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Vanya Dimitrova & Darina Dicheva 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):47-57
ITELS is an intelligent system for foreign language terminology learning. It is aimed not only at assisting language learning focused on specific terminology but also at enhancing learner's conceptual knowledge in the subject area. The system could be tuned to aid learning in different terminological areas and supports three styles of tutoring: system-initiated, collaborative, and learner-initiated. Three agents take part in the instructional process supported by ITELS: the human teacher, the system, and the learner. Each of them is an active agent characterised by a set of specific roles with respect to the system functioning. In this paper we describe ITELS with emphasis on the roles of these agents. 相似文献
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Ethnic,Familial, and Religious Identity of Roma Adolescents in Bulgaria,Czech Republic,Kosovo, and Romania in Relation to Their Level of Well‐Being 
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下载免费PDF全文 Radosveta Dimitrova Fons J. R. van de Vijver Jitka Taušová Athanasios Chasiotis Michael Bender Carmen Buzea Fitim Uka Ergyul Tair 《Child development》2017,88(3):693-709
This study examines ethnic, national, familial, and religious identity and well‐being of 632 Roma minority and 589 majority adolescents (age: M = 15.98 years, SD = 1.34) in Bulgaria, the Czech Republic, Kosovo, and Romania. Results indicated that Roma showed lower endorsement of national identity but stronger religious identity than their majority counterparts. Path models showed positive associations of familial and religious identities with well‐being, whereas Roma identity was negatively associated with well‐being, particularly for Roma in Bulgaria and Kosovo (countries with a less active policy toward improving conditions of Roma). In the latter countries, Roma ethnic identity is less relevant and weakly associated with psychological well‐being of youth. 相似文献
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Barbara M. Wildemuth Diane Kelly Emma Boettcher Erin Moore Gergana Dimitrova 《Information processing & management》2018,54(3):433-450
The purpose of this analysis was to evaluate an existing set of search tasks in terms of their effectiveness as part of a “shared infrastructure” for conducting interactive IR research. Twenty search tasks that varied in their cognitive complexity and domain were assigned to 47 study participants; the 3,101 moves used to complete those tasks were then analyzed in terms of frequency of each type of move and the sequential patterns they formed. The cognitive complexity of the tasks influenced the number of moves used to complete the tasks, with the most complex (i.e., Create) tasks requiring more moves than tasks at other levels of complexity. Across the four domains, the Commerce tasks elicited more search moves per search. When sequences of moves were analyzed, seven patterns were identified; some of these patterns were associated with particular task characteristics. The findings suggest that search tasks can be designed to elicit particular types of search behaviors and, thus, allow researchers to focus attention on particular aspects of IR interactions. 相似文献
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Gergana Alzeer 《Gender and education》2018,30(3):360-378
This article is concerned with gendered spaces as they emerge from exploring Emirati female learners’ spatiality in a single-gender context. By conducting ethnographic research and utilising Lefebvre’s triad of perceived, conceived and lived space for the analysis and categorisation of students’ spaces, three types of gendered spaces emerged: ‘generally’, ‘absolutely’ and ‘conditionally’. These spaces were grounded in the sociocultural context of the institute and its participants. The research also revealed the dynamics associated with such gendered spaces, including mobility restrictions and the agency of the female learners through the ways these females contested gender segregation practices, negotiating and attempting to establish new positions of power within cultural and institutional constraints. 相似文献
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H. Hultin K. Eichas L. Ferrer-Wreder R. Dimitrova M. Karlberg M.R. Galanti 《Scandinavian Journal of Educational Research》2019,63(4):534-550
Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate. 相似文献
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Gergana Alzeer 《International Studies in Sociology of Education》2019,28(1):46-62
This article is concerned with the types of lived spaces that emerged from exploring Emirati women learners’ spatial experiences in higher education. By conducting an ethnographic qualitative inquiry and by utilizing Lefebvre’s triad of the perceived, conceived and lived space and rhythmanalysis as a theoretical framework, two distinctive categories of the lived space emerged: ‘Hot’ and ‘Cold’ spaces, with their sub-categorizations. These emergent spaces reveal and reflect Emirati women learners’ spatial needs and experiences as manifested through their spatial appropriation and unique rhythms on campus. The findings also extend our understanding and utilization of Lefebvre’s abstract triad, specifically the lived space, and confirm how space is neither abstract nor static, but socially constructed, dynamic as well as culturally and contextually bound. The spatial focus of this study offers a novel way of thinking about women’s experiences and needs in higher education, thus extending the scholarly work on spatializing education. 相似文献
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