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1.
本对献（1）中提出的产生不循环数值序列的方法进行了改造，用此方法编写了一个数据件加密程序，其中局部采用了分组技术，提出了序列分组加密的方法。 相似文献
2.
Zita M. Cantwell 《Journal of Experimental Education》2013,81(4):28-31
This paper presents the computing expressions utilized in the JAN technique. While the example given in this paper illustrates the grouping of training courses in terms of the homogeneity of their associated prediction equations, exactly the same computing expressions may be used for grouping judges in terms of the homogeneity of their rating policies. 相似文献
3.
Nicole C. Miller Bethany R. McKissick Jessica T. Ivy Kelly Moser 《Clearing house (Menasha, Wis.)》2017,90(3):86-92
The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more critical. One way to meet the needs of all students is through cooperative grouping. Through cooperative grouping, middle-level educators can differentiate instruction and promote active learning by leveraging the naturally social nature of young adolescents. In this article, the authors present research on cooperative grouping as well as several considerations for effectively designing and implementing cooperative grouping for middle-level learners in an inclusive setting. Suggestions and examples with regard to group size, membership, group structure and roles, and classroom management and clear expectations are provided. Additionally, the four-clue group strategy is presented as a specific instructional method to support effective group learning experiences in the inclusive middle-level classroom. 相似文献
4.
Joacim Ramberg 《International Journal of Inclusive Education》2016,20(7):685-710
Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity. 相似文献
5.
提出了一种新的网络共享Cache技术--分组Cache, 通过把所有的共享Cache按其在网络中的位置进行分组, 该方法能够有效地解决多Cache组织查询效率不高和I/O瓶颈等问题. 该技术有以下特点: ①采用分组技术能够有效地降低多Cache间的查询开销; ②组内的Cache数据目录表能够很快确定请求的内容是否在某个Cache中; ③根据网络访问日志确定的分配算法能够较好地平衡各Cache组的负载. 模拟测试证明: 分组Cache技术与其他已有的共享Cache技术相比有较高的效率. 相似文献
6.
《Journal of research on educational effectiveness》2013,6(1):56-92
Abstract By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by student initial abilities and/or school contexts. Findings support an argument that ability grouping is an organizational response to problems of diversity in the student body. Schools that use ability grouping are likely to have heterogeneous ability compositions. They are also public, low-performing, low socioeconomic status, and high-minority schools. In these schools, ability grouping has no effects or negative effects, particularly for low-ability students. In contrast, ability grouping may improve achievement for all students in schools with advantageous characteristics, mostly private schools, and may reduce achievement inequalities, because low-ability students benefit the most from this practice. 相似文献
7.
《British Educational Research Journal》2006,32(4):583-599
The aim of this article is to explore pupils' preferences for particular types of grouping practices, an area neglected in earlier research focusing on the personal and social outcomes of ability grouping. The sample comprised over 5000 Year 9 pupils (aged 13–14 years) in 45 mixed secondary comprehensive schools in England. The schools represented three levels of ability grouping in the lower school (Years 7 to 9). Pupils responded to a questionnaire which explored the types of grouping that they preferred and the reasons for their choices. The majority of pupils preferred setting, although this was mediated by their set placement, type of school, socio‐economic status and gender. The key reason given for this preference was that it enabled work to be matched to learning needs. The article considers whether there are other ways of achieving this, which avoid the negative social and personal outcomes of setting for some pupils. 相似文献
8.
Sharon Lynch 《科学教学研究杂志》1994,31(2):105-128
This article reviews current policy trends concerning the practice of ability grouping in K–12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level. 相似文献
9.
This study attempts to evaluate the achievement effect of ability grouping on student performance on the National College Entrance Exam in China. The context of this study is the ongoing school reform movement occurring in many Chinese municipalities. The current reform movement is striving to achieve educational equity and quality by integrating initial low achievers into high-performing schools. The propensity score matching method is employed as the identification strategy. After controlling for self-selection bias in high school assignment, this study finds that while there is no effect of high ability grouping at the school level on academic achievement, initial low achievers’ academic performances can be significantly improved when integrated with high performing students at the school level. In addition, between-class grouping significantly improves student performance in a heterogeneous school-level grouping. Upon analyzing the results, rich information on school level input is reported. 相似文献
10.
《Education 3-13》2012,40(1):22-36
ABSTRACTGrouping pupils by attainment is frequently practised in primary schools yet is associated with detrimental effects for middle- and lower-attaining children. Drawing on a mixed methods study, we find that attainment grouping practices at key stage 2 in primary schools are seldom straightforward. Although grouping by attainment appears to be the dominant form of grouping, the language used by teachers to talk about their classroom practice suggests a varied and sometimes complex picture. We explore how school leaders and teachers justify their grouping practices and conclude that primary school educators endeavour to strike a balance between their concern for the child and the need to respond to the demands of testing and assessment. In the wake of new reforms to primary education, the findings in this study are significant and timely in providing a picture of the types of grouping currently being carried out in primary schools across England. 相似文献
11.
