Solution of the Stochastic control problem in unbounded domains     

Prentiss Robinson  John Moore 《Journal of The Franklin Institute》1973,295(3):185-192

Bellman's dynamic programming equation for the optimal index and control law for stochastic control problems is a parabolic or elliptic partial differential equation frequently defined in an unbounded domain. Existing methods of solution require bounded domain approximations, the application of singular perturbation techniques or Monte Carlo simulation procedures.In this paper, using the fact that Poisson impulse noise tends to a Gaussian process under certain limiting conditions, a method which achieves an arbitrarily good approximate solution to the stochastic control problem is given. The method uses the two iterative techniques of successive approximation and quasi-linearization and is inherently more efficient than existing methods of solution.  相似文献   

Environment–attitude relationships: girls in inquiry-based mathematics classrooms in the United Arab Emirates     

Robinson  Jennifer M.  Aldridge  Jill M. 《Learning Environments Research》2022,25(3):619-640

Girls’ attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls’ perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N?=?291) in four schools: one to assess students’ perceptions of the learning environment and another to assess students’ attitudes towards mathematics. Positive and statistically-significant (p?<?.01) associations emerged between learning environment factors important to an inquiry approach and students’ attitudes. These findings provide important information about how IBL might improve girls’ attitudes towards mathematics classes and whether IBL environments are related to their attitudes.

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Physical education for health and wellbeing: a discourse analysis of Scottish physical education curricular documentation     

Nollaig McEvilly  Martine Verheul  Matthew Atencio  Mike Jess 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):278-293

This paper provides an analysis of the discourses associated with physical education in Scotland's Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children.  相似文献   

The impact of an alternative professional development model on teacher practices in formative assessment and student learning     

Jack Robinson  Richard Strauss  William Reed 《Teacher Development》2014,18(2):141-162

Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used.  相似文献   

Accounting for individual variability in inversion shortcut use     

Adam K. Dubé  Katherine M. Robinson 《Learning and individual differences》2010,20(6):687-693

This study investigated whether children's inversion shortcut use (i.e., reasoning that no calculations are required for the problem 4 × 8 ÷ 8, as the answer is the first number) is related to their analogical reasoning ability, short-term memory capacity, and working memory capacity. Children from Grades 6 and 8 solved multiplication and division inversion problems and classical analogy word problems and completed memory tasks. Analogical reasoning ability and working memory functioning both accounted for individual variance in inversion shortcut use. These findings suggest that the ability to understand relationships and executive functioning may enable children to internally represent and manipulate mathematical problems, facilitating the application of conceptual mathematical knowledge to generate the inversion shortcut.  相似文献   

Children's thinking about counterfactuals and future hypotheticals as possibilities     

Beck SR  Robinson EJ  Carroll DJ  Apperly IA 《Child development》2006,77(2):413-426

Two experiments explored whether children's correct answers to counterfactual and future hypothetical questions were based on an understanding of possibilities. Children played a game in which a toy mouse could run down either 1 of 2 slides. Children found it difficult to mark physically both possible outcomes, compared to reporting a single hypothetical future event, "What if next time he goes the other way ..." (Experiment 1: 3-4-year-olds and 4-5-year-olds), or a single counterfactual event, "What if he had gone the other way ...?" (Experiment 2: 3-4-year-olds and 5-6-year-olds). An open counterfactual question, "Could he have gone anywhere else?," which required thinking about the counterfactual as an alternative possibility, was also relatively difficult.  相似文献   

Young,Depressed, and Black: A Comparative Exploration of Depressive Symptomatology Among Black and White Collegiate Women     

Buffie Longmire-Avital  Ruthie Robinson 《Journal of College Student Psychotherapy》2018,32(1):53-72

This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students.  相似文献   

Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion     

Deborah Robinson  Chris Goodey 《International Journal of Inclusive Education》2018,22(4):426-440

This paper proposes inclusion phobia as a sharper and more operative definition of the ‘fear of the unknown’ often cited as an explanation for resistance to inclusive education. Using ‘severe and profound learning disability’ as the paradigm case, we situate the phobia surrounding this label in its social and historical context. Our hypothesis is that resistance to inclusion for this group is not rational but amounts to a thought disorder in a psychiatric sense. Using qualitative case studies of pre-service teachers on practicum and headteachers engaged in decisions about admissions, we demonstrate the workings and impact of inclusion phobia. We illustrate its trajectory from a general social dysfunction, to the systems that channel it to the individuals caught up in it. Our aim is to expose inclusion phobia so that, teacher educators, teachers and pre-service teachers might, in knowing it, find new ways to remedy it. In doing so, long standing resistance to inclusive education is made more tractable. We conclude with our own proposals for an anti-phobic curriculum for teacher education.  相似文献   

Learning from mistakes     

Lindsay Robinson 《Performance Improvement》1985,24(7):15-16

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Are mobile phone ownership and age of acquisition associated with child adjustment? A 5-year prospective study among low-income Latinx children     

Xiaoran Sun  K. Farish Haydel  Donna Matheson  Manisha Desai  Thomas N. Robinson 《Child development》2023,94(1):303-314

This prospective, longitudinal study examined associations between whether and when children first acquire a mobile phone and their adjustment measures, among low-income Latinx children. Children (N = 263; 55% female; baseline M_age = 9.5) and their parents were assessed annually for 5 years from 2012. Children first acquired a mobile phone at a mean (SD) age of 11.62 (1.41) years. Pre-registered multilevel models tested associations linking phone ownership, phone acquisition age, and the interaction between ownership and acquisition age to levels and changing trends of depressive symptoms, school grades, and reported and objectively assessed sleep. Results showed no statistically significant associations, controlling the False Discovery Rate. Findings suggest an absence of meaningful links from mobile phone ownership and acquisition age to child adjustment.  相似文献