Using the Information Structure Model to Compare Profile-Based Information Filtering Systems

In the IR field it is clear that the value of a system depends on the cost and benefit profiles of its users. It would seem obvious that different users would prefer different systems. In the TREC-9 filtering track, systems are evaluated by a utility measure specifying a given cost and benefit. However, in the study of decision systems it is known that, in some cases, one system may be unconditionally better than another. In this paper we employ a decision theoretic approach to find conditions under which an Information Filtering (IF) system is unconditionally superior to another for all users regardless of their cost and benefit profiles.It is well known that if two IF systems have equal precision the system with better recall will be preferred by all users. Similarly, with equal recall, better precision is universally preferred. We confirm these known results and discover an unexpected dominance relation in which a system with lower recall will be universally preferred provided its precision is sufficiently higher.     

Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance mathematical knowledge. Results indicated that the PD + Meta teachers outperformed the PD teachers on various algebraic procedural and real-life tasks regarding conceptual mathematical explanations. In addition, the PD + Meta group outperformed the PD group in using self-monitoring and evaluation strategies in algebraic problem solving. We discuss educational and practical implications.     

Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge

The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to assess SRL processes. Results showed that exposure to metacognitive support using the IMPROVE self-questioning method may enhance preservice teachers' ability to reflect on and regulate their learning processes. This, in turn, can develop their TPCK, both as learners (comprehension skills) and as teachers (design skills). Further analysis indicated high correlations within SRL measures (self-reports, online reflections) and between SRL and TPCK tasks. Implications are discussed for teacher training in SRL-integrated TPCK contexts.     

The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel

PROSPECTS - This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice...     

Making sense of graphs: does metacognitive instruction make a difference on students' mathematical conceptions and alternative conceptions?

The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP + META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP + META were observed on both graph interpretation and graph construction (transfer task) with regard to alternative conceptions. Furthermore, observations indicated differential characteristics of discourse behaviors during small group interaction under these methods. The practical implications of the study are discussed.     

Social Justice,Sport and Judaism: A Position Statement

ABSTRACT

Jewish teachings on social justice include the maxim attributed to Hillel the Elder in the Mishnah: “If I am not for myself, who will be for me? But if I am only for myself, what am I? And if not now, when?” This maxim indicates Jewish responses to experiencing anti-Semitism in the context of sports, as Jews have stood up for themselves through protest, cultural adaptation, and boycott, as illustrated in phenomena such as the creation of the HaKoach sports teams in Europe, the South Philadelphia Hebrew Association basketball team in the United States, and international responses to the 1936 Berlin Olympics. It illuminates how others have “been for them,” including Football 4 Peace, responses in Europe to Jewish-identified football teams and anti-Semitism. And it illustrates how the Jewish state, Jewish athletes and teams have responded to the call to stand up for others in American baseball and Israeli football.     

THE CONSULTANT'S CORNER: Terrorism,Terrorism Threat,and the School Consultant

Interventions for responding to terrorism and terrorism threat are described for 2 types of preventive interventions (primary and secondary) and for 3 levels (community, school and classroom). All the interventions aim to prevent mental illness and to promote mental health. This article is based on research and literature focused on: (a) responses to human-made and natural disasters, (b) psychological resilience, and (c) programs for dealing with acute and chronic stress and anxiety. While the focus of this article is on responding to terrorism and terrorism threat, it can be generalized to other human-made or natural disasters that impact a school.     

Multilevel covariance structure analysis of sibling antisocial behavior

Conventional covariance structure analysis, such as factor analysis, is often applied to data that are obtained in a hierarchical fashion, such as siblings observed within families. Multivariate modeling of such data, however, is most frequently done as if the data were obtained as a simple random sample from a single population. An alternative specification is presented that explicitly models the within‐level and between‐level covariance matrices in familial antisocial behavior. Sibling data from the National Youth Survey, a national probability sample of youth, were used to specify a multilevel covariance structure analysis of sibling antisocial behavior. Results demonstrate homogeneity in antisocial behavior within sibling clusters but heterogeneity across families. These analyses highlight potential pitfalls of ignoring issues of independence and demonstrate how conventional covariance structure software can be easily adapted to handle hierarchical models, providing a large set of new analysis possibilities for multilevel data.