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1.
Cet article examine la question du lien entre les hétérogénéités pouvant caractériser un système didactique et l'enseignement des mathématiques. Trois types d'hétérogénéités sont d'abord définies: 1) L'hétérogénéité exogène: traits a priori de nature non-didactique comme, par exemple, la catégorie socioprofessionnelle d'origine des élèves; 2) L'hétérogénéité péri-didactique: ensemble des caractéristiques liées aux acquisitions disciplinaires comme par exemple le niveau scolaire des élèves en mathématiques; 3) L'hétérogénéité didactique est définie comme une création du système didactique permettant l'ajustement des exigences fixées par le curriculum aux contraintes effectives d'un système didactique particulier (niveaux des élèves, temps, niveau de difficulté des connaissances en jeu ...). Sous ce modèle théorique, l'enseignement est envisagé comme un processus régulateur des hétérogénéités en vue d'une meilleure maîtrise des connaissances visées pour le plus grand nombre d'élèves. Un premier groupe de résultats permet de réaffirmer le caractère spécifique des approches didactiques: pour les mathématiques, l'hétérogénéité péri-didactique n'est pas liée à l'hétérogénéité exogène — ce qui n'est pas le cas pour l'enseignement de la langue. Un deuxième groupe de résultats montre que plus les progrès réalisés par élèves sont importants, plus l'hétérogénéité s'accroît; réciproquement, plus les progrès réalisés sont faibles plus l'hétérogénéité se réduit. Ainsi, le système didactique apparaît comme un système régulateur d'hétérogénéités: les connaissances s'y diffusent par déplacement des hétérogénéités initiales qu'il a lui-même générées (en les accroissant et en les réduisant selon le degré de difficulté initial des connaissances en jeu). Cette recherche a porté sur 112 élèves; 22 problèmes additifs (composition de deux transformations) ont été soumis aux élèves lors d'un pré-test, puis d'un post-test. Entre ces deux épreuves deux leçons ont été réalisées sur le calcul relationnel, dont les modalités d'organisation didactique étaient au libre choix des professeurs.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

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5.
In this work, we study the Asanov Finsler metric F=α(β2/α2 gβ/α 1)1/2exp{(G/2)arctan[β/(hα) G/2]}, where α=(αijyiyj)1/2 is a Riemannian metric and β=biyj is a 1-form, g∈(-2,2), h=(1-g2/4)1/2, G=g/h. We give the necessary and sufficient condition for Asanov metric to be locally projectively flat, i.e., α is projectively flat and β is parallel with respect to α. Moreover, we proved that the Douglas tensor of Asanov Finsler metric vanishes if and only if β is parallel with respect to α.  相似文献   

6.
Consider the positive d-dimensional lattice d (d≥2) with partial ordering ≤, let {XK; K ∈ d } be i.i.d. random vari- ables taking values in a real separable Hilbert space (H, ||·||) with mean zero and covariance operator ∑, and set partial sums SN =∑K≤NXK, K , N ∈ d . Under some moment conditions, we obtain the precise asymptotics of a kind of weighted infinite series for partial sums SN as ε 0 by using the truncation and approximation methods. The results are related to the convergence rates of the law of the logarithm in Hilbert space, and they also extend the results of (Gut and Spǎtaru, 2003).  相似文献   

7.
INTRODUCTION Throughout this paper, we shall work with a filtered complete probability space (?,F,(Ft),P) sat-isfying the usual conditions. Let B=(Bt)t≥0 be a stan-dard Brownian motion with B0=0. Denote by ú the set of all non-negative real numbers. Recall that a diffusion process X starting at x≥0 is called the square of a Bessel process of dimension δ>0 if d X t = δd t 2 | X t |d Bt , X 0= x, (1) Clearly, this equation has a unique non-negative strong solution X, i.e., …  相似文献   

8.
S−χ2 is a popular item fit index that is available in commercial software packages such as flexMIRT. However, no research has systematically examined the performance of S−χ2 for detecting item misfit within the context of the multidimensional graded response model (MGRM). The primary goal of this study was to evaluate the performance of S−χ2 under two practical misfit scenarios: first, all items are misfitting due to model misspecification, and second, a small subset of items violate the underlying assumptions of the MGRM. Simulation studies showed that caution should be exercised when reporting item fit results of polytomous items using S−χ2 within the context of the MGRM, because of its inflated false positive rates (FPRs), especially with a small sample size and a long test. S−χ2 performed well when detecting overall model misfit as well as item misfit for a small subset of items when the ordinality assumption was violated. However, under a number of conditions of model misspecification or items violating the homogeneous discrimination assumption, even though true positive rates (TPRs) of S−χ2 were high when a small sample size was coupled with a long test, the inflated FPRs were generally directly related to increasing TPRs. There was also a suggestion that performance of S−χ2 was affected by the magnitude of misfit within an item. There was no evidence that FPRs for fitting items were exacerbated by the presence of a small percentage of misfitting items among them.  相似文献   

