LEARNING OUTSIDE THE CLASSROOM: THE UNDERGRADUATE GERONTOLOGY INTERNSHIP     

Dean D. Von Dras  Kim M. Miller 《Educational gerontology》2013,39(10):881-894

This article describes an undergraduate gerontology internship program that provides an intermediary level of involvement between a service-learning activity and a pre-professional graduate school internship, presents a case study of a student's learning experience, and suggests a teaching and learning structure that may be scaffolded to fit individual student needs and goals. A humanistic teaching orientation is discussed as a method to facilitate learning and a deeper understanding of internship experiences.  相似文献   

The Role of Agent Age and Gender for Middle-Grade Girls     

Yanghee Kim 《学校用计算机》2013,30(2):59-70

Compared to boys, many girls are more aware of a social context in the learning process and perform better when the environment supports frequent interactions and social relationships. For these girls, embodied agents (animated on-screen characters acting as tutors) could afford simulated social interactions in computer-based learning and thereby supply a girl-friendly instructional context. This study examined the effects of the age and gender of an agent on ninth-grade Caucasian and ethnic-minority girls' perceptions of the agent, mathematics attitudes, and learning in a computer-based algebra-learning environment. In general, the findings support that a virtual agent plays both social and instructional roles that favor teenage girls and could be a viable tool to create a favorable context for girls learning challenging topics.  相似文献   

拒签并非结束     

Kim Clark 《海外英语》2009,(5):26-26

今天,你被“拒签”了么？漫漫留学路,拒签之后我们又应该做些什么？拒签往往会给你出人意料的提示！  相似文献   

Human-centered modeling for style-based adaptive games     

Chee-onn Wong  Jongin Kim  Eunjung Han  Keechul Jung 《浙江大学学报(A卷英文版)》2009,10(4):530-534

This letter proposes a categorization matrix to analyze the playing style of a computer game player for a shooting game genre. Our aim is to use human-centered modeling as a strategy for adaptive games based on entertainment measure to evaluate the playing experience. We utilized a self-organizing map （SOM） to cluster the player＇s style with the data obtained while playing the game. We further argued that style-based adaptation contributes to higher enjoyment, and this is reflected in our experiment using a supervised multilayered perceptron （MLP） network.  相似文献   

An XPath-based OWL storage model for effective ontology management in Semantic Web environment     

Jinhyung Kim  Dongwon Jeong  Doo-kwon Baik 《浙江大学学报(A卷英文版)》2009,10(6):843-857

With the rapid growth of the Web, the volume of information on the Web is increasing exponentially. However, information on the current Web is only understandable to humans, and this makes precise information retrieval difficult. To solve this problem, the Semantic Web was proposed. We must use ontology languages that can assign data the semantics for realizing the Semantic Web. One of the representative ontology languages is the Web ontology language OWL, adopted as a recommendation by the World-Wide Web Consortium （W3C）. OWL includes hierarchical structural information between classes or prop- erties. Therefore, an efficient OWL storage model that considers a hierarchical structure for effective information retrieval on the Semantic Web is required. In this paper we suggest an XPath-based OWL storage （XPOS） model, which includes hierarchical information between classes or properties in XPath form, and enables intuitive and effective information retrieval. Also, we show the comparative evaluation results for the performance of the XPOS model, Sesame, and the XML file system-based storage （XFSS） model, in terms of query processing and ontology updating.  相似文献   

Variables affecting physics achievement     

Frances Lawrenz  Nathan B. Wood  Allison Kirchhoff  Nam Keol Kim  Arthur Eisenkraft 《科学教学研究杂志》2009,46(9):961-976

Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables that may impact student physics achievement. This study examined the effect of different student and teacher/classroom level variables on student understanding of physics concepts using hierarchical linear modeling (HLM), a regression based technique. The data were collected from 68 different teachers and 3,119 students who were using a reform curriculum, Active Physics. Teachers and students completed surveys asking about their beliefs, their classes and their personal characteristics. Students also completed a physics achievement test. The data show that students of teachers who used Active Physics for a greater portion of the year scored higher on the achievement test than did students of teachers who did not use the curriculum as much. Furthermore, the data show that the achievement gap was narrowed between boys and girls and between students with different attitudes toward physics. Additionally teachers who received inservice instruction on how to implement Active Physics narrowed the gap between students with different views of their classroom involvement. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 961–976, 2009  相似文献   

The Circle-Arc Method for Equating in Small Samples     

Samuel A. Livingston  Sooyeon Kim 《Journal of Educational Measurement》2009,46(3):330-343