黄丽华 《宁波教育学院学报》2010,12(4):76-79
在英语写作教学中,同伴建构的支架或支持主要体现在小组讨论、同伴批改等有关环节,这些环节都需要学生的合作意识。探讨在英语写作教学中如何培养学生合作意识和采取有效分组原则与分组策略,希望能对运用支架理论指导英语写作,提高学生的英语写作能力,改善英语课堂教学效果有所启示。 相似文献
12.
Dr. K. Victoria Mayer McLain Amy Heaston Teresa Kitchens 《Early Childhood Education Journal》1995,23(2):85-88
How children organize themselves in play reflects groupings found in society. Multiage grouping in schools reflects the same. Multiage grouping is grouping children of multiple ages, at least one year apart, for instruction. With renewed interest in this practice comes anxiety for teachers who contemplate such a change. Some questions teachers often ask include: How do I get started?, and How do I organize the day? This article is the success story of one teacher as she began her multiaged classroom. Perhaps her story can answer some questions and serve as a beginning model for others. 相似文献
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14.
The purpose of this study was to examine the importance of cooperative incentives and heterogeneous grouping as elements of cooperative learning in a college life science course. Cooperative learning may be defined as a classroom learning environment in which students work together in heterogeneous groups toward completion of some task. Cooperative incentive structures provide some type of group reward based on group products or individual learning. In heterogeneous grouping, students are arranged in order to maximize variety within groups. A 2 × 2 design was utilized in this study. The independent variables considered included (a) use of cooperative incentives in learning groups, and (b) use of heterogeneous grouping in cooperative learning groups. Dependent variables for all treatment groups were scores from a multiple-choice instrument developed for an earlier, related study, along with direct observational data on frequency of cooperative interactions. Analysis of covariance (ANCOVA) was used as the data analysis procedure for the achievement portion of the study, and analysis of variance (ANOVA) was used for analysis of the cooperative interaction portion of the study. No significant differences were found between the treatment groups. 相似文献
15.
论传统汉诗的语言体系及其表现策略 总被引：1，自引：0，他引：1
本论述传统汉诗的语言体系及其表现策略,认为：不能简单地认定传统汉诗即言诗,它原本是由传统诗人“天人合一”的观物态度、感物方式所决定的,排除分析一演绎之掺入,从而形成的一个点面展现性语言体系,并藉以物观物、直觉感应的印象化组词,成分省略、语序错综的反常态组句和句式破碎、句群断隔的大跨跳组行等策略,来充分显示其作为意象载体的表现功能。处于这一语言体系中的传统汉诗,也因此显示出“诗缘情”的特性。 相似文献
16.
实验分组设计是许多科学研究都要面临的问题,常常要求分组中的因子之间必须满足一定的约束关系,这样,该问题就转化为给定一组约束关系,要求设计出满足这组约束关系的实验分组。本文以心理学中的语言学习问题的实验研究为例,探讨了如何把这样一个具有约束的实验分组设计问题转化为最小化优化问题,然后使用禁忌搜索算法去解决它,仿真表明所采用的方法是有效的。 相似文献
17.
民族服饰是民族族群外显的文化符号,裕固族服饰无论款型、材质,还是装饰图案及色彩都充分展现着游牧文化的特征,装饰中透着实用的光芒。从裕固族的服饰装饰入手,重点介绍了裕固族服饰装饰的手法、题材及风格,以及其在特定的历史条件、自然环境、生产、生活中创造出来的独具特色的服饰艺术,孕育着深厚的文化底蕴,折射出马背民族对美的爱好和追求。 相似文献
18.
谈当代图书馆知识组织范围、对象及地位转变 总被引：4，自引：0，他引：4
常江 《鞍山师范学院学报》2002,4(4):109-111
社会信息环境的变化与知识经济的发展对当代图书馆的知识组织工作提出了新的要求.图书馆应将知识组织的范围由本馆知识信息资源扩大到社会知识信息资源,将知识组织对象由文献单元深入至知识单元.将知识组织工作作为图书馆生产力实现的主要途径. 相似文献
19.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):88-100
This paper reports the results of an exploratory study on participants’ perception of the importance of single‐gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners’ perception of single‐gender grouping differs. Female students more than males indicated less preference for single‐gender grouping. Views on single‐gender grouping also differed across regions, suggesting the effect of participants’ regions of origin on their opinions about single‐gender grouping. Moreover, an interaction was established between participants’ region and gender. In particular, our study reveals that men in the “Asia and Pacific” region tended—more than men and women from other regions of the world—to give more importance to single‐gender grouping in this MOOC. In addition, younger participants cared less about single‐gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning. 相似文献
20.
小组的构建是协同学习的基础。本文在说明分组教学存在问题的基础上,通过对管理信息系统分析与设计、数据库原理、信息系统综合设计三个班级的分组教学实践情况进行分析,利用方差分析和问卷调查,研究了分组策略的影响因素、分组的原则及分组方法,提出采用灵活分组原则,以学生自主分组为主的分组策略。 相似文献