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41.
42.
Sara Prewett Daryl F. Mellard Donald D. Deshler Justin Allen Ryan Alexander Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147
Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions. 相似文献
43.
Ann Lewis 《欧洲特需教育杂志》2013,28(1):95-105
Abstract The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature. 相似文献
44.
Melinda Lewis 《Educational gerontology》2013,39(8):655-667
Youth and older adults are the most valuable sources of community volunteerism in the United States today. An important part of involving youth in service to others has been the proliferation and sophistication of service-learning programs that provide opportunities for meaningful engagement and reflection. Increasingly, service learning is recognized as an integral part of both community involvement and education, and youth are provided with growing opportunities to combine practice and knowledge. As this movement has developed, however, older adult volunteers have been largely excluded. Despite theory and observation that demonstrates older adults' desire to stay engaged in learning and service, programs providing them with structured opportunities are rare. After outlining the development and expansion of service-learning programs for youth in the United States, this paper asks the question, ''Why not service learning for elders?'' analyzes some of the potential benefits of institutionalizing such an approach, and highlights promising efforts in the field. 相似文献
45.
46.
In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We estimate that near the policy threshold, the post-midterm attendance rate was 36 percentage points higher for those students facing compulsory attendance. The discontinuous attendance policy is also associated with a significant difference in performance on the final exam. We estimate that a 10 percentage point increase in a student's overall attendance rate results in a 0.17 standard deviation increase in the final exam score without adversely affecting performance on other classes taken concurrently. 相似文献
47.
A pipelined architecture for distributed text query evaluation 总被引:1,自引:0,他引:1
Alistair Moffat William Webber Justin Zobel Ricardo Baeza-Yates 《Information Retrieval》2007,10(3):205-231
Two principal query-evaluation methodologies have been described for cluster-based implementation of distributed information
retrieval systems: document partitioning and term partitioning. In a document-partitioned system, each of the processors hosts
a subset of the documents in the collection, and executes every query against its local sub-collection. In a term-partitioned
system, each of the processors hosts a subset of the inverted lists that make up the index of the collection, and serves them
to a central machine as they are required for query evaluation.
In this paper we introduce a pipelined query-evaluation methodology, based on a term-partitioned index, in which partially
evaluated queries are passed amongst the set of processors that host the query terms. This arrangement retains the disk read
benefits of term partitioning, but more effectively shares the computational load. We compare the three methodologies experimentally,
and show that term distribution is inefficient and scales poorly. The new pipelined approach offers efficient memory utilization
and efficient use of disk accesses, but suffers from problems with load balancing between nodes. Until these problems are
resolved, document partitioning remains the preferred method.
Alistair Moffat was supported by the Australian Research Council, the ARC Special Research Center for Perceptive and Intelligent
Machines in Complex Environments, and the NICTA Victoria Laboratory.
William Webber and Justin Zobel were supported by the Australian Research Council.
Ricardo Baeza-Yates was supported by Grant P01-029-F from Millennium Initiative of Mideplan, Chile; and by the University
of Melbourne as a visiting scholar at the time this project was undertaken. 相似文献
48.
49.
Other Index
Index to Volume XLI 相似文献50.