共查询到20条相似文献,搜索用时 31 毫秒
1.
Sagar Chakraborty 《Resonance》2018,23(5):597-600
In this classroom article, we present a geometrical interpretation of a well-known inequality \(\frac{x}{1+x} < {ln}(1+x) < {x}-\frac{x^2}{2(1+x)}\) for x > 0. 相似文献
2.
The popularity of social networking sites (SNSs) among adolescents and young adults has raised concerns that the intensity of using these platforms might be associated with lower academic achievement. The empirical findings on this issue, however, are anything but conclusive. Therefore, we present four random-effects meta-analyses including 59 independent samples (total N = 29,337) on the association between patterns of SNS use and grades. The meta-analyses identified small negative effects of \( \widehat{\rho} \) = ??.07, 95% CI [??.12, ??.02] for general SNS use and \( \widehat{\rho} \) = ??.10, 95% CI [??.16, ??.05] for SNS use related to multitasking. General SNS use was unrelated to the time spent studying for school (\( \widehat{\rho} \) = ??.03, 95% CI [??0.11, 0.06]) and no support for the time displacement hypothesis could be found in a meta-analytical mediation analysis. SNS use for academic purposes exhibited a small positive association, \( \widehat{\rho} \) = .08, 95% CI [.02, .14]. Hypotheses with regard to cross-cultural differences were not supported. 相似文献
3.
Irene Biza Elena Nardi Theodossios Zachariades 《Journal of Mathematics Teacher Education》2007,10(4-6):301-309
Research often reports an overt discrepancy between theoretically/out-of context expressed teacher beliefs about mathematics and pedagogy and actual practice. In order to explore teacher knowledge in situation-specific contexts we have engaged mathematics teachers with classroom scenarios (Tasks) which: are hypothetical but grounded on learning and teaching issues that previous research and experience have highlighted as seminal; are likely to occur in actual practice; have purpose and utility; and, can be used both in (pre- and in-service) teacher education and research through generating access to teachers’ views and intended practices. The Tasks have the following structure: reflecting upon the learning objectives within a mathematical problem (and solving it); examining a flawed (fictional) student solution; and, describing, in writing, feedback to the student. Here we draw on the written responses to one Task (which involved reflecting on solutions of $ {\left| x \right|} + {\left| {x - 1} \right|} = 0 $ ) of 53 Greek in-service mathematics teachers in order to demonstrate the range of teacher knowledge (mathematical, didactical and pedagogical) that engagement with these tasks allows us to explore. 相似文献
4.
Suppose {X, X
n
;n≥1} is a sequence i.i.d.r.v. withEX=0 andEX
2<∞. Shao (1995) proved a conjecture of Révész (1990); ifP(X=±1)=1/2, then
. Furthermore he conjectured that
. In this paper we prove that if
then this conjecture is ture.
Project (10071072) supported by National Natural Science Foundation of China(NSFC). 相似文献
5.
蒋岳祥 《浙江大学学报(A卷英文版)》2005,6(4):315-321
The sequences {Zi,n, l≤i≤n}, n≥l have multi-nomial distribution among i.i.d. random variables {X1,i, i≥1}, {X2,i,u≥l }, …, {Xm,i, i≥1 }. The extreme value distribution Gz(x) of this particular triangular array of i.i.d, random variables Z1,n, Z2Zn,n is discussed in this paper. We found a new type of not max-stable extreme value distributions, i) Gz(x) = r-1∏i=1ФAiαi(x) × Фαr (x);ii) Gz (x) = r-1∏i=1ψAiαi (x) × ψαr (x); iii) Gz (x) = r-1∏i=1 ∧Ai (λix) × A(x), r≥2, 0<α1≤α2≤…≤αr and λi∈ (0,1] for i, l≤i≤r-1 which occur if Fj, …, Fm belong to the same MDA. 相似文献
6.
Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies 总被引:1,自引:0,他引:1
Olugbenga Adedayo Ige Dipane Joseph Hlalele 《Education and Information Technologies》2017,22(6):2693-2709
The need to enhance students’ learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies utilized in teaching secondary school students have significant influence on their learning outcomes. At present in Nigeria, public secondary schools have not been deploying learning technologies to teach students despite the surge in enrollment. This study, therefore, determined the effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies. The study adopted the pretest-posttest, control group, quasi-experimental design using 3 × 2 × 3 factorial matrix. Seventy-eight students from six intact classes in secondary schools in Ondo State were selected for the study and randomly assigned to experimental and control groups. Five instruments used were: Students’ Knowledge of Civic Education Test (r = 0.78), Academic Ability Test (r = 0.72), Online and Blended Teaching Instructional Guides for experimental groups, Conventional Lecture Method Guide for the control group and Teaching Strategies Evaluation Sheet. One hypothesis was tested at 0.05 level of significance. Data was subjected to Analysis of Covariance, Estimated Marginal Means, and Scheffe’s Pairwise Comparison. There was a significant effect of treatment on students’ achievement in Civic Education concepts (F (2; 61) = 4.93, p < 0.05; η 2 = .14). The students exposed to Computer-aided teaching programme had higher adjusted achievement mean score (\( \overline{x} \)= 27.86), than the blended instructional strategy group (\( \overline{x} \)= 23.06), and the control group (\( \overline{x} \)= 18.69). It was, therefore, recommended that teachers in secondary schools in mountainous locations should explore the benefits of teaching with Information and Communication Technology based strategies in civic education classrooms. 相似文献
7.
John Kerrigan 《College Teaching》2018,66(1):35-36
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students. 相似文献
8.
Agnotology is a term that has been used to describe the study of ignorance and its cultural production (Proctor in Agnotology: the making and unmaking of ignorance. Stanford University Press, Stanford, 2008). For issues that are contentious in the societal realm, though largely not in the scientific realm, such as human evolution or the broad basics of human-induced climate change, it has been suggested that explicit study of relevant misinformation might be a useful teaching approach (Bedford in J Geogr 109(4):159–165, 2010). Recently, Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013) published an aggressive critique of Bedford’s (J Geogr 109(4):159–165, 2010) proposals. However, the critique is based on a comprehensive misinterpretation of Bedford’s (J Geogr 109(4):159–165, 2010) paper. Consequently, Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013) address arguments not actually made by Bedford (J Geogr 109(4):159–165, 2010). This article is a response to Legates et al. (Sci Educ. doi:10.1007/s11191-013-9588-3, 2013), and demonstrates their errors of interpretation of Bedford (J Geogr 109(4):159–165, 2010) in several key areas: the scientific consensus on climate change; misinformation and the public perception of the scientific consensus on climate change; and agnotology as a teaching tool. We conclude by arguing that, although no single peer-reviewed publication on climate change, or any other scientific issue, should be accepted without due scrutiny, the existence of a scientific consensus—especially one as overwhelming as exists for human-induced climate change—raises the level of confidence that the overall findings of that consensus are correct. 相似文献
9.
Tricia Vilkinas Richard K. Ladyshewsky 《Educational Research for Policy and Practice》2014,13(2):101-114
The purpose of this study was to identify factors that impacted on the performance and attractiveness of the Academic Director’s role. Academic Directors are responsible for leading and managing an academic qualification. Academic Directors ( $n=101$ ) participating in a leadership development programme were invited to respond to an online $360^\circ $ feedback survey. They invited ( $n=808$ ) Significant Others to provide feedback using the same $360^\circ $ survey. In the main, there was agreement between the two groups on impact factors. The factors impacting strongly on performance were focused on workload points, complexity of the role, knowledge and skills, people skills and others’ expectations. The factors impacting strongly on role attractiveness were around working conditions, autonomy and authority, clarity of work goals and expectations of others. Middle level academic management positions in higher education are poorly researched and the implications of this research with respect to job design, leadership development and recruitment and retention are significant. This is the first study of its kind to investigate factors impacting on the performance of the Academic Director role. 相似文献
10.
Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement (McNeely, Nonnemaker, &; Blum, 2002) and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school (Karcher &; Lee, 2002). This paper reports the psychometric properties and factor analyses findings from a School Connectedness Scale (SCS) given to adolescents in 2 very different high schools in the Northeast, one a large urban school and one a medium-sized suburban school. The results indicate that the SCS is highly reliable with a stable factor structure across diverse populations. The broad applications of use for the instrument are discussed. 相似文献
11.
Recent findings (Keysar, 1994; Weingartner & Klin, 2005) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli. 相似文献
12.
《The Journal of educational research》2012,105(4):264-271
ABSTRACT The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl &; K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading is scaffolded by expert readers. The other approach is Wide-Reading Instruction (M. R. Kuhn, 2005), which also utilizes scaffolding by expert readers, but 3 different grade-level texts are read repeatedly each academic week. The results indicate that both Fluency-Oriented Reading Instruction and Wide-Reading Instruction are useful schemes for reading instruction with ethnically diverse second-grade students. 相似文献
13.
Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can. 相似文献
14.
This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students’ and parents’ positive and negative affect, students’ sense of competence, and students’ type of motivation. In Study 2, the measure was administered to students with and without learning disability—2 groups assumed to differ in the level of stress experienced while doing homework. Results of both studies support the validity of the measure. 相似文献
15.
Anish Dave 《Technical Communication Quarterly》2015,24(3):258-286
I explore the role of categories as rhetorical barriers in organizations responding to crisis (Veil, 2011). I analyze some problematic categories of the Department of Homeland Security (DHS) and the Federal Emergency Management Agency (FEMA) and the categories’ impact on the organizations’ response to Hurricane Katrina. My analysis shows that unintended and perverse consequences (Giddens, 1984, 1987) reversed the power of a key legitimated category (Orlikowski, 1995; Giddens, 1984) and exposed a set of reified categories (Giddens, 1984). 相似文献
16.
Bandura's Social Learning Theory purports that early exposure to this social information may have an impact on children's schema development (e.g., Bandura, 2001), which may influence how children and later adults think about what it means to age and get older (e.g., what it means to be an aging woman in society). By extension, if the portrayal of aging women characters in picture books contains both ageist and sexist attitudes, then the concern is that learned double jeopardy social schemas may influence both children's and the broader society's reactions to this aging sub-population (Chappell & Havens, 1980) and personal self-efficacy toward aging (Bandura, 2011). For the purpose of the current research, a possible double jeopardy portrayal was examined for older women characters in children's picture books. Using a stratified random sampling of 90 children's picture books, results found that older book characters were depicted in only about one-third of the sampled books, and older women portrayals were generally more negative (e.g., “hag”). The current study analyzed the biased aging portrayals in children's picture books, and found evidence for double jeopardy (e.g., both ageist and sexist attitudes combined) in how aging women characters were presented in both text and imagery. Implications toward future research and education interventions that convey more positive messages about aging and being a woman aging in society will be discussed. 相似文献
17.
Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
18.
June Yang 《Assessment & Evaluation in Higher Education》1985,10(3):250-253
A study was conducted to estimate the reliability of oral examinations at the College of Medicine, The University of Iowa. In this paper, a part of the study is presented to provide the reader with an example of the applicability of a Balanced Incomplete Block Design (BIBD). This type of design is used when only fewer than all participating examiners can rate each examinee. Such a design was proposed originally by Yates in 1936.(1) The methods for analysing data obtained by BIBD were presented by Fleiss.(2) The reliability coefficient of the oral examination was .71, higher than some experts would anticipate in a similar situation. When some of the sources of error were eliminated by evaluating students' performances on audio‐tape, the reliability coefficient increased to .88. 相似文献
19.
Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
20.
Alberto Cordero 《Science & Education》2012,21(10):1419-1435
This paper presents and comments on Mario Bunge??s scientific realism. After a brief introduction in Sects. 1 and 2 outlines Bunge??s conception of realism. Focusing on the case of quantum mechanics, Sect. 3 explores how his approach plays out for problematic theories. Section?4 comments on Bunge??s project against the background of the current debate on realism in contemporary analytic philosophy. 相似文献