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951.
Information Retrieval Journal - In this work, we study recent advances in context-sensitive language models for the task of query expansion. We study the behavior of existing and new approaches for... 相似文献
952.
This essay illustrates the application of reception study, the subfield of literary history that emphasises the historical experiences of readers, to pedagogical contexts by investigating the teaching of F. Scott Fitzgerald’s The Great Gatsby (1925) in American high schools during the 1980s. Focusing on the episode in which Jay Gatsby leads Nick and Daisy on a tour of his mansion, the analysis draws on published lesson plans and other primary source documents and reimagines the contemporary cultural contexts to reconsider the novel’s lessons about social class during a decade that saw escalating wealth disparity, mirroring Fitzgerald’s 1920s and anticipating our present. 相似文献
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954.
Andrew Culp 《传播与批判/文化研究》2016,13(2):166-183
Google suggests that connectivity is the new paradigm for politics in the digital age. I argue that the effect of connectivity is a shift in the operation of power from the centralized institutions of the state to the decentralized logistics of inclusion of the digital metropolis. Explaining this power's features, I elaborate a media theory of inclusive disjunction and a feminist theory of pornographic exposure. Locating cultural resistance to connectivity, I look to feminist artistic responses to the city, from which I explore the feminist imagining of connectivity through the metaphor of the storm to reclaim their bodies as sites of contestation. 相似文献
955.
Quality teacher evaluation is a complex subject, requiring complex methods that draw from multiple data sources (Peterson, 2000). Most importantly, preservice teacher evaluation should match teacher education objectives (Popham, 1993) and, ultimately, be used to inform teacher practices and reform educational programming (Darling-Hammond, 1990). The purpose of this study is to present an evaluation model that uses multiple data sources for a preservice teacher’s internship experience. This model is employed within a teacher education program at a large land-grant university; the multiple data sources match program objectives and draw parallels between preservice and inservice teacher evaluation tools at use in this particular state. The evaluation model incorporates two guiding objectives within this college of education’s mission statement—objectives that focus on performance and reflection. First, preservice teachers are educated to assume roles of leadership and service in classroom practice, and second, preservice teachers are taught to become reflective practitioners, The first objective is measured by using a research-based classroom observation rating form during the internship that closely resembles the tool used by the state-licensing department of education. The second program objective is measured through the use of portfolios. In addition to using the results from these instruments to advise preservice teachers regarding their professional growth, the data can also guide program development within the college and suggest programmatic reform, an often overlooked yet integral factor of personnel evaluation. Discussion of specific rating results per instrument and specific avenues for program development are presented. 相似文献
956.
Andrew S. Rosen 《Assessment & Evaluation in Higher Education》2018,43(1):31-44
Student evaluations of teaching are widely adopted across academic institutions, but there are many underlying trends and biases that can influence their interpretation. Publicly accessible web-based student evaluations of teaching are of particular relevance, due to their widespread use by students in the course selection process and the quantity of data available for analysis. In this study, data from the most popular of these websites, RateMyProfessors.com, is analysed for correlations between measures of instruction quality, easiness, physical attractiveness, discipline and gender. This study of 7,882,980 RateMyProfessors ratings (from 190,006 US professors with at least 20 student ratings) provides further insight into student perceptions of academic instruction and possible variables in student evaluations. Positive correlations were observed between ratings of instruction quality and easiness, as well as between instruction quality and attractiveness. On average, professors in science and engineering disciplines have lower ratings than in the humanities and arts. When looking at RateMyProfessors as a whole, the effect of a professor’s gender on rating criteria is small but statistically significant. When analysing the data as a function of discipline, however, the effects of gender are significantly more pronounced, albeit more complex. The potential implications are discussed. 相似文献
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958.
To understand student learning in undergraduate quantitative communication research methods course, this study examined relationships between perceptions of course topic difficulty, course topic understanding, and their relationship with students’ level of math anxiety, need for cognition, and learning strategies. A total of 196 participants voluntarily took part in this study. Results revealed that a higher level of math anxiety leads to a higher level of perceived learning difficulty for topics in the course and leads to a lower level of content understanding of the topics. For topics related to “Research Methods and Measurement,” a higher level of need for cognition results in a lower level of perceived learning difficulty and results in a higher level of content understanding. Use of critical thinking learning strategy has a significantly positive effect on perceived content understanding of topics related to “Research Methods and Measurement,” as does elaboration learning strategy on that of “Statistics.” 相似文献
959.
Educational technology research and development - Instructional strategy is defined in abstract terms independent of instructional theories, philosophies, or standard formulas. Strategies share... 相似文献
960.
Attitudes toward family obligation among adolescents in contemporary urban and rural China 总被引:6,自引:0,他引:6
A sense of obligation to support, assist, and respect the family was examined among approximately 700 urban and rural 10th- (M = 16.6 years) and 12th- (M = 18.9 years) grade students in the People's Republic of China. Urban male adolescents reported a weaker sense of family obligation than did rural male adolescents and both urban and rural female adolescents. Only children did not differ from those with siblings in terms of their attitudes toward family support and respect. A sense of family obligation was generally associated with more positive family relationships and a higher level of academic motivation among Chinese adolescents. Discussion focuses on how the shift to a market economy may influence adolescents' identification with the family in contemporary China. 相似文献