Record Values and Surviving Glacial Moraines     

Roger Johnson 《Teaching Statistics》2003,25(3):66-69

Estimating the number of glacial advances from surviving glacial debris can, amazingly enough, be cast as a records problem for which there is a substantial statistical literature. As a result, instructors may illustrate method of moments and maximum‐likelihood estimation techniques with an interesting problem in the physical sciences.  相似文献   

Progress monitoring with objective measures of writing performance for students with mild disabilities     

R I Parker  G Tindal  J Hasbrouck 《Exceptional children》1991,58(1):61-73

To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must be used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing.  相似文献   

Perianal findings in prepubertal children selected for nonabuse: a descriptive study   总被引：6，自引：0，他引：6  

J McCann  J Voris  M Simon  R Wells 《Child abuse & neglect》1989,13(2):179-193

The results of the perianal portion of a project designed to collect normative data of the anogenital anatomy from a representative sample of prepubertal children is presented. A total of 318 children were examined by three physicians from a child sexual abuse evaluation program. After screening for the onset of puberty and the possibility of undetected abuse, 267 subjects remained. The sample included 161 girls and 106 boys ranging in age from 2 months to 11 years. The perianal findings that were encountered with the greatest frequency included erythema (41%), increased pigmentation (30%), and venous engorgement (52%) after two minutes in the knee-chest position. Wedge-shaped smooth areas in the midline, with or without depressions, were found both anterior and posterior to the anus in 26% of the children. Anal skin tags/folds were discovered anterior to the anus in 11%. In 49% of the children there was some dilatation of the anus which opened and closed intermittently in 62%. Flattening of the anal verge and rugae occurred during dilatation by the midpoint of the examination in 44% and 34%, respectively. Perianal findings that were found infrequently in all subgroups included skin tags/folds (0%) and scars (1%) outside the midline, anal dilatation greater than 20 mm without the presence of stool in the rectal ampulla (1.2%), irregularity of the anal orifice after complete dilatation (3%), and prominence of the anal verge (3%). No abrasions, hematomas, fissures, or hemorrhoids were encountered. Less commonly detected findings within specific subgroups included perianal erythema in girls (32%) as compared to boys (57%), pigmentation in the lighter skinned white children (22%) when compared to black (53%) and Hispanic (58%) children, and venous congestion at the beginning of the examination (7%) when compared to the same findings after four minutes in the knee-chest position (73%). There were no perianal skin tags/folds found in the boys. The relatively high incidence of perianal soft tissue changes that were found in this study, when compared to the frequency of similar observations in children suspected of having been sexually abused, reemphasizes the caution medical examiners must exercise in rendering an opinion as to the significance of medical findings.  相似文献   

Some relationships between testing and auto-instructional programing     

Paul I. Jacobs 《Educational technology research and development : ETR & D》1962,10(6):317-327

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A New Approach to Avoiding Problems of Scale in Interpreting Trends in Mental Measurement Data     

Henry I. Braun 《Journal of Educational Measurement》1988,25(3):171-191

Extracting policy-relevant information from large national surveys of educational achievement is ordinarily a nontrivial task. It is made more treacherous when the data are expressed on scales that are not uniquely determined. The paper begins with a critical analysis of a recent attempt to interpret the findings on reading achievement obtained by the National Assessment of Educational Progress (NAEP). It then describes a new approach to the quantification and interpretation of change and demonstrates its appropriateness for repeated cross-sectional designs such as NAEP. Limitations imposed by the survey design and the nature of the measurements are highlighted  相似文献   

The effect of US omission in classical aversive and appetitive conditioning of rabbits     

William F. Prokasy  I. Gormezano 《Learning & behavior》1979,7(1):80-88

Rabbits (Oryctolagus cuniculus) were given either a 100% or a 50% reinforcement schedule in classical conditioning. Two groups received an aversive US (shock) and two groups received an appetitive US (water to the oral cavity). With parameter estimates for the two-phase model serving as the dependent variables, it was possible to define more precisely the effect of US omission with the intermittent reinforcement schedule. For the aversive preparation, the major effect of intermittent reinforcement was to increase the duration of Phase 1, a phase during which response likelihood remains constant at its initial value. Only a small proportion of subjects reflected the effect of US omission during Phase 2, the “learning” phase, this being a low operator limit following trials on which neither the CR nor the US occurred. The major effect of US omission for the appetitive preparation was in Phase 2, primarily a result of a minority of subjects having a low operator limit following trials on which neither the CR nor the US occurred. Many subjects required separate operators for trials on which the CR did or did not occur. The results were interpreted to pose difficulties for strength theories of conditioning, and the limitation implied for successful application of the Rescorla-Wagner theory are discussed. The implications of the data for response-contingent interpretations and for individual differences are also discussed.  相似文献   

Making sense of learner and learning Big Data: reviewing five years of Data Wrangling at the Open University UK     

Bart Rienties  Simon Cross  Vicky Marsh  Thomas Ullmann 《Open Learning》2017,32(3):279-293

Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.  相似文献   

Making values education everyone's business     

Louis I. Katzner  Donald G. Nieman 《About Campus》2006,11(5):16-23

Adults are typically required to make values‐based decisions multiple times each day.Why, then, should a discussion of values not be explicit across the college curriculum and intentionally integrated into the cocurriculum? The authors describe a place where the work of values education is widely shared.  相似文献   

Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective     

Bart Rienties  Bas Giesbers  Simon Lygo-Baker  Hoi Wah Serena Ma  Roger Rees 《Interactive Learning Environments》2016,24(3):539-552

After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks.  相似文献   

Innovation and Change in Higher Education in Developing Countries: experiences from Tanzania     

I. M. Omari 《比较教育学》1991,27(2):181-205

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