The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics     

Hailu Nigus Weldeana  Solomon Tewolde Abraham 《Journal of Mathematics Teacher Education》2014,17(4):303-330

Many learners hold traditional beliefs about mathematics that can hamper their learning in the discipline. To address this issue, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. Data sources were pretest and posttest scores of a 12-theme questionnaire designed for this study called “Prospective teachers’ beliefs questionnaire about mathematics learning” and written reflections of prospective teachers. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs. Fortunately, the intervention program has helped the prospective teachers revise and correct their beliefs, thoughts, and understandings. Study of the prospective teachers’ written reflections and observations of their oral presentations during whole-class discussions strengthen the results of the quantitative study.  相似文献   

Taking the Next Step: Ways Forward for Coaching Science     

Andrew Abraham  Dave Collins 《Quest (Human Kinetics)》2013,65(4):366-384

Coaching is no longer a subset of physical education or sport psychology but is rather an established vocation for research. In reaching such a position, we argue that a broad range of epistemologies have been used to investigate coaching such as sociology and cognitive psychology. However there is danger that, in the search for new ground, research becomes increasingly esoteric, having less and less impact on the domain that it is researching—namely coaching. As a step against this trend, we argue for and attempt to establish the commonalities across these research approaches suggesting that coaching is social, political, and pedagogical in nature. We accept that coaching is inherently complex but argue that coaches can be educated to cope with complexity through a professional judgment and nested decision making process. To facilitate this process, we offer a model for coaching that is inclusive of the commonalities across coaching research, summarizes our major theoretical points yet practical enough for application by coach educators and coaches.  相似文献   

The effects of graphic organizer completeness and note-taking medium on computer-based learning     

Colliot  Tiphaine  Kiewra  Kenneth A.  Luo  Linlin  Flanigan  Abraham E.  Lu  Junrong  Kennedy  Carrie  Black  Sheldon 《Education and Information Technologies》2022,27(2):2435-2456

Education and Information Technologies - The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or...  相似文献   

The coaching schematic: Validation through expert coach consensus     

Andy Abraham  Dave Collins  Russell Martindale 《Journal of sports sciences》2013,31(6):549-564

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A Laplace pressure based microfluidic trap for passive droplet trapping and controlled release     

Simon MG  Lin R  Fisher JS  Lee AP 《Biomicrofluidics》2012,6(1):14110-1411013

Here, we present a microfluidic droplet trap that takes advantage of the net Laplace pressure force generated when a droplet is differentially constricted. Mathematical simulations were first used to understand the working range of the component; followed by finite element modeling using the CFD software package to further characterize the behavior of the system. Controlled release of the trapped droplets is also demonstrated through both a mechanical method and a chemical method that manipulates the total pressure exerted on the trapped droplet. The unique design of this trapping device also provides the capability for selection of a single droplet from a train, as well as droplet fusion.  相似文献   

Concept drift detection and adaptation with hierarchical hypothesis testing     

Shujian Yu  Zubin Abraham  Heng Wang  Mohak Shah  Yantao Wei  José C. Príncipe 《Journal of The Franklin Institute》2019,356(5):3187-3215

A fundamental issue for statistical classification models in a streaming environment is that the joint distribution between predictor and response variables changes over time (a phenomenon also known as concept drifts), such that their classification performance deteriorates dramatically. In this paper, we first present a hierarchical hypothesis testing (HHT) framework that can detect and also adapt to various concept drift types (e.g., recurrent or irregular, gradual or abrupt), even in the presence of imbalanced data labels. A novel concept drift detector, namely Hierarchical Linear Four Rates (HLFR), is implemented under the HHT framework thereafter. By substituting a widely-acknowledged retraining scheme with an adaptive training strategy, we further demonstrate that the concept drift adaptation capability of HLFR can be significantly boosted. The theoretical analysis on the Type-I and Type-II errors of HLFR is also performed. Experiments on both simulated and real-world datasets illustrate that our methods outperform state-of-the-art methods in terms of detection precision, detection delay as well as the adaptability across different concept drift types.  相似文献   

Research abstracts     

Bertha P. Reed  Abraham Koltun  William R. Thomas  Milton I. Patrie  David A. Poor  William H. Allen 《Educational technology research and development : ETR & D》1965,13(4):446-468

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The Cultural Antecedents of Sociolinguistic Differences     

Abraham Stahl 《比较教育学》1975,11(2):147-152

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Parent talk     

Willard Abraham 《Early Childhood Education Journal》1979,6(4):54-54

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A Thematic Approach to the Teaching of English: The Possibilities and Problems (15–18)     

Carol Abraham 《English in Education》1977,11(3):22-33

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