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Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K‐12 education by considering the manner in which student LS are assessed and the extent to which they have informed K‐12 instruction. The paper illustrates the impact of LS on teachers, pedagogy, student engagement and assessment. The theoretical framework of LS theory is discussed. Furthermore, this paper identifies a gap in the literature regarding LS and assessment; specifically the development of assessments based on LS. The authors suggest adapting student assessment utilizing technology‐enhanced items (TEIs) developed based on students' LS may provide a more reliable measure of student ability. Implications for practice and limitations are discussed. 相似文献

12.

Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance

George Koutsouris Brahm Norwich Taro Fujita Thomas Ralph Anna Adlam Fraser Milton 《Technology, Pedagogy and Education》2017,26(5):587-599

This article presents an evaluation of distance technology used in a novel Lesson Study (LS) approach involving a dispersed LS team for inter-professional purposes. A typical LS model with only school teachers as team members was modified by including university-based lecturers with the school-based teachers, using video-conferencing and online video sharing. The aim was to examine the experiences of using video-conferencing and video transfer technology to support the use of LS procedures to connect team members between schools and university. The meetings from two LS teams (primary and secondary) were recorded and analysed using a discourse analysis framework, and team members were interviewed after the LS cycle. Despite some technical difficulties, the communication between the dispersed members of the teams was largely smooth and successful. Extending LS teams and practice to include non school teachers, using distance-linking technology, can more effectively support teachers, while reducing the practical constraints of bringing other professionals into the LS team. 相似文献

13.

Observed lesson structure during the first year of secondary education: Exploration of change and link with academic engagement

Ridwan Maulana Marie-Christine Opdenakker Kim Stroet Roel Bosker 《Teaching and Teacher Education》2012

This study investigates whether lesson structure (LS) matters and which components are important for academic engagement during the first grade of secondary education. Data from videoed lessons of 10 Dutch and 12 Indonesian teachers analyzed using an observation protocol show that six LS components are found, that between class and over measurement variability in LS is evident, and that on average LS change is not a linear function of time. Class differences over time do exist and several personal and contextual characteristics affect LS. Links between LS (student work time, reviewing and introducing new content) and academic engagement are evident. 相似文献

14.

基于改进的布谷鸟搜索算法优化的正交小波动态加权多模盲均衡算法

郑亚强《德州学院学报》2014,(6):68-73

为了更好地均衡高阶QAM信号,本文提出了基于改进的布谷鸟搜索算法优化的正交小波动态加权多模盲均衡算法(ICS-WT-DWMMA),利用改进了的布谷鸟搜索算法初始化均衡器的权向量,利用小波变换(WT)降低信号自相关性,其中动态加权多模盲均衡算法(DWMMA)利用由判决符号的指数幂构成的加权项来调整代价函数中的模值.水声信道的MATLAB仿真实验结果表明,与小波加权多模盲均衡算法和小波动态加权多模盲均衡算法比较,新算法收敛速度更快,稳态误差更小. 相似文献

15.

基于LS信道估计的研究与改进

贺小艳《河池学院学报》2008,28(2):80-82

信道估计在通信系统中占据着非常重要的位置,在此介绍和分析传统的LS估计准则,提出改进的LS信道估计准则,建立改进LS信道估计的数学模型,并对改进的LS信道进行了仿真。仿真结果表明改进的LS估计能够降低估计偏差的影响,有比LS准则较低的误码率。相似文献

16.

The learning styles neuromyth: when the same term means different things to different teachers

Papadatou-Pastou Marietta Touloumakos Anna K. Koutouveli Christina Barrable Alexia 《European Journal of Psychology of Education - EJPE》2021,36(2):511-531

Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.

相似文献

17.

9-7小波的一种新的有效算法

舒世昌《湖南城市学院学报》2003,24(6):54-56

以构造双正交小波的Cohen-Daubechies-Feauveau定理为基础，利用提升方法构造了一组对称双正交9．7小波滤波器．它与JPEG2000中采用的CDF9-7小波压缩性能几乎相同，并且它们两者在图像压缩中可以互相作正变换与逆变换．新9-7小波的计算只需要2个浮点运算和16个整数运算，而CDF97小波需要14个浮点运算，因而它能极大简化和减少图像压缩和视频压缩的运算量．相似文献

18.

Liberal studies reform in Hong Kong secondary education: contrasting desirability with feasibility

Ping Kwan Fok 《Educational Research for Policy and Practice》2016,15(3):209-230

In major curriculum reforms, there are inevitably gaps between design and implementation issues, taking the introduction of liberal studies (LS) into the senior secondary curriculum in Hong Kong as a classic example. The current paper illustrates how the implementation of LS as a compulsory core subject has impacted noticeably on Hong Kong senior secondary education. The LS curriculum setup is somewhat different from traditional subjects due to both the interdisciplinary nature of its design and the conceptions of learning, teaching, and assessment. The current study therefore attempts to portray the delicate balance that exists between the desirability ans feasibility of LS curriculum reform through interviewing members of the working group on the review of the academic structure for senior secondary education and interface with higher education. The study reports that, while LS policy makers considered both desirability and feasibility angles of the LS curriculum in their initial planning, the implementation of the LS public examination and teacher training to support the radical curriculum innovation fell short of expectations. Findings in the study clearly indicate that much more should be taken into account in respect of the dominance of an examination culture as well as teachers’ professional development when making major curriculum design changes. 相似文献

19.

回归系数LS估计的改进

赵丽棉黄基廷《河池学院学报》2011,31(5)

论述了复共线性对LS估计的影响,复共线性存在时主成分估计比LS估计有较小均方误差.通过实例说明利用主成分估计对LS估计改进的方法与步骤. 相似文献