9.
《Assessment Update》2001,13(5):1-16
  • Articles
  • GEORGE SANTIAGO, JR.
    • TOWARD EXCELLENCE IN OUTCOMES ASSESSMENT: THE MIDDLE STATES APPROACH
  • TRUDY W. BANTA
    • EDITOR'S NOTES
  • MARGARET M. SULLIVAN, PEGGY C. WILDS
    • INSTITUTIONAL EFFECTIVENESS: MORE THAN MEASURING OBJECTIVES, MORE THAN STUDENT ASSESSMENT
  • DAVID A. SHUPE
    • REASSESSING ASSESSMENT
  • LINDA ANN WEEKS
    • HARVARD ON THE NECHES
  • Column
  • RONALD C. CAVANAGH, FRANKLIN P. WILBUR, PETER J. GRAY
    • CAMPUS PROFILES
  • Features
    • RESOURCES
    • MEMOS
    • CALENDAR
  相似文献   

10.
In this paper, we consider some polynomial (α,β)-metrics, and discuss the sufficient and necessary conditions for a Finsler metric in the form F=α a1β a2β2/α a4β4/α3 to be projectively flat, where ai (i=1,2,4) are constants with a1≠0, α is a Riemannian metric and β is a 1-form. By analyzing the geodesic coefficients and the divisibility of certain polynomials, we obtain that there are only five projectively flat cases for metrics of this type. This gives a classification for such kind of Finsler metrics.  相似文献   

11.
《Assessment Update》2001,13(2):1-16
  • Articles
  • BETSY PALMER, ROSE M. MARRA, WILLIAM S. MOORE
    • LOOKING AT THE BIG PICTURE: ASSESSING COMPLEX THINKING
  • TRUDY W. BANTA
    • EDITOR'S NOTES
  • JOHN A. MUFFO
    • INVOLVING FACULTY IN ASSESSING THE CORE CURRICULUM
  • PETER W. WAKEFIELD
    • A PHILOSOPHY OF ASSESSMENT
  • BARBARA L. HAMEL
    • THE ART OF ASSESSMENT
  • Columns
  • KARLA BROWN
    • COMMUNITY COLLEGE STRATEGIES
  • MIRIAM L. FULTZ, LESLIE E. WONG
    • CAMPUS PROFILES
  • Feature
    • CALENDAR
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12.
Let Γd2nbe the set of trees with a given diameter d having a perfect matching,where 2n is the number of vertex.For a tree T in Γd2n,let Pd+1be a diameter of T and q = d m,where m is the number of the edges of perfect matching inPd+1.It can be found that the trees with minimal energy in Γd2nfor four cases q = d 2,d 3,d 4,[d2],and two remarks aregiven about the trees with minimal energy in Γd2nfor2d 33q d 5 and [d2] + 1 q2d 33 1.  相似文献   

