Gateway finder in large graphs: problem definitions and fast solutions     

Hanghang Tong  Spiros Papadimitriou  Christos Faloutsos  Philip S. Yu  Tina Eliassi-Rad 《Information Retrieval》2012,15(3-4):391-411

Given a graph, how to find a small group of ‘gateways’, that is a small subset of nodes that are crucial in connecting the source to the target? For instance, given a social network, who is the best person to introduce you to, say, Chris Ferguson, the poker champion? Or, given a network of people and skills, who is the best person to help you learn about, say, wavelets? We formally formulate this problem in two scenarios: Pair-Gateway and Group-Gateway. For each scenario, we show that it is sub-modular and thus it can be solved near-optimally. We further give fast, scalable algorithms to find such gateways. Extensive experimental evaluations on real data sets demonstrate the effectiveness and efficiency of the proposed methods.  相似文献   

Participatory design of learning environments: integrating perspectives of students,teachers, and designers     

Karen D. Könings  Tina Seidel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):1-9

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The CAEP Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact     

Tina Heafner  Ellen McIntyre  Melba Spooner 《Peabody Journal of Education》2014,89(4):516-532

Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in light of these standards to have a positive impact on P-12 student learning. Focusing on the program evaluation framework, authors describe a spectrum of diverse formative and summative growth measures that document the scope of impact for all stakeholders, including students. In light of the Feuer, Floden, Chudowsky, and Ahn (2013) questioning framework, authors assess program outcomes. In closing, the authors (a) conclude that comprehensive evaluation models are needed to document complex outcomes, which will make program impact more visible and measureable; (b) recommend using the Feuer et al. decision-making framework to initiate and guide programmatic design and evaluation model development; and (c) affirm CAEP's expectations—clinical partnerships go beyond positive relationships, coselection of mentor teachers and candidates, and commitment to diverse settings to ensuring P-12 student achievement—as attainable goals for educator preparation accreditation.  相似文献   

Academics transformational leadership: an investigation of heads of department leadership behaviours in Malaysian public universities     

Lokman Tahir  Tina Abdullah  Fadzli Ali  Khadijah Daud 《Educational studies》2014,40(5):473-495

Presently, the role and the function of universities in Malaysia have been described as being in a state of change. Several strategies have been adopted to assist in the re-branding of higher institutions of learning. As a consequence, an effective model of leadership practices, particularly at the Malaysian academic departmental level, has to be generated in order to replace the traditional leadership practices in meeting the national aspirations. The purpose of this study was to investigate the relationship between department heads’ leadership behaviour with academics’ organisational commitment. Survey responses from 430 academics from Malaysian public universities were received and analysed. The main finding of this study reveals that the adoption of encouraging leadership behaviour (Kouzes and Posner’s Transformational Leadership) shows a 55% direct positive relationship with academics’ organisational commitment, with demographical factors playing no role as a moderator with either variable. This reinforces the rationalisation for adopting the model within the Malaysian academic setting, where department heads should indeed lead the academic organisation.  相似文献   

An Update from the TRANSFER Working Group     

Elizabeth L. Winter 《期刊图书馆员》2013,64(3-4):439-445

TRANSFER is an initiative of the UK Serials Group (UKSG) that seeks to address the issues that can arise when journals change publishers. The TRANSFER Code of Practice, first released in 2008, has made some important strides in improving the process by which journals transfer from one publisher to another. There is still much work to be done, and the TRANSFER Working Group is committed to continuing to develop and disseminate procedures and policies surrounding the transfer of journals between publishers so that the annual movement of journals causes less disruption for all parties involved.  相似文献   

Reference Education: Lessons from Our Students     

Loriene Roy  Ye Seul Cho  Regis Junearick  Tina Lassiter  Christopher McCluney  Jayeeta Roy 《The Reference Librarian》2013,54(4):304-309

Students reflecting on their time as students in a school of information provide advice and commentary for their faculty. By revealing their challenges as well as their successes, educators can themselves reflect on the impact of their teaching and the potential it has to assist students on their career paths.  相似文献   

Teens and Technology     

Robert Winter 《Educational Media International》2013,50(4):178-180

Abstract

The article describes the study undertaken of how to help disadvantaged teenagers by the Johann Jacobs Foundation of Switzerland and the Russell Sage Foundation of New York. It presents its conclusions, and the follow up of these during the European NetDays Awareness Week in October 1997.  相似文献   

The state steers by remote control: Standardising teacher education     

Christine Winter 《International Studies in Sociology of Education》2013,23(2):153-175

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.  相似文献   

Student empowerment in an english language enrichment programme: an action research project in Hong Kong     

Gill Plummer  Kerry Newman  Richard Winter 《Educational Action Research》2013,21(2):305-314

This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research.  相似文献   

Information processing: a review of implications of Johnstone’s model for science education     

Helen St Clair‐Thompson  Tina Overton  Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148

The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly.  相似文献