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101.
102.
Mike Perry 《Teaching Statistics》1999,21(1):17-19
Several measures of “success” for a simple game are discussed. Comparisons between players, and between a player and a simulation, can be made in several ways. 相似文献
103.
Philip H. K. Seymour Lynne G. Duncan Fiona M. Bolik 《Journal of Research in Reading》1999,22(2):113-130
Theorists and practitioners in the field of reading development are currently debating the importance of rhymes and phonemes in beginning reading. In a recent study, Duncan, Seymour and Hill (1997) provided evidence that explicit or meta- awareness of sound is closely linked to reading strategy. Meta-awareness was measured by asking beginning readers to identify the ‘common unit’ shared by two spoken words. Results showed that meta-awareness of phonemes emerged prior to meta-awareness of rhyme, and that reading strategy followed a similar small-to-large progression. This study reports on a replication of the ‘common unit’ task which includes modifications to the original procedure (randomisation of conditions, increased practice, removal of positional references from instructions). The results confirm the pattern observed in the original study. Beginning readers learning by a mixed method can identify shared phonemes but not shared rimes in the common unit task. The implications of this and similar replications are discussed. 相似文献
104.
105.
Modeling the impacts of child care quality on children's preschool cognitive development 总被引:3,自引:0,他引:3
Duncan GJ;National Institute of Child Health Human Development Early Child Care Research Network 《Child development》2003,74(5):1454-1475
The National Institute of Child Health and Human Development (NICHD) Study of Early Child Care compared 3 statistical methods that adjust for family selection bias to test whether child care type and quality relate to cognitive and academic skills. The methods included: multiple regression models of 54-month outcomes, change models of differences in 24- and 54-month outcomes, and residualized change models of 54-month outcomes adjusting for the 24-month outcome. The study was unable to establish empirically which model best adjusted for selection and omitted-variable bias. Nevertheless, results suggested that child care quality predicted cognitive outcomes at 54 months, with effect sizes of .04 to .08 for both infant and preschool ages. Center care during preschool years also predicted outcomes across all models. 相似文献
106.
Parameters pertaining to information processing by human beings have, in the past, been determined by learning and memory experiments with nonsense syllables, number sequences, etc. However, in the real world we are concerned with the processing of meaningful information, not senselles texts. Therefore, the determination of subjective information directly from meaningful material becomes extremely important in the instruction-learning process.This study derives an equation for predicting the subjective textual information contained in a text of material written in the English language. Specifically, this investigation describes, by a mathematical equation, the relationship between the subjective information content of written textual material and the relative number of errors committed by a learner when asked to predict, letter by letter, the content of given textual material. This relationship shows that the subjective information of a given text for a specific learner is directly proportional to the number of wrongly guessed signs made by that learner. This is expressed mathematically by% MathType!MTEF!2!1!+- % feaafeart1ev1aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbuLwBLn % hiov2DGi1BTfMBaeXatLxBI9gBaerbd9wDYLwzYbItLDharqqtubsr % 4rNCHbGeaGqiVu0Je9sqqrpepC0xbbL8F4rqqrFfpeea0xe9Lq-Jc9 % vqaqpepm0xbba9pwe9Q8fs0-yqaqpepae9pg0FirpepeKkFr0xfr-x % fr-xb9adbaqaaeGaciGaaiaabeqaamaabaabaaGcbaGaamysaiabg2 % da9iaaiodacaGGUaGaaGymaiaabccacaWGfbaaaa!3B57! \[ I = 3.1{\rm{ }}E \] 0935 0212 VWhere: I = Information in bits E = Number of wrongly guessed signsThe application of Shannon's guessing procedure (1951) in this study permits the measurement of the subjective information of a given text for a specific learner. Unlike senseless texts, the subjective information of a meaningful text varies from learner to learner. Therefore, the derived equation permits the measurement of information in terms of a value that is dependent not only upon the inherent qualities of the subject matter, but also upon the internal state of the learner.The derived equation for the English language is then compared to an equation derived by Weltner (1967) for the German language and found to be remarkably similar.This work was, in part, supported by United States Air Force Contract F41609-71-C-0027 entitled Flying Training Research on Airborne and Ground Training Systems, and a research grant from Arizona State University. 相似文献
107.
The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer. 相似文献
108.
109.
This paper explores selective literatures in the two fields of action learning and innovation, and seeks insights into the processes of, and connections between, innovation, engagement and implementation. We searched the action learning articles for references to innovation, beginning with the work of Revans, who highlights the innovation paradox, which becomes a key theme of this paper. We searched the very large innovation literature for references to innovation as a learning process and as a factor in organisational learning. The paper surveys the factors said to enable innovation, and briefly outlines some inhibitors, before considering Revans’ contribution to thinking about innovation. This is followed by a consideration of developments in action learning and innovation since Revans. The findings suggest that paradox theory is a useful way of thinking about innovation, conceived of as a practical problem involving resistances and frequent failures of implementation and adoption, and also propose action learning as a means of working with and addressing paradox. A limitation of this study is its lack of empirical data. Further research could usefully interrogate examples of innovation practices and ask such questions as to why innovation remains so elusive, and how innovative capacities and capabilities can be developed and enhanced. 相似文献
110.
This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next. 相似文献