13.
《Assessment Update》2006,18(3):1-16
  • Articles
  • CHARLES R. PASTORS
    • ASSESSING A LEARNING COMMUNITY PROGRAM THROUGH A STUDENT SURVEY
  • JOYCE L. MAC KINNON
    • ASSESSMENT OF THEMATIC LEARNING COMMUNITY PILOTS AT INDIANA UNIVERSITY–PURDUE UNIVERSITY INDIANAPOLIS
  • FRED C. BOLTON
    • RUBRICS AND ADULT LEARNERS: ANDRAGOGY AND ASSESSMENT
  • EILEEN J. STENZEL
    • A RUBRIC FOR ASSESSING IN THE AFFECTIVE DOMAIN FOR RETENTION PURPOSES
  • Columns
  • PETER T. EWELL
    • FROM THE STATES
  • STEPHEN B. WALL‐SMITH
    • ASSESSMENT MEASURES
  • Feature
    • RESOURCES
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15.
《Assessment Update》2001,13(3):1-16
  • Articles
  • DONNA YOUNGER, SUSAN McGURY, MORRIS FIDDLER
    • INTERPRETING PRINCIPLES OF GOOD PRACTICE IN ASSESSMENT
  • TRUDY W. BANTA
    • EDITOR'S NOTES
  • ED SMITH, NORMAN J. BREGMAN, FRANCIS X. MOORE III
    • USING TECHNOLOGY TO ASSESS TECHNOLOGY SKILLS
  • TRUDY H. BERS, B. DIANE DAVIS, MARY L. MITTLER
    • ASSESSING THE ACHIEVEMENT OF GENERAL EDUCATION OBJECTIVES IN THE COMMUNITY COLLEGE: A PROJECT ACROSS THE DISCIPLINES
  • Columns
  • PETER T. EWELL
    • FROM THE STATES
  • EPHRAIM SCHECHTER, ALEC TESTA, DOUGLAS J. EDER
    • WEB CORNER
  • Features
    • CALENDAR
  • MARK D. SHERMIS
    • BOOK REVIEW
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16.
《Assessment Update》2007,19(2):1-16
  • Articles
  • CATHERINE M. WEHLBURG
    • CLOSING THE FEEDBACK LOOP IS NOT ENOUGH: THE ASSESSMENT SPIRAL
  • TRUDY W. BANTA
    • EDITOR'S NOTES
  • JO ALLEN
    • INTRODUCING ASSESSMENT: STRATEGIC ADAPTATIONS AND EARLY SUCCESSES
  • SUSAN L. ALOI, ADAM S. GREEN, ELIZABETH A. JONES
    • CREATING A CULTURE OF ASSESSMENT WITHIN WEST VIRGINIA UNIVERSITY's STUDENT AFFAIRS DIVISION
  • THOMAS A. UPTON
    • ASSESSING THE PROGRAMMATIC AND INSTRUCTIONAL EFFECTIVENESS OF AN ENGLISH AS A SECOND LANGUAGE PROGRAM
  • COLUMNS
  • GARY R. PIKE
    • ASSESSMENT MEASURES
  • FEATURES
  • SUSAN KAHN
    • RESOURCES
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17.
From 1960 onwards the U.S. Government set out to improve the schools in American Samoa. During the period 1971–75 educational leaders there carried out a series of studies of the islanders' educational needs in order to assess the suitability of existing learning goals and the degree to which they were being achieved. Approaches used were a community-opinion survey, a classroom-problems survey, an evaluation of the school system's specific instructional objectives, a program of standarized testing, a bi-lingual testing of academic achievement, a physical performance testing programme and a system of teacher-parent conferences and ratings of pupils progress. Ten critical unmet needs were identified: better command of English; greater mastery of Samoan language and culture; better opportunities to learn according to the pupil's individual abilities and background; better command of mathematics; increased vocational-education opportunities; improved physical-education skills; better command of social sciences; better command of health and science knowledge; more consistent school attendance, and better social skills. These needs were investigated in detail so that specific steps might be planned to fulfil them. The teacher/parent conferencing program, based on a Californian model, was a failure.
Zusammenfassung Seit 1960 ist die Regierung der USA bestrebt, das Schulwesen in Amerikanisch Samoa zu verbessern. In den Jahren 1971–75 haben führende Pädagogen eine Reihe von Untersuchungen über die Bildungsbedürfnisse der Inselbewohner durchgeführt, um festzustellen, ob die bestehenden Lernziele angemessen sind und inwieweit sie erreicht werden. Als Erhebungsinstrumente wurden benutzt: eine Meinungsumfrage in der Gemeinschaft, eine Erhebung über Unterrichtsprobleme, eine Bewertung der spezifischen Unterrichtsziele des Schulsystems, ein standardisiertes Testprogramm, ein Lehrer/Eltern-Konferenzsystem und Beurteilungswerte für Schülerleistungen. Es ergaben sich zehn kritische Erfordernisse: bessere Beherrschung der englischen Sprache; vertieftere Kenntnisse der Sprache und Kultur von Samoa; erweiterte Lernmöglichkeiten entsprechend den individuellen Fähigkeiten und der Herkunft der Schüler; bessere Mathematikbeherrschung; mehr Möglichkeiten zur Berufsausbildung; bessere Leibeserziehung; bessere Beherrschung der Sozialwissenschaften; mehr Kenntnisse über Gesundheitspflege und Naturwissenschaften; regelmässiger Schulbesuch; und besseres Sozialverhalten. Diese Erfordernisse wurden eingehend untersucht, damit spezifische Massnahmen zu ihrer Erfüllung geplant werden können. Das auf einem kalifornischen Modell basierende Lehrer/Eltern-Konferenzprogramm erwies sich als Misserfolg.
Résumé A partir de 1960 le Gouvernement des Etats-Unis commença à améliorer les écoles dans les Samoa Américaines. De 1971 à 1975, des dirigeants pédagogiques menèrent dans ce pays une série d'études sur les besoins en éducation des insulaires, de sorte à estimer si les buts d'apprentissage existants étaient en accord avec les besoins et et jusqu'à quel point ces buts étaient atteints. On aborda ceci par une étude de l'opinion de la communauté, une étude sur les problèmes de la salle de classe, une évaluation des objectifs spécifiques d'instruction du système scolaire, un programme de l'épreuve standardisé, une épreuve bilingue de performance académique, un programme d'épreuve de performance physique et un système de conférences entre parents et maîtres et d'évaluations du progrès des élèves. Dix besoins critiques non satisfaits furent identifiés: meilleurs maîtrise de l'anglais, maîtrise plus grande de la langue et de la culture des Samoa; meilleurs possibilités d'apprendre conformément aux capacités individuelles et au passé de l'élève; meilleure maîtrise des mathématiques, possibilités accrues d'éducation professionnelle; aptitudes améliorées pour l'éducation physique; meilleure maîtrise des sciences sociales; meilleure maîtrise des connaissances sur la santé et la science; fréquentation plus régulière de l'école et meilleures aptitudes sociales. Ces besoins ont été étudiés en détail, de sorte que des mesures spécifiques puissent être projetées pour résoudre ces besoins. Le programme de conférence entre parents et maîtres, basé sur un modèle californien, s'est avéré être une erreur.
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18.
Abstract

