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Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
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Douglas B. ClarkEmail: |
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Bing Bai Jason Weston David Grangier Ronan Collobert Kunihiko Sadamasa Yanjun Qi Olivier Chapelle Kilian Weinberger 《Information Retrieval》2010,13(3):291-314
In this article we present Supervised Semantic Indexing which defines a class of nonlinear (quadratic) models that are discriminatively
trained to directly map from the word content in a query-document or document-document pair to a ranking score. Like Latent
Semantic Indexing (LSI), our models take account of correlations between words (synonymy, polysemy). However, unlike LSI our
models are trained from a supervised signal directly on the ranking task of interest, which we argue is the reason for our
superior results. As the query and target texts are modeled separately, our approach is easily generalized to different retrieval
tasks, such as cross-language retrieval or online advertising placement. Dealing with models on all pairs of words features
is computationally challenging. We propose several improvements to our basic model for addressing this issue, including low
rank (but diagonal preserving) representations, correlated feature hashing and sparsification. We provide an empirical study
of all these methods on retrieval tasks based on Wikipedia documents as well as an Internet advertisement task. We obtain
state-of-the-art performance while providing realistically scalable methods. 相似文献
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Scott J. Goldberg Elana R. Weinberger Nina E. Goodman Shoshana Ross 《Journal of Jewish Education》2013,79(3):198-214
Currently, there are no Hebrew (L2) reading assessments that have been tested to obtain evidence for reliability and validity on which to base decisions about Hebrew instruction. The authors developed a Hebrew benchmark assessment tool for first grade students modeled after Dynamic Indicators of Basic Early Literacy Skills, a standardized test of accuracy and fluency used to identify at-risk students and to monitor student progress. Results of pilot data collection (N=53) provide evidence for strong alternate form reliability for this measure, as well as evidence for content, face and criterion-related validity. Future directions for research and development are discussed. 相似文献
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Nanci Weinberger 《Early Childhood Education Journal》1996,24(2):83-86
The physical setting can be used to facilitate room transitions for toddlers in day care centers. A case study approach is
taken to provide specific examples of supportive physical features for toddler transitions. Recommendations that support the
transition process are provided. 相似文献
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Preadolescents'' Social-Emotional Adjustment and Selective Attrition in Family Research 总被引:2,自引:0,他引:2
Daniel A. Weinberger Steven K. Tublin Martin E. Ford S. Shirley Feldman 《Child development》1990,61(5):1374-1386
Researchers often ask subjects to commit considerable time and effort to completing tasks that are not especially enjoyable. In a multistage investigation of sixth-grade boys and their families, we hypothesized that boys who were prone to high levels of distress (i.e., anxiety, depression, low self-esteem, and low well-being) but only low or moderate levels of self-restraint (i.e., consideration of others, impulse control, suppression of aggression, and responsibility) would be particularly unlikely to agree to participate. Consistent with this hypothesis, boys from 33 classrooms who were nominated by their peers as high in distress and moderate or low in self-restraint were significantly less likely than other boys to take part in an in-class survey. In addition, the families of boys who scored high in distress and moderate or low in self-restraint on the Weinberger Adjustment Inventory (WAI) were less likely than other families to agree to an observation session in their homes and to a series of telephone interviews about daily events in the boys' lives. Across the 3 phases of the research, the cumulative attrition rate of these at-risk boys was approximately 80%, compared to only 50% for those low in distress and/or high in self-restraint. These results suggest that the children of greatest interest in studies of social competence and family interaction may often be among those least adequately represented. 相似文献
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