People and practice: defining education as an academic discipline     

Dominic Wyse  Chris Brown  Sandy Oliver  Ximena Pobleté 《British Educational Research Journal》2021,47(6):1512-1521

  相似文献   

The dimensional structure of metaphors of career and their relations to career agency,job search self-efficacy,and negative career outlook     

Creed  Allison  McIlveen  Peter  Perera  Harsha 《International Journal for Educational and Vocational Guidance》2021,21(2):285-308

International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY...  相似文献   

Sound Recognition of Historical Visibility: The Radio Preservation Task Force of the Library of Congress: Introduction     

Josh Shepperd  Amanda Keeler  Chris Sterling 《Journal of Radio & Audio Media》2016,23(2):229-232

  相似文献   

Predicting relevance based on assessor disagreement: analysis and practical applications for search evaluation     

Thomas Demeester  Robin Aly  Djoerd Hiemstra  Dong Nguyen  Chris Develder 《Information Retrieval》2016,19(3):284-312

Evaluation of search engines relies on assessments of search results for selected test queries, from which we would ideally like to draw conclusions in terms of relevance of the results for general (e.g., future, unknown) users. In practice however, most evaluation scenarios only allow us to conclusively determine the relevance towards the particular assessor that provided the judgments. A factor that cannot be ignored when extending conclusions made from assessors towards users, is the possible disagreement on relevance, assuming that a single gold truth label does not exist. This paper presents and analyzes the predicted relevance model (PRM), which allows predicting a particular result’s relevance for a random user, based on an observed assessment and knowledge on the average disagreement between assessors. With the PRM, existing evaluation metrics designed to measure binary assessor relevance, can be transformed into more robust and effectively graded measures that evaluate relevance towards a random user. It also leads to a principled way of quantifying multiple graded or categorical relevance levels for use as gains in established graded relevance measures, such as normalized discounted cumulative gain, which nowadays often use heuristic and data-independent gain values. Given a set of test topics with graded relevance judgments, the PRM allows evaluating systems on different scenarios, such as their capability of retrieving top results, or how well they are able to filter out non-relevant ones. Its use in actual evaluation scenarios is illustrated on several information retrieval test collections.  相似文献   

Particles in a Box with One Sticky Wall: From ODE to PDE     

Chris McCarthy  Jie Lan  Jieying Li 《PRIMUS》2019,29(7):724-741

Abstract

We present noncompetitive adsorption as “particles in a box with one sticky wall.” We start with a general model that can be modeled as a simple ordinary differential equation (ODE). To verify the ODE students run a computer simulation. The ODE’s solution imperfectly fits the simulation’s data. This leads to the diffusion partial differential equation. We show how to determine the diffusion constant from theory; how to determine how many terms in the Fourier series solution need to be summed; and the use of nonlinear regression. As a bonus, the physics of the model will lead us to a series representation of π.  相似文献   

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary,intermediate and secondary level teachers     

Chris Borgmeier  Sheldon L. Loman  Motoaki Hara 《Teacher Development》2016,20(1):40-56

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.  相似文献   

A Model of School Counseling Supervision: The Goals,Functions, Roles,and Systems Model     

Chris Wood  Andrea Dixon Rayle 《Counselor Education & Supervision》2006,45(4):253-266

The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision.  相似文献   

Differences in Career Attitude and Career Knowledge for High School Students with and without Paid Work Experience     

Creed  Peter A.  Patton  Wendy 《International Journal for Educational and Vocational Guidance》2003,3(1):21-33

A large sample (N =1,279) of high school students was assessedusing the Career Maturity Inventory (CDI-A;Lokan, 1984). The two composite scales ofCareer Development Attitude and CareerDevelopment Knowledge were examined in relationto age, gender and whether the students hadengaged in paid work experience. Levels ofcareer maturity increased with age, and ingeneral, females at all age levels reportedhigher levels of maturity than males. Studentswith paid work experience reported higherlevels of Career Development Attitude thanthose with no paid work experience. CareerDevelopment Knowledge was not associated withpaid work experience. Gender differences alsooccurred, with females with paid workexperience generally reporting higher levels ofcareer maturity than males with paid workexperience. Results are discussed in adevelopmental context.  相似文献   

Electronic Course Surveys: Does automating feedback and reporting give better results?     

Stuart Watt  Claire Simpson  Chris McKillop  Viv Nunn 《Assessment & Evaluation in Higher Education》2002,27(4):325-337

This paper discusses an electronic course survey system designed to support evaluation of a modular programme in management taught through distance education. The scale and communication issues raised by distance education, when compounded by a complex rolling modular programme, make conventional evaluation complicated, slow and expensive. To overcome these problems, an automated evaluation process was introduced, partly based on web-based surveying, but significantly emphasising the reporting process and allowing performance indicators and complex analyses to be embedded in high quality word-processed reports, that can be quickly and easily generated after each presentation of a module. The paper discusses the system and the impact that it has had on the evaluation process, before looking to future opportunities for developments in this field, and discussing some of the implications - both expected and unanticipated - that have come out of using automation in the evaluation process.  相似文献   

Young Children Understand That Looking Leads to Knowing (So Long as They Are Looking into a Single Barrel)   总被引：5，自引：0，他引：5  

Chris Pratt  Peter Bryant 《Child development》1990,61(4):973-982

3 experiments were conducted to investigate the claim made by Wimmer, Hogrefe, and Perner that 3-4-year-old children do not understand that people gain knowledge about something by looking at it. The first experiment involved a simple forced-choice procedure in which children had to judge which of 2 assistants knew what was inside a box when one of the assistants had looked inside and the other had lifted it up. In this experiment, the children did realize that the assistant who had looked in the box knew its contents. The second experiment followed the Wimmer et al. procedure, but with a simpler question form. The children were just asked to state whether someone knew what was in the box. Again, the children were able to work out that a person who had looked in a box knew what was inside it. In the third experiment, a direct comparison was made between the simpler question and the more complex, double-barreled question asked by Wimmer et al. The children found the more complex question considerably harder. The results of these experiments suggest that, in contrast to the claims made by Wimmer et al., 3- and 4-year-old children do understand that looking leads to knowing, and that their difficulty in the Wimmer et al. study was mainly with the form of the question that they were asked.  相似文献