A New Perspective on the Race Debate     

Andreasen  Robin O. 《The British journal for the philosophy of science》1998,49(2):199-225

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Developing a comprehensive metric for assessing discussion board effectiveness   总被引：1，自引：0，他引：1  

Robin H. Kay 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):761-783

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Betraying a generation: how education is failing young people. By Patrick Ainley     

Robin Simmons 《British Journal of Educational Studies》2017,65(1):125-126

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“We Keep the Education Goin’ at Home All the Time”: Family Literacy in Low-Income African American Families of Preschoolers     

Robin L. Jarrett  Sarai Coba-Rodriguez 《Journal of Education for Students Placed at Risk》2017,22(2):57-76

Researchers have examined the impact of family on child literacy among low-income African American families and preschoolers considered to be at risk for not being ready for kindergarten. Quantitative studies identify family-parental variables associated with poorer literacy outcomes, whereas qualitative studies detail family practices that promote child literacy development. Addressing the limitations of social address variables in quantitative research, and the paucity of research on preschoolers in qualitative research, this study examines the home-based literacy practices of 20 low-income, African American families with preschoolers in Head Start transitioning to kindergarten. Using qualitative interviews informed by a resilience framework, we found that home-based literacy activities were carried out within teams of diverse kin who worked together to promote children's school readiness. Family literacy teams expanded the literacy resources available to preschoolers, providing a rich literacy environment for children's development. These findings contribute to our substantive understanding of literacy practices within low-income African American families, resilience theory, and culturally relevant home-school collaborations.  相似文献   

The Integration of Health and Counseling Services on College Campuses: Is There a Risk in Maintaining Student Patients’ Privacy?     

Robin G. Davenport 《Journal of College Student Psychotherapy》2017,31(4):268-280

The formation of integrated centers on college campuses that combine health services and counseling provide clear advantages for students. There is currently no “best practices” model that informs integrated centers’ operational procedures. The “continuity of care” requirement of medical providers can conflict with the strict confidentiality guidelines of counselors, especially as it pertains to the sharing of patient information. Current informed consent procedures also contain deficiencies that should be addressed in integrated centers. Centers might refer to Health Insurance Portability and Accountability Act (HIPAA) standards which accord psychotherapy notes special status, excluding them from medical records. As we consider the stigma that is still attached to pursuing counseling services, we need to establish a system within integrated centers that does not pose additional barriers to students’ help-seeking behaviors. Despite the challenges, positive collaboration can occur between medical providers and mental health personnel in devising documentation and record sharing procedures that safeguard student patients’ privacy interests.  相似文献   

The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching,Instruction, and Student Achievement     

Robin Jacob  Heather Hill  Doug Corey 《Journal of research on educational effectiveness》2017,10(2):379-407

In this paper, we describe findings from a three-year evaluation of a well-developed mathematics professional development program that is commercially available on a wide scale. The professional development is designed to improve teachers' mathematical knowledge for teaching and to enable them to elicit more student thinking and reasoning during mathematics lessons. Specifically, it focused on helping teachers (a) learn more mathematics, (b) understand how children learn math, (c) use formative assessment to develop insight into what specific students know and do not know, and (d) develop effective classroom instructional strategies that enable student problem solving. Participants included 105 fourth- and fifth-grade teachers teaching in 19 low-income schools within a single district. Teachers were randomly assigned within schools either to a “business as usual” control group or to receive the professional development. The training consisted of a week-long summer institute and four to six in-service days during the school year. The training was run by full-time trained associates. We find some limited evidence of positive impacts on teachers' mathematical knowledge for teaching, but no effects on instructional practice or student outcomes.  相似文献   

Expert systems: aspects of and limitations to the codifiability of knowledge     

Robin Cowan   《Research Policy》2001,30(9)

The creation of expert systems is one way in which knowledge is codified. In creating an expert system, in general there are three aspects to the codification process: creating a model of the knowledge to be codified; creating the language in which to express the model; and writing messages representing the knowledge in that language. These aspects have different relative importance in different contexts. Referring to four case studies, the paper argues further that codification through creating expert systems is not uniformly successful and part of the variation has to do with the nature of the knowledge, or intellectual process or activity being codified, and the difficulty in creating the model. Activities with fixed goals and linear processes lend themselves very well to this form of codification. Processes of categorization and analogy, such as fault detection and repair, are partially successful, tending more often to create systems for experts. Processes involving balancing conflicting goals have, to date, tended to be unsuccessfully codified. These process types involve knowledge or understanding at deeper and deeper levels of abstraction of the overall processes and overarching goals. The more abstract and less concrete the knowledge involved in the task, the more difficult it is to codify it.  相似文献   

A study of results overlap and uniqueness among major Web search engines     

Amanda Spink  Bernard J. Jansen  Chris Blakely  Sherry Koshman 《Information processing & management》2006

The performance and capabilities of Web search engines is an important and significant area of research. Millions of people world wide use Web search engines very day. This paper reports the results of a major study examining the overlap among results retrieved by multiple Web search engines for a large set of more than 10,000 queries. Previous smaller studies have discussed a lack of overlap in results returned by Web search engines for the same queries. The goal of the current study was to conduct a large-scale study to measure the overlap of search results on the first result page (both non-sponsored and sponsored) across the four most popular Web search engines, at specific points in time using a large number of queries. The Web search engines included in the study were MSN Search, Google, Yahoo! and Ask Jeeves. Our study then compares these results with the first page results retrieved for the same queries by the metasearch engine Dogpile.com. Two sets of randomly selected user-entered queries, one set was 10,316 queries and the other 12,570 queries, from Infospace’s Dogpile.com search engine (the first set was from Dogpile, the second was from across the Infospace Network of search properties were submitted to the four single Web search engines). Findings show that the percent of total results unique to only one of the four Web search engines was 84.9%, shared by two of the three Web search engines was 11.4%, shared by three of the Web search engines was 2.6%, and shared by all four Web search engines was 1.1%. This small degree of overlap shows the significant difference in the way major Web search engines retrieve and rank results in response to given queries. Results point to the value of metasearch engines in Web retrieval to overcome the biases of individual search engines.  相似文献   

Dynamic and static assessment of phonological awareness in preschool: a behavior-genetic study     

Coventry WL  Byrne B  Olson RK  Corley R  Samuelsson S 《Journal of learning disabilities》2011,44(4):322-329

The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child's ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subject to both overlapping and independent shared environment influences, with the component in common also affecting LK. Nonshared environment influences were mostly independent. Scores from dynamic assessment added only minimally to variance explained in kindergarten reading after LK and static assessment had been factored in. Although one of the genetic factors that influenced both forms of PA also affected kindergarten reading, it was only the one shared with LK. The authors conclude that dynamic assessment of PA in preschool offers little advantage over the more commonly used static forms, especially if LK scores are available, although they acknowledge its potential in cases of preschool educational disadvantage.  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献