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81.
Karma El Hassan 《高等教育研究与发展》2009,28(3):319-333
This study aimed at exploring faculty and student perspectives on student evaluations, as well as identifying their perceptions of the usefulness and appropriateness of the ratings for evaluating teaching effectiveness. More specifically, the study aimed at identifying the consequences, both intended and unintended, of using the evaluations, in addition to better understanding the process students used in responding to evaluations and what use faculty members made of them. Two surveys were developed and placed on the website of the Office of Institutional Research and Assessment. Emails were sent to all students and faculty participating in evaluations soliciting their cooperation and requesting their input. Faculty and student perceptions were compared qualitatively and statistically. Results revealed that students and faculty believe in the effectiveness and usefulness of the system with the need to overcome some negative consequences and biases inherent in its application at the University. Recommendations for system improvement are provided. 相似文献
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83.
Sabry M. Abd‐El‐Fattah 《教育心理学》2011,31(4):497-511
The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance. 相似文献
84.
Mohamed B. El Mashade 《Journal of The Franklin Institute》2005,342(5):521-550
The radar signals returning from the targets being illuminated are usually accompanied by thermal noise and clutter. Constant false alarm rate (CFAR) processors are useful for detecting these targets in a background for which the parameters of the statistical distribution are not known and may be nonstationary. The ordered-statistics (OS) CFAR technique has been proven to work satisfactorily in both multiple-target and nonuniform clutter cases. Unfortunately, the large processing time taken by this scheme limits its practical uses. The modified versions of the OS processor have been proposed to replace it in these applications. They can reduce the processing time of the single-window OS detector in half without changing its useful properties. Our goal in this paper is to provide a complete detection analysis for the OS processor along with ordered-statistic greatest-of (OSGO) and ordered-statistic smallest-of (OSSO) modified versions, for M postdetection integrated pulses when the operating environment is nonideal. Analytical results of performance are presented in both multiple-target situations and in regions of clutter power transitions. The primary and the secondary interfering targets are assumed to be fluctuating in accordance with the Swerling II target fluctuation model. As the number of noncoherently integrated pulses increases, lower threshold values and consequently better detection performances are obtained in both homogeneous and multiple-target background models. However, the false alarm rate performance of OSSO-CFAR scheme at clutter edges worsens with increasing the postdetection integrated pulses. As predicted, the OSGO-CFAR detector accommodates the presence of spurious targets in the reference window, given that their number is within its allowable range in each local window, and controls the rate of false alarm when the contents of the reference cells have clutter boundaries. The OSSO-CFAR scheme is useful in the situation where there is a cluster of radar targets amongst the estimation cells. 相似文献
85.
Rachid El Hour 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(3):288-298
The Berber language has historically been a key element in the socio-cultural and ethnic fabric of the Maghrib. Consequently, in recent years there have been several initiatives to recover and interpret the information Arabic sources provide on the Berber language and the role played by Berber peoples in the consolidation of Islam in this area.Studies of the Berber language and peoples have primarily centred on chronicles and geographical sources, but scholars have devoted less attention to other sources, especially hagiographies. With the exception of some specific work, the role of the Berber language and peoples in hagiographic literature has not been systematically analysed. The analysis presented in this article suggests that some hagiographic sources, especially those written by Berber authors, while avoiding an open defence of Berber identity, in fact hid it behind comments and quotes of a linguistic nature. This study, although it includes some additional references to the Mārinid, Wa??āsid and Sa?did periods, concentrates on the Almohads, and deals with written sources, both Andalusi and Maghribi. 相似文献
86.
This study further extends a conceptual framework that explores science teaching as a “practice” not reducible to the application of formal knowledge, but as informed by teachers' practical‐moral knowledge. A hermeneutic model was developed to examine practical‐moral knowledge indirectly by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize “internal goods” of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in‐depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of “good” teachers not letting students and schools down. Other emergent commitments were commitments: to conceptual understandings, to “challenge” learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 929–951, 2010 相似文献
87.
88.
The current study examined within‐family relations between mothers’, fathers’, and children's objectively assessed sleep. Participants were 163 children (Mage = 10.45 years; SD = 0.62) and their parents. For 7 nights, families wore actigraphs to assess sleep duration (minutes), quality (efficiency, long wake episode, total wake minutes), and schedule (wake time). A sleep log assessed bedtime. Multilevel models indicated that children's sleep minutes, sleep efficiency, wake minutes, and wake time were associated with fluctuations in their mothers’, but not fathers’, sleep that same night. The duration and quality of mothers’ sleep was associated with both fathers’ and children's sleep that night, whereas fathers’ sleep was positively associated with only mothers’ sleep. Findings highlight the importance of examining sleep within a family context. 相似文献
89.
Pedler,Mike & Abbott,Christine (2013) Facilitating action learning McGraw‐Hill (Maidenhead & New York) isbn 978‐033524597‐0 204 pp £19.99 http://www.mheducation.co.uk/9780335245970‐emea‐facilitating‐action‐learning‐a‐practitioners‐guide 下载免费PDF全文
Dr Nancy El‐Farargy 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):E17-E18
This most helpful book supports action learning practitioners in organising collaborative working and knowledge generation and implementation. The case studies help inspire and motivate readers to take action, and the book as a whole leans towards practical guidance rather than being loaded with theory. It's a readable text for aspiring action learning practitioners aiming to drive forward and implement such ideas, and to share learning at system‐wide scale. It also serves as a quick reference guide for the personal libraries of more seasoned practitioners and other leaders and developers. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Nancy El‐Farargy 相似文献
90.
Jalal Ismaili El Houcine Ouazzani Ibrahimi 《Education and Information Technologies》2017,22(3):883-899
Assistive Technology (AT) revolutionized the process of learning for special needs students during the past three decades. Thanks to this technology, accessibility and educational inclusion became attainable more than any time in the history of special education. Meanwhile, assistive technology devices remain unreachable for a large number of students with disabilities, especially in under-developed and developing countries like Morocco due to a number of factors, especially, availability and affordability. Mobile learning, using smartphones and tablets in particular, may provide alternative solutions as special education tools in such countries. Additionally, open source platforms, particularly Google play store with all the applications it accommodates for disabled people, may obviate the need for monofunctional, sometimes expensive, AT devices. The present paper sets out to investigate potentials of using smartphones and tablets as alternative learning tools for assistive technology devices within formal and informal learning environments. It compares seven free Google Play medical apps with seven assistive technology devices at the level of functionality and affordability. The apps are of relevance to cases of physical as well as mental disabilities, namely hearing impairment, visual impairment, autism and speech articulation disorders. 相似文献