das Ziel dieses Beitrags ist, die dominierenden Denkschulen in Bezug auf Lerntheorien und wie computervermittelte Techniken in diese Theorien eingefügt werden können, zu beschreiben. Wir schlagen einen Rahmen vor, in den die Lerntheorien integriert sind, und der ihre Verwendung in verschiedenen Unterrichtskontexten darlegt. Daher schlagen wir vor, statt die Lerntheorien als disharmonisch zu betrachten, lieber darauf abzustellen, dass menschliches Erkennungsvermögen komplex ist, und dass dabei Platz für Behavioristen, Kognitivisten, Konstruktivisten und Sozialkonstruktivisten ist, ihre Lernmodelle auf die Ziele und den Kontext des Lernens anzusetzen. Außerdem können computervermittelte Unterrichtstechniken auch angemessen auf Grundlage der verschiedenen Kontexte von Lehren und Lernen reflektiert werden. 相似文献
6.
Lori A. Caudle Min-Jung Jung Hillary N. Fouts Heather S. Wallace 《The Teacher Educator》2014,49(1):61-74
Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20-second observe and 10-second record method, eleven preservice teachers were observed in classrooms for two morning hours. A repeated measures MANOVA revealed two significant two-way interactions, which included types of modification techniques and types of contexts (Wilks's λ = .38, F(2, 9) = 7.37, p .05, Cohen's f = .88) and types of communication skills and types of contexts (Wilks's λ = .64, F(1, 10) = 5.53, p .05, Cohen's f = .74). Implications for future research and practice include more focused observations of preservice teachers and children's responses to various verbal and non-verbal strategies along with more education about how to use positive guidance strategies in real-life classroom situations. 相似文献
7.
Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice. 相似文献
8.
The Hunger Games is an annual event in the fictional country of Panem. Each year, 24 children (tributes) are chosen by lottery from 12 districts to fight to the death in the arena for the entertainment of the Capitol citizens. Using statistical analysis and computer simulations, we will explore the possibility that the Gamemakers, those in charge of planning the Hunger Games, fixed the lottery. Using the fictitious data from Suzanne Collins' book the Hunger Games, we show how students can learn how to perform a permutation goodness of fit test. 相似文献
9.
Dana M. Caudle Cecilia M. Schmitz Elizabeth J. Weisbrod 《Library Collections, Acquisitions, and Technical Services》2013,37(1-2):2-12
This paper presents results taken from 2008 to 2010 of an ongoing microform use study. The number of titles used is evenly distributed over time with microfilm being the most used format and newspapers accounting for half of all usage. When publications are available electronically, users may still use the microform version. This study illustrates how microform and electronic collections are complementary—electronic materials provide better access but microform is better for preservation. Users prefer electronic materials but will also use microform when there is no online version available or when the online version is not an exact copy of the original. 相似文献
10.
Kushalnagar P Krull K Hannay J Mehta P Caudle S Oghalai J 《Journal of deaf studies and deaf education》2007,12(3):335-349
Cognitive ability and behavioral adaptability are distinct, yet related, constructs that can impact childhood development. Both are often reduced in deaf children of hearing parents who do not provide sufficient language and communication access. Additionally, parental depression is commonly observed due to parent-child communication difficulties that can lead to parents' feelings of inadequacy and frustration. We sought to assess whether adaptive behavior in deaf children was associated with nonverbal intelligence and parental depression. Parents of precochlear implant patients seen for neuropsychological assessment were administered the Parenting Stress Index and Vineland Behavior Adaptive Scales to obtain measures of parental distress and child's behavioral adaptability. Precochlear implant patients' cognitive functioning was assessed via the Mullen Scales of Early Learning or the Leiter International Performance Scale-Revised, depending on the child's age at the time of testing. Regardless of age or neurological status, the deaf child's adaptive behavior consistently showed a strong relationship with intelligence. Moderate correlation between parental depression and the child's adaptive behavior was observed only in the younger group. The relationship between parental depression and communication subscale was moderated by intelligence for deaf children without neurological complications. The findings provide important implications for promoting family-centered interventions with early communication and language development. 相似文献