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191.
Ian A. MacLeod T. Patrick Martin Brent Nordin John R. Phillips 《Information processing & management》1987,23(6)
In this article we discuss the need for distributed information retrieval Systems. A number of possible configurations are presented. A general approach to the design of such systems is discussed. A prototype implementation is described together with the experiences gained from this implementation. 相似文献
192.
目前大多数关于数学教师学科知识的研究都集中在描述其学科知识的特质及其与学生学习的关系,或者只研究两者之一。我的研究课题在研究这两者之外还关注学科知识的可教性及其发展过程。在我设计的"概念研究"中,教师们集思广益,共同探究他们用于教学的数学知识。本文还囊括了一些原始数据来说明教师们在概念研究中的参与是如何逐步改变他们对于数学的认识和理解并实施到教学中的。 相似文献
193.
Brent Bridgeman Catherine Trapani Jennifer Bivens-TatumAuthor vitae 《Assessing Writing》2011,16(4):237-255
Writing task variants can increase test security in high-stakes essay assessments by substantially increasing the pool of available writing stimuli and by making the specific writing task less predictable. A given prompt (parent) may be used as the basis for one or more different variants. Six variant types based on argument essay prompts from a large-scale, high-stakes North American writing assessment and six based on issue prompts from the same test were created and evaluated in the research section of the test administrations in the winter of 2009. Examinees were asked to volunteer to write an essay on one of the new prompt/variant tasks. Essays were obtained from 7573 examinees for argument prompts and 10,827 examinees for issue prompts. Results indicated that all variant types produced reasonably similar means, standard deviations, and rater reliabilities, suggesting that the variant strategy should be useable for operational administrations in high stakes essay assessments. Variant type did not interact with gender, ethnicity, or language (self-report that English or another language is the examinee's “best” language). 相似文献
194.
Kerry Shephard John Harraway Brent Lovelock Sheila Skeaff Liz Slooten Mick Strack 《Environmental Education Research》2014,20(4):476-495
We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute. 相似文献
195.
Matthew R. Rhea Brent A. Alvar Lee N. Burkett 《Research quarterly for exercise and sport》2013,84(4):485-488
We assessed the factor structure of a revised version of the Exercise Imagery Inventory (EII; Giacobbi, Hausenblas, &; Penfield, 2005), second-order interrelationships for cognitive and motivational forms of mental imagery, and associations with exercise behavior and barriers self-efficacy. A convenience sample of 358 (M age = 20.55 years, SD = 3.88) college students completed the EII-revised (EII-R), a measure of barriers self-efficacy and the Leisure-Time Exercise Questionnaire. The EII-R demonstrated reliability and factorial validity with good model fit statistics. We observed second-order relationships among scale scores and discriminant validity evidence that distinguished cognitive (e.g., exercise technique, exercise routines) and motivational (e.g., appearance/health, exercise self-efficacy, exercise feelings) factors. The second-order imagery factors were significantly and moderately associated with barriers self-efficacy and exercise behavior. 相似文献
196.
Justin Ellis Brent H. Richardson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,8(2):375-385
Since gaining independence from South Africa in 1990, Namibia has placed considerable emphasis on education, including adult learning. As a means of improving the quality of adult learning, the Namibian Ministry of Education commissioned the development of national standards in 2010 to express competency requirements for adult educators. Particular attention was paid to the views of adult learners who participated through thirty focus groups. The participatory process revealed that the work of an adult educator is more complex and demanding than had previously been appreciated. The required competencies were categorised under four headings: (1) Knowledge as an adult educator, (2) Practice as an adult educator, (3) Relationships as an adult educator and (4) Ethics and professionalism as an adult educator. The Namibia Qualifications Authority, acting under its legislative mandate of setting occupational standards for occupations, jobs, posts and positions, approved the national standards in 2011. 相似文献
197.
198.
In Experiment 1, the form of keypecks produced in an autoshaping procedure with food or water reinforcers was compared with that of eating and drinking responses. Because the responses involve a number of different effector systems, several elements of response form were measured, including peck force and duration, gape, and eye closure. Gape was the only measure to reliably distinguish between both ingestive responses and between conditioned keypecks reinforced with food or water. With either reinforcer, keypecks had greater force than did ingestive behaviors. In Experiment 2, a transition between two forms of keypeck was produced by manipulating deprivation and reinforcer conditions. Some measures appeared to vary in a dichotomous manner between two discrete response forms; gape showed a gradual and continuous change involving the production of intermediate forms of the response. It was concluded that the control of conditioned response form involves theconstruction of the response from movements produced by several effector systems, each with potentially different sources of control. 相似文献
199.
Brent C. Elder Michelle L. Damiani Benson O. Oswago 《International Journal of Inclusive Education》2016,20(4):413-434
The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers’ uses of inclusive teaching strategies in primary schools following a series of teacher trainings, classroom observations, individual semi-structured teacher conferences, reflective lesson plans, and pre- and post-questionnaires. Moving beyond legal mandates and attitudinal assessments, the outcomes of this study demonstrate that in a short time, and among a small sample of teachers, administrators, and Ministry officials, a culturally responsive approach to implementing inclusive learning strategies proved beneficial for meeting the needs of diverse primary school students in western Kenya. 相似文献
200.