A probability ranking principle for interactive information retrieval

The classical Probability Ranking Principle (PRP) forms the theoretical basis for probabilistic Information Retrieval (IR) models, which are dominating IR theory since about 20 years. However, the assumptions underlying the PRP often do not hold, and its view is too narrow for interactive information retrieval (IIR). In this article, a new theoretical framework for interactive retrieval is proposed: The basic idea is that during IIR, a user moves between situations. In each situation, the system presents to the user a list of choices, about which s/he has to decide, and the first positive decision moves the user to a new situation. Each choice is associated with a number of cost and probability parameters. Based on these parameters, an optimum ordering of the choices can the derived—the PRP for IIR. The relationship of this rule to the classical PRP is described, and issues of further research are pointed out.

5. BOOKS AND LIBRARIES

THE HIGHWAYMEN: WARRIORS OF THE INFORMATION SUPER‐HIGHWAY by Ken Auletta (New York: Random House, 1997—$27.50, ISBN 0–679–45378–0, 346 pp., index)

THE BARRY DILLER STORY: THE LIFE AND TIMES OF AMERICA'S GREATEST ENTERTAINMENT MOGUL by George Mair (New York: John Wiley, 1997—$24.95, ISBN 0–471–13082–6, 348 pp., notes, photos, index)

MONOPOLY TELEVISION: MTV'S QUEST TO CONTROL THE MUSIC by Jack Banks (Boulder, CO: Westview Press, 1996—$22.00, ISBN 0–8133–1820–3, 291 pp., notes, references, index)

BE SEEING YOU ...DECODING THE PRISONER by Chris Gregory (Luton, England: John Libbey Media/University of Luton Press, 1997—$24.00, paper, ISBN 1–86020–521–6, 228 pp., bibliography and filmography, index)

GLOBAL SPOTLIGHTS ON LILLEHAMMER: HOW THE WORLD VIEWED NORWAY DURING THE 1994 WINTER OLYMPICS edited by Roel Puijk (Luton, England: John Libbey Media/ University of Luton Press, 1997— $40.00, ISBN 1–86020–520–8, 285 pp., appendix)

BROADCAST/CABLE PROGRAMMING: STRATEGIES AND PRACTICES by Susan Tyler Eastman and Douglas A. Ferguson (Belmont, CA: Wadsworth Publishing, 1997 [5th ed.]— $58.95, ISBN 0–534–50744–1, 471 pp., abbreviations and acronyms, glossary, annotated bibliography, bookmarks for the world wide web, index to program titles, general index)

TV DRAMA IN TRANSITION: FORMS, VALUES AND CULTURAL CHANGE by Robin Nelson (New York: St. Martin's Press, 1997—$55.00, ISBN 0–312–17276–1, 277 pp., notes, references, index)

GLUED TO THE SET: THE 60 TELEVISION SHOWS AND EVENTS THAT MADE US WHO WE ARE TODAY by Steven D. Stark (New York: Free Press, 1997—$17.50, ISBN 0–684–82817–0, 340 pp., appendix, bibliography, index)

GEN X TV: THE BRADY BUNCH TO MELROSE PLACE by Rob Owen (Syracuse, NY: Syracuse University Press, 1997—$24.95, ISBN 0–8156–0443–2, 240 pp., photos, bibliography, index)     

Is being gifted always an advantage? Peer relations and self-concept of gifted students

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.     

The relevance of parents’ beliefs for their involvement in children’s school life

Parents play a very important role in all aspects of children’s experiences, and parental involvement in children’s school lives is associated with numerous educational outcomes. Therefore, the present study investigated the role of several parents’ demographic characteristics, parental self-efficacy, as well as beliefs regarding the value of education and the nature of children’s abilities, in modelling and reinforcement behaviours through which parents attempt to become involved in children’s school lives. The obtained results indicated that parental self-efficacy and beliefs regarding the nature of children’s abilities predicted modelling and reinforcement behaviours. Furthermore, parents’ attitudes towards education were identified as a significant predictor of modelling behaviours, whereas their gender predicted reinforcement behaviours. These findings confirm and extend previous knowledge regarding the role of parents’ beliefs in some aspects of their involvement in children’s school life that represents a relevant contributor to students’ academic achievements.     

Student teachers’ emotional teaching experiences in relation to different teaching methods

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We modified the Academic Emotions Questionnaire for the assessment of emotions and used an abridged version of the Instructional Approaches Questionnaire for the assessment of teaching methods. The results indicate that good preparation and a willingness to use constructivist pupil-oriented methods reduce student teachers’ negative experiences and promote learning about teaching.