Cognitive Profiles in Elementary Algebra: the PÉPITE Test Interface     

Stéphanie Jean  élisabeth Delozanne  Pierre Jacoboni  Brigitte Grugeon 《Education and Information Technologies》1998,3(3-4):291-305

The work presented here is part of a multidisciplinary project, called the PÉPITE project. Its aim is to set up a system to diagnose student profiles starting from a multidimensional analysis grid to evaluate their competences in elementary algebra. This paper deals with the design, the making and the evaluation of an interface in Computer Based Learning Environments. In it, we present the method adopted to set up software which proposes tasks to the students and collects data for the diagnosis module.We consider here the problems linked to the re-use of didactic know-how based on pencil-and-paper tasks and in particular how to transfer these tasks to a data processing environment. These problems are considered from the interface designer's point of view. In an attempt to make this clear, we make a distinction between ergonomic problems connected with the functioning of the interface and problems related to the field of application. © IFIP, published by Kluwer Academic Publishers  相似文献   

THE UNIVERSITY ASSOCIATION     

Thomas St. Clair Evans 《Religious education (Chicago, Ill.)》2013,108(2):216-221

  相似文献   

Intergroup Dialogues: An Educational Model for Cultivating Engagement Across Differences     

Nancy H. St. John 《Equity & Excellence in Education》2013,46(1):7-16

  相似文献   

Supervising Unsuccessful Student Teaching Assignments: Two Terminator's Tales∗     

Henry St. Maurice 《The Educational forum》2013,77(4):376-386

  相似文献   

A METROPOLITAN SCHOOL DISTRICT PROPOSED     

St. Louis Board of Education 《Equity & Excellence in Education》2013,46(4):36-40

  相似文献   

CHURCH CONTROL OF THE STUDENT CHRISTIAN ASSOCIATIONS     

Thomas St. Clair Evans 《Religious education (Chicago, Ill.)》2013,108(5):435-437

  相似文献   

The limits of levels: Understanding the International Adult Literacy Surveys (IALS)     

Ralf St. Clair 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(6):759-776

The International Adult Literacy Survey (IALS), an initiative of the Organization for Economic Cooperation and Development (OECD), was carried out in the early to mid-1990s across more than 20 countries. It was followed in the early years of the 21st century by the Adult Literacy and Life Skills (ALL) survey and the Programme for the International Assessment of Adult Competencies (PIAAC, currently in data analysis). This article reviews the philosophical basis, theoretical underpinnings and data analysis of the original and subsequent IALS-based surveys. The purpose is to inform users of the survey data of what the surveys can, and cannot, provide. The author argues that the key use of these surveys is providing insights into population-level distribution of one form of literacy, namely a particular kind of text consumption in a developed society. He also points out the challenges regarding the use of the survey series for making international comparisons, for documenting change over time and for representing broad models of literacy. The tendency to use the survey findings for these uses is considered by the author as a misuse of the data, which leaves the potential of the IALS surveys to provide insights into the effectiveness and equity of different educational systems largely untapped.  相似文献   

Multi-Level Modeling of Dyadic Data in Sport Sciences: Conceptual,Statistical, and Practical Issues     

Patrick Gaudreau  Marie-Claude Fecteau  Stéphane Perreault 《Measurement in physical education and exercise science》2013,17(1):29-50

The goal of this article is to present a series of conceptual, statistical, and practical issues in the modeling of multi-level dyadic data. Distinctions are made between distinguishable and undistinguishable dyads and several types of independent variables modeled at the dyadic level of analysis. Multi-level modeling equations are explained in a non-technical manner. A database of 66 athletes regrouped in 33 undistinguishable dyads is used to illustrate the steps from initial preparation of multi-level databases to the interpretations of output files. The data are used to examine null, intercept-as-outcome, and slope-as-outcome models, as well as to present a formula to calculate percentage of variance explained at different levels of analysis. A simple slopes procedure is showed to probe significant cross-level interactions (slope-as-outcome model) in a manner consistent with the approach generally used in ordinary least square regression. Potential extensions and limitations of this multi-level approach are presented in the discussion.  相似文献   

Supporting elementary teachers’ enactment of nature of science instruction: a randomized controlled trial     

Jennifer L. Maeng  Randy L. Bell  Tyler St. Clair  Amanda L. Gonczi  Brooke A. Whitworth 《International Journal of Science Education》2013,35(18):2245-2264

  相似文献   

The posts continue: becoming     

Elizabeth Adams St. Pierre 《International journal of qualitative studies in education》2013,26(6):646-657

This paper describes assumptions of representational logic and phenomenology that organize much of Enlightenment humanism and one of its knowledge projects, conventional humanist qualitative methodology. The author argues that the ontological critiques of “post” theorists, including Foucault, Derrida, Baudrillard, Lyotard, and Deleuze and Guattari, were set aside in favor of epistemological projects following World War II and that, in general, the “posts” had little effect on that methodology. Those critiques are now being put to work and extended in the new empiricism and new materialism to re-imagine being, always an ethical task. Whether humanist qualitative inquiry can survive the ontological turn is a question to consider.  相似文献