Understanding and Using the 2003 NSTA Science Teacher Preparation Standards for NCATE Accreditation or State Approval     

Erica M. Brownstein  Elizabeth Allan  Rita Hagevik  J. Shane  William Veal 《Journal of Science Teacher Education》2009,20(4):307-311

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Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework     

Stephen Harvey  Shane Pill  Len Almond 《Physical Education & Sport Pedagogy》2018,23(2):166-180

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sMARE: a new paradigm to evaluate and understand query performance prediction methods     

Faggioli  Guglielmo  Zendel  Oleg  Culpepper  J. Shane  Ferro  Nicola  Scholer  Falk 《Information Retrieval》2022,25(2):94-122

Information Retrieval Journal - Query performance prediction (QPP) has been studied extensively in the IR community over the last two decades. A by-product of this research is a methodology to...  相似文献   

Exploring the Relationship Between Attentional Capture and Prior Knowledge in a Science-Based Multi-user Virtual Environment: an Individual Growth Model Analysis     

Tutwiler  M. Shane 《Journal of Science Education and Technology》2019,28(4):299-309

In this study, we investigate trends in the relationship between what students know and the types of data that capture their attention over time in a science-based multi-user virtual environment. Longitudinal analyses of the patterns of data collected by 143 middle school students (nested within 5 teachers) showed that student prior knowledge was marginally (p?<?.10) related to variation in the attentional value (visibility and location) of data they collected over time, explaining about 2% of said variation. By contrast, accounting for the clustering of students by teacher was statistically significantly (p?<?.05) related to variation in trends in attentional values and explained 36% of said variation.

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Telling physical education teacher education tales through pedagogical case studies     

Steven A. Stolz  Shane Pill 《Sport, Education and Society》2016,21(6):868-887

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary PETE and PE teacher educator CPL practice or practices is particularly important if PETE programmes want to develop future PE and current teacher practitioners who are transformative agents. In setting up the pedagogical case study accounts, we recall common conversations about the bodies of knowledge in tertiary PETE programmes that have been positioned as problematic. The accounts highlight the existence of an artificial divide between PE educators as theory generators and both pre-service PE teachers and school-based PE practitioners as theory appliers. We suggest that part of the reason why this divide exists can be attributed to a general misunderstanding of theoretical and practical knowledge that have been wrongly compartmentalised into ‘theory’ and ‘practice’, and hence erroneously taught as isolated entities without any connection or direct link with each other, or the former considered to be less relevant and perhaps even irrelevant in practice.  相似文献   

The effect of pooling and evaluation depth on IR metrics     

Xiaolu Lu  Alistair Moffat  J. Shane Culpepper 《Information Retrieval》2016,19(4):416-445

Batch IR evaluations are usually performed in a framework that consists of a document collection, a set of queries, a set of relevance judgments, and one or more effectiveness metrics. A large number of evaluation metrics have been proposed, with two primary families having emerged: recall-based metrics, and utility-based metrics. In both families, the pragmatics of forming judgments mean that it is usual to evaluate the metric to some chosen depth such as \(k=20\) or \(k=100\), without necessarily fully considering the ramifications associated with that choice. Our aim is this paper is to explore the relative risks arising with fixed-depth evaluation in the two families, and document the complex interplay between metric evaluation depth and judgment pooling depth. Using a range of TREC resources including NewsWire data and the ClueWeb collection, we: (1) examine the implications of finite pooling on the subsequent usefulness of different test collections, including specifying options for truncated evaluation; and (2) determine the extent to which various metrics correlate with themselves when computed to different evaluation depths using those judgments. We demonstrate that the judgment pools constructed for the ClueWeb collections lack resilience, and are suited primarily to the application of top-heavy utility-based metrics rather than recall-based metrics; and that on the majority of the established test collections, and across a range of evaluation depths, recall-based metrics tend to be more volatile in the system rankings they generate than are utility-based metrics. That is, experimentation using utility-based metrics is more robust to choices such as the evaluation depth employed than is experimentation using recall-based metrics. This distinction should be noted by researchers as they plan and execute system-versus-system retrieval experiments.  相似文献   

倘若她是天使     

Tommy Shane Steiner 《海外英语》2007,(6):17

有着俊朗外貌的Tommy Shane Steinerr以纯正的乡村歌喉演唱着属于他牛仔风格的歌曲。他出道后,受到了许多前辈的关注和提携:连续11年主持乡村音乐协会年度颁奖典礼的歌星Vince Gill出人意料地为Steiner的主推曲What If She’s An Angel配唱了合  相似文献   

Ability and Achievement Characteristics of Australian University Students with Self-Reported Specific Learning Disabilities     

Bernd G. Heubeck  Shane Latimer 《高等教育研究与发展》2002,21(3):273-287

There is a lack of empirical data on the ability and achievement characteristics of Australian university students seeking accommodation under the Disability Discrimination Act because of Specific Learning Disabilities (SLD). A series of 30 self-referred students was assessed individually using an extensive test battery (WJ-R) based on a modern, comprehensive model of intelligence and achievement. Comparisons with known characteristics of North American students with and without SLD are reported as well as individual profile patterns relevant to definitions of SLD. Intra-cognitive weaknesses were found in cognitive processing speed, memory, auditory and visual intelligence. Contrary to expectation, reading was not an area of weakness. As expected, basic writing skills were poor for many students (18 out of 30). The variability of profile patterns requires an individualised approach to assessment, careful translation into recommendations, and ongoing evaluation of learning outcomes.  相似文献   

New Assistant Professors of Counselor Education: Their Preparation and Their Induction     

Sandy Magnuson  Ken Norem  Shane Haberstroh 《Counselor Education & Supervision》2001,40(3):220-229

The literature documents that there has been a limited number of qualified applicants to fill counselor education positions. This article features a profile of assistant professors who accepted their first counselor education positions in 1999 as well as their comments regarding their experiences as applicants. Recommendations derived from the data are included for counselor educators, professors‐in‐training, and search committees.  相似文献   

“Deaths in Prison Custody” Capstone Course: Engaging Final-Year Law Students In Service Learning and Public Value     

Shane Kilcommins  Eimear Spain 《Journal of Criminal Justice Education》2016,27(3):285-298

Capstone service learning courses are designed to overcome the negative effects of fractioned knowledge by enabling students to consolidate and apply what they have learned over a program of study. They also promote a scholarship of engagement. This article documents the learning experiences of students on a Deaths in Prison Custody capstone service learning course. Though such a criminal justice course requires significant staff input and involves some loss of educational control, it has many benefits including enhanced learning, meaningful service, public value, and civic engagement. The focus on this article is on student learning experiences. It outlines how the pragmatic focus of such a course made knowledge and student learning relevant and actionable. It also describes how the deliberately unstructured design of the course, together with its emphasis on pubic value, encouraged autonomous and self-directed learning, prompting the students to take greater ownership of their learning.  相似文献