Consciousness is a natural and integral part of human beings that is at the core of our physical, emotional, mental, and spiritual functions throughout our lives. However, we tend to be too occupied with or distracted by the details of our daily existence to be fully aware of our own consciousness. More often than not, we are engaged in the surface consciousness in the materialistic world or emotional realm, which interferes us to get connected with our deeper consciousness and capacity. This paper will unpack the layers of human consciousness (or lack of consciousness) from philosophical perspective to examine the relations between our understanding of consciousness and its impact on our holistic wellbeing and growth (Singh, 2016 Singh, L. P. (2016). Science, spirituality, and ontological mysticism: the philosophical enquiry and reflection. Delhi, India: Concept Publishing Co. [Google Scholar]; Suzuki, 1999 Suzuki, S. (1999). Zen Mind. New York: Weatherhill. [Google Scholar]; Thompson, 2015 Thompson, E. (2015). Waking, dreaming, being. New York: Columbia University Press. [Google Scholar]). What is consciousness? How do human beings choose our consciousness? What is the relation between micro and macro consciousness? How do we expand, develop, and apply our consciousness for the maximum wellbeing and growth through education? The paper intends to go beyond the compartmentalized analysis of consciousness (e.g. biological, psychological, neurological etc.) by engaging a holistic metaphysical viewpoint as well as relational and dialectic approaches (Ames & Hall, 2003 Ames, T. R. & Hall, L. D. (2003). Daodejing: making this life significant. New York: Ballantine. [Google Scholar]) Hegel, 1807, 1977 Hegel, G. W. F. (1807, 1977). The Phenomenology of spirit. (A. V. Miller Trans.). Oxford: Clarendon Press. [Google Scholar]; Laozi, 1999 Laozi. (1999). Daodejing (道德经). Shanxi, China: Shanxi Classics Press. [Google Scholar]). It aims to connect theory, learning, and living together with nature and universe beyond the limitation of time and space.  相似文献   

19.
Academic socialization by low‐income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; Mage = 38.69) in the United States (Study 1) and kindergartners (n = 86; Mage = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; Mage = 31.44) and native Hong Kong (n = 76; Mage = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2).  相似文献   

20.
Acoustic wave propagation in piezoelectric crystals of classes?43m and 23 is studied. The crystals Tl3VS4 and Tl3TaSe4 (43m) of the Chalcogenide family and the crystal Bi12TiO20 (23) possess strong piezoelectric effect. Because the surface Bleustein-Gulyaev waves cannot exist in piezoelectric cubic crystals, it was concluded that new solutions for shear-horizontal surface acoustic waves (SH-SAWs) are found in the monocrystals using different electrical boundary conditions such as electri- cally “short” and “open” free-surfaces for the unique [101] direction of wave propagation. For the crystal Tl3TaSe4 with coefficient of electromechanical coupling (CEMC) Ke2=e2/(C×g)～1/3, the phase velocity Vph for the new SH-SAWs can be calculated with the following formula: Vph=(Va Vt)/2, where Vt is the speed of bulk SH-wave, Vt=Vt4(1 Ke2)1/2, Va=aKVt4, aK=2[Ke(1 Ke2)1/2-Ke2]1/2, and Vt4=(C44/ρ)1/2. It was found that the CEMC K2 evaluation for Tl3TaSe4 gave the value of K2=2(Vf–Vm)/Vf～0.047 (～4.7%), where Vf～848 m/s and Vm~828 m/s are the new-SAW velocities for the free and metallized surfaces, respectively. This high value of K2(Tl3TaSe4) is significantly greater than K2(Tl3VS4)～3% and about five times that of K2(Bi12TiO20).  相似文献   

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