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71.
In this paper we examine the possibility of differentiating between two types of nonexamples. The first type, intuitive nonexamples, consists of nonexamples which are intuitively accepted as such. That is, children immediately identify them as nonexamples.
The second type, non-intuitive nonexamples, consists of nonexamples that bear a significant similarity to valid examples of the concept, and consequently are more often
mistakenly identified as examples. We describe and discuss these notions and present a study regarding kindergarten children’s
grasp of nonexamples of triangles.
相似文献
Esther LevensonEmail: |
72.
73.
74.
Pessia Tsamir Dina Tirosh Michal Tabach Esther Levenson 《Educational Studies in Mathematics》2010,73(3):217-231
Engaging students with multiple solution problems is considered good practice. Solutions to problems consist of the outcomes
of the problem as well as the methods employed to reach these outcomes. In this study we analyze the results obtained from
two groups of kindergarten children who engaged in one task, the Create an Equal Number Task. This task had five possible
outcomes and five different methods which may be employed in reaching these outcomes. Children, whose teachers had attended
the program Starting Right: Mathematics in Kindergartens, found more outcomes and employed more methods than children whose
teachers did not attend this program. Results suggest that the habit of mind of searching for more than one outcome and employing
more than one method may be promoted in kindergarten. 相似文献
75.
Evaluation is a major driving force in advancing the state of the art in language technologies. In particular, methods for automatically assessing the quality of machine output is the preferred method for measuring progress, provided that these metrics have been validated against human judgments. Following recent developments in the automatic evaluation of machine translation and document summarization, we present a similar approach, implemented in a measure called POURPRE, an automatic technique for evaluating answers to complex questions based on n-gram co-occurrences between machine output and a human-generated answer key. Until now, the only way to assess the correctness of answers to such questions involves manual determination of whether an information “nugget” appears in a system's response. The lack of automatic methods for scoring system output is an impediment to progress in the field, which we address with this work. Experiments with the TREC 2003, TREC 2004, and TREC 2005 QA tracks indicate that rankings produced by our metric correlate highly with official rankings, and that POURPRE outperforms direct application of existing metrics.
相似文献
Dina Demner-FushmanEmail: |
76.
In this paper, we focus on the efforts of educators at nine different research sites within the United States, funded by a grant from the National Institute of Environmental Health Sciences (NIEHS), to develop and implement innovative, interdisciplinary curriculum on the relationship of the environment and human health. The NIEHS correctly maintained that the interdisciplinary nature of learning about environmental health would improve students’ learning across several subject areas and should, therefore, contribute to students scoring higher on state’s subject area based standardized tests. However, these goals were undermined by state polices linking standardized tests with student promotion and graduation, and the federal No Child Left Behind Act (NCLB) that required public schools and districts to aggregate test scores which might have negative consequences, such as reducing school funding or privatizing school administration and state policies. These policies resulted in deleterious effects that undermined implementing environmental health curricula. 相似文献
77.
Dina M. Abo-Elmatty Ehsan A. Badawy Jihan S. Hussein Somaya Abo Elela Hoda A. Megahed 《Indian journal of clinical biochemistry : IJCB》2012,27(4):379-384
The objective of this study to evaluate heme oxygenase (COHb), leptin and coenzyme Q10 (CoQ10) in pre-eclamptic women. Also Zinc, copper, Iron, total iron binding capacity, Ferritin and uric acid were assessed. 120 female subjects were included in this study. They were divided into, 60 female with normal pregnancy attending the outpatient clinic, 60 pre-eclamptic patients were recruited from obstetrics and gynaecology department El-kasr El-Aini hospital. The results showed that in pre-eclampatic group, leptin level was significantly increased while COHb and CoQ10 was significantly decreased. It is concluded that hemeoxygenase, leptin and coenzyme CoQ10 can be considered as new markers for prediction of pre-eclampsia. 相似文献
78.
Science & Education - 相似文献
79.
Adam Winsler Margaret R. Burchinal Hsiao-Chuan Tien Ellen Peisner-Feinberg Linda Espinosa Dina C. Castro Doré R. LaForett Yoon Kyong Kim Jessica De Feyter 《Early childhood research quarterly》2014
Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs. 相似文献
80.
Early care and education (ECE) programs, policymakers and practitioners across the United States are facing the reality of the increase in the population of dual language learners (DLLs). To address these children's unique and varied characteristics and experiences, ECE programs find that they must adjust and adapt their efforts. However, there is limited evidence for early childhood strategies to support DLLs and limited understanding of DLLs’ development. There are increased accountability requirements for ECE programs to meet the needs of all children, including DLLs. This special section “The Development and Early Care and Education of Dual Language Learners: Examining the State of Knowledge” includes six articles reporting on the research activities of the Center for Early Care and Education Research – Dual Language Learners (CECER-DLL). The Center was federally funded to advance the research field to improve assessment, child care, and education for DLLs from birth through five years of age. This introduction and commentary discusses the most relevant findings from the set of critical reviews of literature and the secondary analysis of the Early Childhood Longitudinal Survey-Birth Cohort conducted by the Center. Also, the major methodological challenges and research gaps found in the literature reviewed, across topic areas, are presented and recommendations for future directions to advance research on the development and early care and education of DLLs are provided. 相似文献