关联规则在学生成绩中的数据挖掘

数据挖掘中的关联规则挖掘能够发现大量数据中项集之间有趣的关联或相关联系。采用关联规则的Apriori算法和改进后的Apriori算法对三门峡职业技术学院学生各门课程成绩进行分析,从而发现课程之间的联系和基础课程对专业课程的影响,为教务管理部门安排课程提供参考。     

QNX实时操作系统及其应用分析

对QNX实时操作系统的发展历程、主要特点、最新技术和应用领域进行了概括性描述,对于QNX嵌入式用户界面和QNX多媒体解决方案等最新应用进行了分析。     

新课程标准下高考物理测量目标研究与考核目标的确定

本文从高中物理学科课程目标的分析入手,通过研究测量目标和行为目标,确定新课程高考物理的三维考核目标与要求。     

素质教育背景下班级自主管理理念探讨

在全面推进素质教育的今天,班级中实施学生自主管理需要一定的理念作指导,让班级成为学生个性自主发展的场所、素质全面自主发展的场所和素质自主和谐发展的场所应是班级自主管理的基本理念。     

善用评核数据提升学与教——以“全港性系统评估”为例

在教与学的过程中,评核担当着重要的角色,评核的数据是诊断教学,反映学生的学习能力、表现和成效的参考依据。因此,教师如何善用评核所得的数据提升教与学成为一个关键的问题。本文以香港“全港性系统评估”为例,具体分析学校该如何有效地使用评核数据来提升学与教。     

《网络课程评价规范》与图书馆用户网络教育的标准化

网络教育技术标准化是保证学习资源共享和各教学系统互联互通的根本措施.文章阐述了图书馆信息用户网上教育标准化建设的意义,介绍了我国的<网络课程评价规范>,提出以此为参照进行图书馆信息用户网络教育工作标准化的几点建议.     

Analysis of Korean students’ international mobility by 2-D model: driving force factor and directional factor

The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s higher education institutions that can be incorporated into their recruitment strategies for international students.

Profiling Teacher/Teaching Using Descriptors Derived from Qualitative Feedback: Formative and Summative Applications

Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information. Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness. This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher, and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting their ability to make valid judgments about teaching effectiveness.

Examining the supervision of mathematics student teachers through analysis of conference communications

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.     

Exploring the orientations of international students in Mexico: differences by region of origin

This study examined the dispositions, experiences, and expectations of international students in a developing country to understand the increasing phenomenon of reverse student flows and the role of the political economy in international student mobility. Students’ dispositions, experiences and expectations—referred here collectively as “orientations”—served as the guiding framework for this study. Data were drawn from survey responses from 279 international students at universities throughout Mexico and analyzed to explore the orientations among students from Europe, Latin America and North America. Findings showed significant differences among international students’ dispositions, experiences, and expectations by these geographical regions of origin. In a broader context, this research addressed the important role of developing countries as not only senders but also receivers of international students. This research also demonstrated the ways that the political economy shape the orientations of students studying abroad.