Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries     

Aaron?BenavotEmail author  Limor?Gad 《Prospects》2004,34(3):291-310

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The plurality of the Global Middle Class(es) and their school choices – moving the ‘field’ forward empirically and theoretically     

Claire Maxwell  Miri Yemini  Aaron Koh  Ayman Agbaria 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):609-615

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Writing flexibility in argumentative essays: a multidimensional analysis     

Allen  Laura K.  Likens  Aaron D.  McNamara  Danielle S. 《Reading and writing》2019,32(6):1607-1634

Reading and Writing - The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students....  相似文献   

Book Review: <Emphasis Type="Bold">Diversity in Counseling</Emphasis>. By R. Brammer. Brooks/Cole-Thomason Learning,Belmont, CA: 2004, 404 pp., Hardback     

Aaron B. Stills  Frederick D. Harper 《International journal for the advancement of counseling》2005,27(1):149-150

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A 15-Year Study of 63 Teachers at 24 Institutions Reveals: “What the Best College Teachers Do”: Review of: What the Best Teachers Do, by Ken Bain; Harvard University Press (Cambridge, MA); ISBN: 0–6740–1325–5     

Robin L Wright  Aaron Charlson    Carrie F Olson 《CBE life sciences education》2005,4(4):279-280

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Overshadowing of explicitly unpaired conditioned inhibition is disrupted by preexposure to the overshadowed inhibitor     

Aaron P. Blaisdell  Hernán I. Savastano  Ralph R. Miller 《Learning & behavior》1999,27(3):346-357

In two conditioned lick-suppression experiments with rats, the interaction of preexposure to a target stimulus and subsequent overshadowing of conditioned inhibition treatment was examined. Blaisdell, Bristol, Gunther, and Miller (1998) have demonstrated that stimulus preexposure and overshadowing counteract each other in their effects on Pavlovian excitation, producing strong excitatory responding to the target stimulus. In the present experiments, a conditioned inhibition analogue of this effect was examined. Overshadowing of conditioned inhibition (i.e., attenuation of inhibitory control of behavior by the target stimulus) was demonstrated when a more salient stimulus was compounded with the target inhibitor during conditioned inhibition training. However, the overshadowing deficit was attenuated by preexposing the target stimulus prior to overshadowing treatment. To account for this phenomenon, we contrast the comparator hypothesis (Miller & Matzel, 1988) with contemporary models that focus on associative acquisition.  相似文献   

Tasks, topics and relevance judging for the TREC Genomics Track: five years of experience evaluating biomedical text information retrieval systems     

Phoebe M. Roberts  Aaron M. Cohen  William R. Hersh 《Information Retrieval》2009,12(1):81-97

With the help of a team of expert biologist judges, the TREC Genomics track has generated four large sets of “gold standard” test collections, comprised of over a hundred unique topics, two kinds of ad hoc retrieval tasks, and their corresponding relevance judgments. Over the years of the track, increasingly complex tasks necessitated the creation of judging tools and training guidelines to accommodate teams of part-time short-term workers from a variety of specialized biological scientific backgrounds, and to address consistency and reproducibility of the assessment process. Important lessons were learned about factors that influenced the utility of the test collections including topic design, annotations provided by judges, methods used for identifying and training judges, and providing a central moderator “meta-judge”.  相似文献   

Adolescents' and Parents' Evaluations of Helping Versus Fulfilling Personal Desires in Family Situations     

Judith G. Smetana  Marina Tasopoulos-Chan  Denise C. Gettman  Myriam Villalobos  Nicole Campione-Barr  and Aaron Metzger 《Child development》2009,80(1):280-294

A sample of 118 predominantly European American families with early and middle adolescents ( M _ages= 12.32 and 15.18 years) and 1 parent evaluated hypothetical conflicts between adolescents' and parents' requests for assistance versus the other's personal desires. Evaluations differed by level of need, but in low-need situations, adolescents viewed teens as more obligated to help parents than did parents, whereas parents rated it as more permissible for teens to satisfy personal desires than did teenagers. Justifications for helping focused on concern for others, role responsibilities, and among parents, psychological reasons. Middle adolescents reasoned about role responsibilities more and viewed satisfying personal desires as less selfish than did early adolescents, but satisfying personal desires was seen as more selfish by parents of middle than early adolescents. Implications for adolescent–parent relationships are discussed.  相似文献   

A Note of Thanks from the Editor     

Zahava D. Doering 《Curator: The Museum Journal》2011,54(1):1-2

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The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks   总被引：1，自引：1，他引：0  

Aaron Price  Hee-Sun Lee 《Journal of Science Education and Technology》2010,19(1):90-103

We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task completion time. Results show that response accuracy did not differ between the two types of representations while task completion time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance. In light of these results, we discuss potential uses of stereoscopic representations for science learning.  相似文献