It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children??s academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors have been proposed, the mediation effects of parental expectations on their children??s cognitive ability in predicting academic achievement are yet to be established. Data from 780 students from one primary school in Hong Kong and their parents were used to generate structural equation models to test the hypothesis that parental affective factors, as indicated by parental home and school involvement, parental beliefs of their children??s ability and parental expectations of their children??s academic scores, mediate the effects of student IQ score in predicting school achievement in English, Chinese and Mathematics. The results support the hypothesis that parents help their children to actualize their cognitive ability by directly communicating their academic expectations to their children. 相似文献
Information Retrieval Journal - Query performance prediction (QPP) has been studied extensively in the IR community over the last two decades. A by-product of this research is a methodology to... 相似文献
This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice. 相似文献
Batch IR evaluations are usually performed in a framework that consists of a document collection, a set of queries, a set of relevance judgments, and one or more effectiveness metrics. A large number of evaluation metrics have been proposed, with two primary families having emerged: recall-based metrics, and utility-based metrics. In both families, the pragmatics of forming judgments mean that it is usual to evaluate the metric to some chosen depth such as \(k=20\) or \(k=100\), without necessarily fully considering the ramifications associated with that choice. Our aim is this paper is to explore the relative risks arising with fixed-depth evaluation in the two families, and document the complex interplay between metric evaluation depth and judgment pooling depth. Using a range of TREC resources including NewsWire data and the ClueWeb collection, we: (1) examine the implications of finite pooling on the subsequent usefulness of different test collections, including specifying options for truncated evaluation; and (2) determine the extent to which various metrics correlate with themselves when computed to different evaluation depths using those judgments. We demonstrate that the judgment pools constructed for the ClueWeb collections lack resilience, and are suited primarily to the application of top-heavy utility-based metrics rather than recall-based metrics; and that on the majority of the established test collections, and across a range of evaluation depths, recall-based metrics tend to be more volatile in the system rankings they generate than are utility-based metrics. That is, experimentation using utility-based metrics is more robust to choices such as the evaluation depth employed than is experimentation using recall-based metrics. This distinction should be noted by researchers as they plan and execute system-versus-system retrieval experiments. 相似文献
There is a lack of empirical data on the ability and achievement characteristics of Australian university students seeking accommodation under the Disability Discrimination Act because of Specific Learning Disabilities (SLD). A series of 30 self-referred students was assessed individually using an extensive test battery (WJ-R) based on a modern, comprehensive model of intelligence and achievement. Comparisons with known characteristics of North American students with and without SLD are reported as well as individual profile patterns relevant to definitions of SLD. Intra-cognitive weaknesses were found in cognitive processing speed, memory, auditory and visual intelligence. Contrary to expectation, reading was not an area of weakness. As expected, basic writing skills were poor for many students (18 out of 30). The variability of profile patterns requires an individualised approach to assessment, careful translation into recommendations, and ongoing evaluation of learning outcomes. 相似文献
In this study, we investigate trends in the relationship between what students know and the types of data that capture their attention over time in a science-based multi-user virtual environment. Longitudinal analyses of the patterns of data collected by 143 middle school students (nested within 5 teachers) showed that student prior knowledge was marginally (p?<?.10) related to variation in the attentional value (visibility and location) of data they collected over time, explaining about 2% of said variation. By contrast, accounting for the clustering of students by teacher was statistically significantly (p?<?.05) related to variation in trends in attentional values and explained 36% of said variation.