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Muncer Gemma Higham Philip A. Gosling Corentin J. Cortese Samuele Wood-Downie Henry Hadwin Julie A. 《Educational Psychology Review》2022,34(1):301-334
Educational Psychology Review - Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has... 相似文献
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E-participation enables citizens to have an impact on policy-making through electronic means. Two of the most popular channels are social media and dedicated e-participation platforms. However, the ideas, comments, discussions of citizens on these two channels generate a lot of data to be processed by political representatives or public agents afterwards. Despite the existence of various techniques for social media analytics, literature is scarce regarding the analysis techniques to mine e-participation platforms as well as the possible combination of insights between the two channels.In order to address these gaps, we design a policy analytics framework to leverage insights from e-participation platforms and social media through relevant data analytics to support policy-making. In order to do so, we rely on the Design Science Research methodology. Through the analysis of four different cities in Belgium (Liège, Mons, Marche-en-Famenne, Leuven), we identify policy-makers' requirements and needs of information from platforms and social media. Then, we explore data analysis techniques to address those requirements. Finally, we design an actionable framework, present it as an interactive dashboard and iteratively test it on the case of Liège. This policy analytics framework supports each step of the traditional policy-making process with appropriate data analytics applied to the two sources. 相似文献
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Nathalie Bonneton-Botté Florence Bara Nathalie Marec-Breton Fanny De La Haye-Nicolas Corentin Gonthier 《Reading and writing》2018,31(4):927-943
The objective of this study was to confirm the existence of knowledge relating to the cursive writing movement for French pupils in 3rd year of kindergarten, 2nd grade and 5th grade of elementary school. 141 pupils were asked to watch a visual presentation of cursive handwriting to determine whether they were able to detect violations of two rules of handwriting: continuity and sequentiality of the cursive handwriting movement. Our results showed progressive development of the understanding of characteristics of the cursive handwriting movement, with different developmental trajectories of knowledge for the different rules. The ability to detect continuity of the cursive writing movement developed earlier than the ability to detect sequentiality. Correct decisions were not always accompanied by correct justifications, which developed more slowly than detection of rule violations. 相似文献
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