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21.
Francisco Miguel Martinez- Verdu Maria Jose Rodriguez Jaume Herminia Provencio Garrigos Jasone Mondragon-Lasagabaster Juan Ramon Rico-Juan Juan Ignacio Ferreiro Prieto Mar Iglesias Natalia Albaladejo-Blazquez Maria Dolores de Fez Saiz Valentin Viqueira Perez Jose Tomas Garcia Garcia M Dolores Fernandez-P ascual EnarRuiz-Conde Begona Lucia Fuster Garcia Josefa Parreno-Selva Diana Jareno Ruiz Esther Perales Romero Elisabet Chorro Calderon 《美中教育评论》2010,(12):54-69
This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning (blended learning) in the UA (University of Alicante) (Spain), with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo (UNESCO (United Nations Educational, Scientific and Cultural Organization) chair for University of Management and Policy). The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers (blogs, wikis, Wimba Create (before CourseGenie), etc.), and digital platforms (Virtual Campus of the UA, Moodle, etc.) are used. 相似文献
22.
The motivation of this paper is to improve the results of ENO subcell resolution, that already obtains really good results but using extrapolation, as was stated by F. Arándiga, R. Donat and P. Mulet [Adaptive Interpolation of Images, Signal Processing 83(2) (2003) 459–464]. We present a new method for image interpolation which combines a new nonlinear cell-average interpolatory technique that uses a trigonometric mean and subcell resolution. The scheme uses a fully compact reconstruction and avoid any step of extrapolation. The experiments presented validate the theoretical results obtained. 相似文献
23.
Disruptive behavior can waste a great deal of teaching time in the classroom, leading to feelings of frustration in teachers and an increase in academic failure among pupils. Prior research indicates that intervening in these kinds of behaviors improves the classroom atmosphere and facilitates the learning process. With this in mind, the aims of this article are to (a) reduce the incidence of disruptive behaviors such as standing up without the teacher's permission, shouting, fighting, and interrupting the teacher or a fellow classmate, using a combination of the Good Behavior Game (GBG) and Say‐Do‐Report (S‐D‐R) Correspondence training; (b) achieve long‐term maintenance of results following the gradual withdrawal of the intervention; and (c) introduce the GBG in a different educational context than those discussed so far in the empirical literature. The intervention took place with the 15 children of a standard primary classroom (Cycle 1) at a state‐run school in Andalusia (Spain). Using a multiple baseline design across situations, the GBG and Say not‐not Do‐Request not (Sn‐nD‐Rn) Correspondence training were introduced. A significant reduction in the incidence of disruptive behavior was observed, contingent on the respective application of the intervention in each baseline. The combined application of the GBG and the S‐D‐R Correspondence proved to be an effective way of decreasing disruptive behaviors (shouting, interrupting, etc.) in the classroom, and the results were maintained for 1 year following the gradual withdrawal of the treatment. © 2010 Wiley Periodicals, Inc. 相似文献
24.
25.
Ricardo Sellers‐Rubio Francisco J. Mas‐Ruiz Ana B. Casado‐Díaz 《Higher Education Quarterly》2010,64(4):373-391
University managers should be aware of the importance that efficiency has for their own universities, orientating their actions towards research and teaching excellence. This study estimates teaching and research efficiency of the different departments of a university and tests the complementariness versus trade‐off between them. The results obtained show high levels of efficiency for the departments analysed, which is important for budget allocation, as one of the main challenges faced by a university is the allocation of budgets to different departments. The results also support the trade‐off between teaching efficiency and research activity, the complementariness between teaching efficiency and research efficiency, between research efficiency and time deducted from teaching, as well as the complementariness between research efficiency and administration activity. 相似文献
26.
Hierarchical Text Categorization Using Neural Networks 总被引:8,自引:1,他引:7
This paper presents the design and evaluation of a text categorization method based on the Hierarchical Mixture of Experts model. This model uses a divide and conquer principle to define smaller categorization problems based on a predefined hierarchical structure. The final classifier is a hierarchical array of neural networks. The method is evaluated using the UMLS Metathesaurus as the underlying hierarchical structure, and the OHSUMED test set of MEDLINE records. Comparisons with an optimized version of the traditional Rocchio's algorithm adapted for text categorization, as well as flat neural network classifiers are provided. The results show that the use of the hierarchical structure improves text categorization performance with respect to an equivalent flat model. The optimized Rocchio algorithm achieves a performance comparable with that of the hierarchical neural networks. 相似文献
27.
Nadeen Teresa Ruiz Peter J. Baird Pedro Torres Hernández 《Journal of Latinos & Education》2016,15(2):97-112
Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students’ cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates’ future students. 相似文献
28.
Julia Menard-Warwick Eric Ruiz Bybee Enrique David Degollado Sophia Jin Shannon Kehoe Katherine Masters 《Journal of Language, Identity & Education》2019,18(6):364-376
ABSTRACTOur paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital. 相似文献
29.
Jesús Estepa Gimnez Rosa María vila Ruiz Mario Ferreras Listn 《Teaching and Teacher Education》2008,24(8):2095-2107
This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge. 相似文献
30.
J. Clemente-Gallardo A. Ferrer D. Íñiguez A. Rivero G. Ruiz A. Tarancón 《Journal of Informetrics》2019,13(1):64-77
The aim of this paper is to establish the similarities and differences between the way of collaboration and the production of researchers when dealing with publications or with the development of projects and whether the collaboration patterns change across disciplines.We have studied the networks of researchers formed through the collaborations in papers or in projects in a research institution (the University of Zaragoza) and we have analyzed a series of individual and global magnitudes. As a general result, we have observed that the laws governing the individual productivity are similar for the cases of publications and projects but, however, the behavior is different when analyzing more complex magnitudes such as the collaborations or other structural variables. We consider also the subnetworks defined by the researchers of the different disciplines and characterize their topologies and compare the corresponding collaboration patterns.Because of the general approach, we expect most of the conclusions to be applicable to other universities or research centers. 相似文献