History     

Robert Friedel  John D. Ryder  Donald G. Fink  A. Michal McMahon  Charles J. Bashe  Thomas C. Leonard 《Communication Booknotes Quarterly》2013,44(4-5):39-40

EDISON'S ELECTRIC LIGHT: BIOGRAPHY OF AN INVENTION by Robert Friedel, et al. (New Brunswick, NJ: Rutgers University Press, 1986—$27.95 until July 1st, then $35)

ENGINEERS & ELECTRONS: A CENTURY OF ELECTRICAL PROGRESS by John D. Ryder and Donald G. Fink (IEEE Press, 345 East 47th St., New York 10017—price not given)

THE MAKING OF A PROFESSION: A CENTURY OF ELECTRICAL ENGINEERING IN AMERICA by A. Michal McMahon (New York: IEEE Press, see address to left, 1984—price not given)

IBM'S EARLY COMPUTERS by Charles J. Bashe, et al (Cambridge, MA: MIT Press, 1986—$27.50)

THE POWER OF THE PRESS: THE BIRTH OF AMERICAN POLITICAL REPORTING by Thomas C. Leonard (New York: Oxford, 1986—$22.50)  相似文献   

Classroom engagement towards using definitions for developing mathematical objects: the case of function     

Michal Tabach  Talli Nachlieli 《Educational Studies in Mathematics》2015,90(2):163-187

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Multiple solution methods and multiple outcomes—is it a task for kindergarten children?     

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   

Large-scale similarity data management with distributed Metric Index     

David Novak  Michal Batko  Pavel Zezula 《Information processing & management》2012

Metric space is a universal and versatile model of similarity that can be applied in various areas of non-text information retrieval. However, a general, efficient and scalable solution for metric data management is still a resisting research challenge. In this work, we try to make an important step towards such management system that would be able to scale to data collections of billions of objects. We propose a distributed index structure for similarity data management called the Metric Index (M-Index) which can answer queries in precise and approximate manner. This technique can take advantage of any distributed hash table that supports interval queries and utilize it as an underlying index. We have performed numerous experiments to test various settings of the M-Index structure and we have proved its usability by developing a full-featured publicly-available Web application.  相似文献   

The ability-track glass ceiling of Israeli schooling: lessons from a comparative analysis of Israeli and Australian PISA 2012 data     

Michal Razer  Snait Ayalon 《International Journal of Inclusive Education》2018,22(2):192-214

Israeli students ranked in the bottom third of the countries surveyed by PISA 2012 in mathematical literacy, while the gap between the highest and lowest scores was the second largest in the OECD. This paper explores which variables led to disparities in mathematical literacy between different socioeconomic levels and between Israeli Arabs and Jews as well as in comparison with Australian students. Different instructional approaches that are known in the literature to have a positive impact on students’ achievement are not observed in the relationship between teachers and students in Israel. In Israel, schools contribute to the perpetuation of socioeconomically driven educational inequality by using tracks that are characterised by different teaching pedagogies and different content, with little or no upward mobility between tracks, leading to structural exclusion. By comparison, in Australia, ability tracking is less rigid and mathematical literacy far higher than in Israel. The policy implication is that either teachers must work differently in a track-based system to overcome the process of exclusion dictated by the structure itself or the system must reduce the use of tracking.  相似文献   

A note on a method for summarizing unclassified FTE positions and unclassified dollars     

Jerry Hutchison  A. E. Johnson Jr.  June Michal 《Research in higher education》1982,17(1):33-37

A methodology is presented in this paper for summarizing university tenure commitments in terms of faculty positions and unclassified dollars by department or school.  相似文献   

FACTORS SHAPING STUDENTS’ OPPORTUNITIES TO ENGAGE IN ARGUMENTATIVE ACTIVITY     

Michal Ayalon  Ruhama Even 《International Journal of Science and Mathematics Education》2016,14(3):575-601

This study examines how students’ opportunities to engage in argumentative activity are shaped by the teacher, the class, and the mathematical topic. It compares the argumentative activity between two classes taught by the same teacher using the same textbook and across two beginning algebra topics—investigating algebraic expressions and equivalence of algebraic expressions. The study comprises two case studies in which each teacher taught two 7th grade classes. Analysis of classroom videotapes revealed that the opportunities to engage in argumentative activity with the topic investigating algebraic expressions were similar in each teacher's two classes. By contrast, substantial differences were found between one teacher's classes with regard to the opportunities to engage in argumentative activity with the topic equivalence of algebraic expressions. The discussion highlights how the interplay between the characteristics of the mathematical topic, the characteristics of the class, and the characteristics of the teacher contributed to the shaping of students’ opportunities to engage in argumentative activity.  相似文献   

Research mathematicians as teacher educators: focusing on mathematics for secondary mathematics teachers     

Roza Leikin  Rina Zazkis  Michal Meller 《Journal of Mathematics Teacher Education》2018,21(5):451-473

We believe that professional mathematicians who teach undergraduate mathematics courses to prospective teachers play an important role in the education of secondary school mathematics teachers. Thus, we explored the views of research mathematicians on the mathematics that should be taught to prospective mathematics teachers, on how the courses they teach can serve teachers in their work with school students, and on the changes they would implement if their courses were designed specifically for prospective teachers. We constructed profiles of the four mathematicians based on their responses to a clinical interview. We employed the construct of mathematics teacher-educators’ triad in the reflective analysis of our findings and extended the construct based on the results of this study. In conclusion, we commented on potential ways to draw stronger connections between university mathematics and the mathematics taught in schools.  相似文献   

Transitions to school-college partnership: a phenomenological inquiry     

Michal?ZelleramayerEmail author  Ilana?Margolin 《Journal of Educational Change》2005,6(2):147-176

This study took place during the first 2 years of a partnership between three cooperating elementary schools and a college of education. The purpose of the interpretive phenomenological study was to learn from cooperating teachers, student-teachers and college instructors about the transitions that accompanied the change in the culture of schooling they experienced through the newly established partnership, and to attempt to understand their experiences through their explanations of the transitions they identified. On the basis of the data analysis, we identified seven transitions experienced by the participants: From discrete processes to parallel, open processes. From individual work to collaboration. From seeing the other as an object to seeing the other as a critical friend. From leading to responding. From the conception of knowledge as an object to the conception of knowledge as a process. From viewing learning as a linear process to viewing it as a spiral process. From viewing their work environment as a closed system to viewing it as an open system. In this paper, we describe and provide examples of each of these transitions and show how they are interrelated and how each one is both a cause and an effect of the others. These findings increased our knowledge about how the school and college altered each others consciousness.  相似文献   

Toward Bridging the Mechanistic Gap Between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment     

Michal Haskel-Ittah  Anat Yarden 《Science & Education》2017,26(10):1143-1160

Previous studies have shown that students often ignore molecular mechanisms when describing genetic phenomena. Specifically, students tend to directly link genes to their encoded traits, ignoring the role of proteins as mediators in this process. We tested the ability of 10th grade students to connect genes to traits through proteins, using concept maps and reasoning questions. The context of this study was a computational learning environment developed specifically to foster this ability. This environment presents proteins as the mechanism-mediating genetic phenomena. We found that students’ ability to connect genes, proteins, and traits, or to reason using this connection, was initially poor. However, significant improvement was obtained when using the learning environment. Our results suggest that visual representations of proteins’ functions in the context of a specific trait contributed to this improvement. One significant aspect of these results is the indication that 10th graders are capable of accurately describing genetic phenomena and their underlying mechanisms, a task that has been shown to raise difficulties, even in higher grades of high school.  相似文献