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Despite the use of television program advisories for more than 15 years, viewer understanding of these advisories remains problematic. This article summarizes 2 studies demonstrating the effectiveness of alternate graphic advisories in attracting viewer attention and more effectively communicating their intended meaning. Results indicated that younger viewers were more likely to correctly interpret the meaning of graphic advisories relative to the current text advisories. Eye-tracking data revealed that viewers also allocated greater attention to graphic advisories. Although participants interpreted graphic advisories as more restrictive than text advisories, viewers failed to demonstrate so-called “forbidden fruit” effects. 相似文献
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Michael Ievers Ken Wylie Colette Gray Bernadette Ní Áingléis Brian Cummins 《欧洲师范教育杂志》2013,36(2):183-199
There has been much international debate on the role of the university tutor in the supervision of student teachers during school-based work. This study focuses upon the Irish context, where there has been little research. It involves a comparative study of the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. Data collection methods comprised questionnaires to university tutors, class teachers and students (n = 150), focus groups and one-to-one interviews. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration. Importantly, this study concludes that it is the university tutor who should have the lead role in collaborative models of school-based work partnership, with significant consultation and input from the class teacher and consultation with the student in the evaluation process. 相似文献
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Taotao Long John Cummins Michael Waugh 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):2028-2039
The flipped classroom is an instructional model which allows for more advanced learning activities during in-class time while introduces subject knowledge to students prior to class. To address a gap in the recent research regarding higher education instructors’ experiences, perceptions and adoption decisions of the flipped classroom instruction, this study aimed at investigating the critical factors which were predictive of a higher education instructor’s decision to adopt a flipped classroom instructional model through exploratory factor analysis (EFA) and multiple regression in a US university. The results revealed that performance expectancy and technology self-efficacy were significant predictors. Although facilitation condition was significantly correlated with instructors’ adoption decisions, it was not a significant predictor. This study suggests that in order to improve higher education instructors’ adoption decisions of the flipped classroom and other active learning instructional models, it is of priority for institutions to remove the internal barriers to instructors’ adoption decisions of these instructional models, such as improving their performance expectancy and technology self-efficacy. 相似文献
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This paper describes a method, using Genetic Programming, to automatically determine term weighting schemes for the vector
space model. Based on a set of queries and their human determined relevant documents, weighting schemes are evolved which
achieve a high average precision. In Information Retrieval (IR) systems, useful information for term weighting schemes is
available from the query, individual documents and the collection as a whole.
We evolve term weighting schemes in both local (within-document) and global (collection-wide) domains which interact with
each other correctly to achieve a high average precision. These weighting schemes are tested on well-known test collections
and are compared to the traditional tf-idf weighting scheme and to the BM25 weighting scheme using standard IR performance metrics.
Furthermore, we show that the global weighting schemes evolved on small collections also increase average precision on larger
TREC data. These global weighting schemes are shown to adhere to Luhn’s resolving power as both high and low frequency terms
are assigned low weights. However, the local weightings evolved on small collections do not perform as well on large collections.
We conclude that in order to evolve improved local (within-document) weighting schemes it is necessary to evolve these on
large collections. 相似文献
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The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught. 相似文献
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