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881.
882.
Thomas Christopher L. Pavlechko Gary M. Cassady Jerrell C. 《Learning Environments Research》2019,22(1):117-131
Learning Environments Research - Ball State University re-designed five classrooms—as part of an Interactive Learning Space (ILS) Initiative—to provide educators with learning spaces... 相似文献
883.
884.
Deborah Finkel Deborah W. Davis Evan J. Giangrande Sean Womack Eric Turkheimer Christopher Beam 《Child development》2022,93(2):e135-e148
The current analysis investigates genetic and environmental influences on the bidirectional relationships between temperament and general cognitive ability (GCA). Measures of GCA and three temperament factors (persistence, approach, and reactivity) were collected from 486 children ages 4–9 years (80% white, 50% female) from the Louisville Twin Study from 1976 to 1998. The results indicated a bidirectional dynamic model of temperament influencing subsequent GCA and GCA influencing subsequent temperament. The dynamic relationship between temperament and GCA arose primarily from shared genetic variance, particularly in families with higher socioeconomic status, where input from temperament contributed on average 20% to genetic variance in GCA versus 0% in lower SES families. 相似文献
885.
Teresa Eckrich Sommer William Schneider Elise Chor Terri J. Sabol P. Lindsay Chase-Lansdale Jeanne Brooks-Gunn Hirokazu Yoshikawa Amanda Morris Christopher King 《Child development》2020,91(6):1916-1933
Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children’s Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children’s Head Start attendance. 相似文献
886.
Ryan D.Burns Yang Bai Wonwoo Byun Taylor E.Colotti Christopher D.Pfledderer Sunku Kwon Timothy A.Brusseau 《运动与健康科学(英文)》2022,11(2):244-251
Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break. 相似文献
887.
Qiang Wu Christopher J. C. Burges Krysta M. Svore Jianfeng Gao 《Information Retrieval》2010,13(3):254-270
We present a new ranking algorithm that combines the strengths of two previous methods: boosted tree classification, and LambdaRank,
which has been shown to be empirically optimal for a widely used information retrieval measure. Our algorithm is based on
boosted regression trees, although the ideas apply to any weak learners, and it is significantly faster in both train and
test phases than the state of the art, for comparable accuracy. We also show how to find the optimal linear combination for
any two rankers, and we use this method to solve the line search problem exactly during boosting. In addition, we show that
starting with a previously trained model, and boosting using its residuals, furnishes an effective technique for model adaptation,
and we give significantly improved results for a particularly pressing problem in web search—training rankers for markets
for which only small amounts of labeled data are available, given a ranker trained on much more data from a larger market. 相似文献
888.
Laura P. Chen Jeremy K. Gregory Christopher L. Camp Justin E. Juskewitch Wojciech Pawlina Nirusha Lachman 《Anatomical sciences education》2009,2(5):210-217
Increasing emphasis on leadership in medical education has created a need for developing accurate evaluations of team leaders. Our study aimed to compare the accuracy of self‐ and peer evaluation of student leaders in the first‐year Human Structure block (integrated gross anatomy, embryology, and radiology). Forty‐nine first‐year medical students at Mayo Medical School were assigned to learning teams of three or four members. Teams worked together on daily laboratory dissection, clinical projects, embryology presentations, and daily group quizzes. Student team leaders were responsible for leading laboratory dissection, reviewing radiographic findings, and organizing group assignments. Weekly electronic surveys were administered to evaluate team leaders on altruism, compassion, respect, integrity, responsibility, commitment to excellence, and self‐reflection. Results demonstrated that team leaders rated themselves lower than their peers rated them in multiple aspects of leadership. Peer evaluation of team leaders was statistically higher than self‐evaluation in all traits measured except respect. Female leaders were rated higher by their peers in the areas of responsibility and self‐reflection compared to male leaders. This study demonstrates the need for increased communication between team leaders and members, along with creation of a mutually respectful environment, to improve leader awareness of their abilities and foster team success. Anat Sci Educ 2:210–217, 2009. © 2009 American Association of Anatomists. 相似文献
889.
The purpose of this study was to explore the relationship between teachers’ (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical
content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative
measures assessed CK, PCK, and PSTE. Document analysis focused on PCK. Elementary teachers gained CK, PCK, PSTE, and designed
lessons to advance thinking from macroscopic to abstract models. Middle/secondary teachers gained PSTE, PCK, and introduced
macroscopic models to develop understanding of previously taught abstract models. All implemented representational thinking
and conceptual change strategies. Results suggest that: (1) constructivist PD meets the needs of teachers of varying CK, and
(2) instruction should connect representational models with alternative conceptions, integrating radical and social constructivism. 相似文献
890.
Andrew Booth Christopher Carroll Diana Papaioannou Anthea Sutton Ruth Wong 《Health information and libraries journal》2009,26(1):4-21
Objectives: To systematically review the UK published literature on e‐learning in the health workplace and to apply the findings to one of the most prolific UK e‐learning initiatives in the health sector—the National Library for Health Facilitated Online Learning Interactive Opportunity (FOLIO) Programme. Methods: Sensitive searches were conducted across assia , Australian Education Index, British Education Index, cinahl , CSA Abstracts, Dissertation Abstracts, Emerald, eric , ibss , Index to Theses, lisa , medline , Psyc Info and Social Science Citation Index. Additional citations were identified from reference lists of included studies and of relevant reviews; citation tracking and contact with experts. Twenty‐nine studies met the inclusion criteria and were coded and analysed using thematic analysis as described by Miles & Huberman (Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park, CA: Sage, 1984). Results: Five broad themes were identified from the 29 included studies: (i) peer communication; (ii) flexibility; (iii) support; (iv) knowledge validation; and (v) course presentation and design. These broad themes were supported by a total of eleven sub‐themes. Components from the FOLIO Programme were analysed and existing and proposed developments were mapped against each sub‐theme. This provides a valuable framework for ongoing course development. Conclusion: Librarians involved in delivering and supporting e‐learning can benefit from applying the findings from the systematic review to existing programmes, exemplified by the FOLIO Programme. The resultant framework can also be used in developing new e‐learning programmes. 相似文献