This article suggests a method for estimating a test-score equating relationship from small samples of test takers. The method does not require the estimated equating transformation to be linear. Instead, it constrains the estimated equating curve to pass through two pre-specified end points and a middle point determined from the data. In a resampling study with two test forms that differed substantially in difficulty, the proposed method compared favorably with other equating methods, especially for equating scores below the 10th percentile and above the 90th percentile.  相似文献   

Automated Test Assembly for Cognitive Diagnosis Models Using a Genetic Algorithm     

Matthew Finkelman  Wonsuk Kim  Louis A. Roussos 《Journal of Educational Measurement》2009,46(3):273-292

Much recent psychometric literature has focused on cognitive diagnosis models (CDMs), a promising class of instruments used to measure the strengths and weaknesses of examinees. This article introduces a genetic algorithm to perform automated test assembly alongside CDMs. The algorithm is flexible in that it can be applied whether the goal is to minimize the average number of classification errors, minimize the maximum error rate across all attributes being measured, hit a target set of error rates, or optimize any other prescribed objective function. Under multiple simulation conditions, the algorithm compared favorably with a standard method of automated test assembly, successfully finding solutions that were appropriate for each stated goal.  相似文献   

Childhood abuse and current interpersonal conflict: The role of shame     

Jungmeen Kim  Nancy L. Talbot  Dante Cicchetti 《Child abuse & neglect》2009,33(6):362-371

ObjectiveTo examine whether shame-proneness mediates the relationship between women's histories of childhood sexual abuse and their current partner and family conflict and child maltreatment. Previous research has found that women with childhood sexual abuse histories experience heightened shame and interpersonal conflict. However, research examining the relationship of shame to interpersonal conflict is lacking.MethodParticipants were 129 mothers of children enrolled in a summer camp program for at-risk children from financially disadvantaged families. Data were collected on women's childhood abuse histories, shame in daily life, and current interpersonal conflict involving family conflict, intimate partner conflict (verbal and physical aggression), and child maltreatment.ResultsConsistent with our hypothesis, the results of hierarchical regressions and logistic regression indicated that shame significantly mediated the association between childhood sexual abuse and interpersonal conflict. Women with sexual abuse histories reported more shame in their daily lives, which in turn was associated with higher levels of conflicts with intimate partners (self-verbal aggression and partner-physical aggression) and in the family. Shame did not mediate the relationship between mothers’ histories of sexual abuse and child maltreatment.ConclusionThe role of shame in the intimate partner and family conflicts of women with sexual abuse histories has not been examined. The current findings indicate that childhood sexual abuse was related to interpersonal conflicts indirectly through the emotion of shame.Practical ImplicationsThese findings highlight the importance of investigating the role of shame in the interpersonal conflicts of women with histories of childhood sexual abuse. Healthcare professionals in medical and mental health settings frequently treat women with abuse histories who are involved in family and partner conflicts. Assessing and addressing the links of abused women's shame to interpersonal conflicts could be important in clinical interventions.  相似文献   

STUDENT RIGHTS, CLARENCE THOMAS, AND THE REVOLUTIONARY VISION OF EDUCATION     

Bryan R. Warnick  Bradley Rowe  and Sang Hyun Kim 《Educational theory》2009,59(2):145-165

A bstract .  In his concurring opinion to the 2007 U.S. Supreme Court decision, Morse v. Frederick , Justice Clarence Thomas argues that the Tinker decision, which granted students constitutional rights in public schools, should be overturned on originalist grounds. In this essay, Bryan Warnick, Bradley Rowe, and Sang Hyun Kim make the case that Thomas's originalist analysis is inconclusive. Instead of looking at court decisions relating to public education starting in the middle of the nineteenth century to establish original meaning, as Thomas does, they argue that a better strategy involves an analysis of educational ideas circulating closer to the time of constitutional ratification. Using this strategy, the authors show that many prominent educational writers (a) believed that it was important for students to learn to act independently and to value their constitutional rights, and (b) believed that students learn best by imitating civic examples. These two ideas work together in early American educational thought to imply that schools should exemplify the sort of respect for self-governance and individual rights that is present in the larger constitutional order. Thus, Warnick, Rowe, and Kim argue that there are originalist reasons for supporting student rights that Thomas ignores. In the end, this analysis not only highlights the limitations of originalist interpretative strategies, it also reminds us, more broadly, of a way to reconcile liberty and order in civic education.  相似文献