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排序方式： 共有107条查询结果，搜索用时 103 毫秒
61.
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Greg Murrie James Strick Russell Blackford Tamas Pataki John Forge Dennis Georgakis Andy Monk Richard McDonough Greg Wilby R. W. Home J. H. D. Amador Jean Lachapelle Anthony Corones Adrienne Hallam Emily Booth David Oldroyd James Franklin John Forge William A. S. Sarjeant Stewart Russell Vladimir B. Popescu Andrew Oakley Anthony Corones Roderick D. Buchanan David Branagan Tamara Kohn James Maffie 《Metascience》1997,6(2):71-171
63.
【目的】当前网络科技日益成熟,新媒体平台的迅猛发展不断冲击着传统纸媒的生存空间。为了刊物的长远发展,科普类杂志应转变营销传播模式,借助新媒体平台实现自身品牌的塑造。【方法】 基于传统的杂志期刊营销模式,创新性地引入“网络整合营销传播”理论和“拟人化沟通”理论,分析以《博物》杂志为例的科普类杂志品牌塑造的策略。【结果】探讨了《博物》杂志的网络整合营销传播模式的基本架构,并基于“拟人化沟通”理论,具体分析了《博物》杂志借助新媒体平台塑造科普类杂志品牌形象的过程。【结论】《博物》杂志借助新媒体平台的运营,扩大了受众范围,提升了杂志销量,成功塑造了自身的科普类杂志品牌形象,对我国科普类杂志的品牌塑造富有现实的借鉴意义。 相似文献
64.
Adrienne Boulton Kit Grauer Rita L. Irwin 《The International Journal of Art & Design Education》2017,36(2):200-214
A great deal has been written about the representational use of metaphor to understand teacher candidates’/new teachers’ conceptions of teacher practice. This article will discuss recent research that explored secondary visual art teacher candidates’/new teachers’ visualising of visual metaphors to provoke their a/r/tographical inquiry into their perceptions of practice. This article engages with the Deleuzian conception becoming as well as the ontology of difference to provoke the reimagination of metaphor in research. We offer new understandings about visualising the visual in research and the methodological implications of relational research practices. 相似文献
65.
Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a content-stratified subset of ?45 items. Recommendations from earlier work were directly applied in this study in two operational standard-setting meetings. Angoff cut scores from two panels of raters were collected at each study, wherein one panel established the cut score based on the entire test, and another comparable panel first used a proportionally stratified subset of 45 items, and subsequently used the entire test in recommending the cut scores. The cut scores recommended for the subset of items were compared to the cut scores recommended based on the entire test for the same panel, and a comparable independent panel. Results from both studies suggest that cut scores recommended using a subset of items are comparable (i.e., within one standard error) to the cut score estimates from the full test. 相似文献
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Two studies examined daily incidents of peer harassment in urban middle schools. Sixth-grade students (M age = 11 years) described their daily personal experiences and witnessed accounts of peer harassment, and rated their negative feelings across a 2-week period. In Study 1 (n = 95), within-subject analyses across 4 days revealed that both personally experienced and witnessed harassment were associated with increases in daily anxiety, whereas witnessing harassment buffered students against increases in humiliation on days when they personally experienced harassment. Evidence for witnessing as a buffer against increases in humiliation and anger was also found in Study 2 (n = 97) that included 5 daily reports. Witnessing harassment also protected students against increases in negative self-perceptions. 相似文献
68.
Adrienne Shaw 《Critical Studies in Media Communication》2017,34(1):88-94
This essay describes the author’s new project: a digital archive documenting the history of lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in video games. The LGBTQ game archive covers approximately 30 decades of game content at present, and nearly 500 games. This essay describes the project’s origins, the methods used to research the game content, and some initial findings. Finally, some particular surprises from the project are discussed, which point to areas for future LGBTQ games research. 相似文献
69.
Wim Haeck Nan Yeld Jurie Conradie Neill Robertson Adrienne Shall 《Educational Studies in Mathematics》1997,33(1):71-91
Decisions on admissions to university and placement into university courses are usually based on the results of achievement (as in secondary school exams) and/or aptitude (in intelligence-type tests and SAT). This paper argues that in a situation where educational provision at secondary school level is highly unequal, a third approach to testing offers an alternative which is preferable both on grounds of theory of cognitive psychology and because it yields much better discrimination.The Alternative Admissions Research Project at University of Cape Town has developed a mathematics test according to the dynamic testing approach as advocated by Miller (1990) for admission of African students from grossly under-resourced schools, as well as for placing these and other students into a diversifying first year curriculum. This approach aims to assess the ability of a candidate to learn from authentic academic material within the test. This paper focuses on the reasons for the development of the mathematics test and the process by which the test questions were developed and piloted. The reliability of the test and correlations of this test with subsequent mathematical performance data are discussed.Following the encouraging data for the test as an admission mechanism, the value of the dynamic testing approach for furnishing additional information for placement into an increasingly varied curriculum at first year level was investigated. This enabled the piloting of more topics and more comprehensive validation of this type of testing. The paper concerns itself with the reliability and predictive value of each of the topics in this placement test for a range of core courses in various faculties and the extent to which these tests can identify potentially at risk students who should be placed onto an appropriate curriculum. 相似文献
70.
Background and context: The variables that researchers measure and how they measure them are central in any area of research, including computing education. Which research questions can be asked and how they are answered depends on measurement.
Objective: To summarize the commonly used variables and measurements in computing education and to compare them to best practices in measurement for human-subjects research.
Method: Systematic literature review analyzing 197 papers published during 2013–2017 in computing education research venues.
Findings: The review illuminates common practices related to: variables measured (including learner characteristics), measurements used, and type of data analysis. The paper lists standardized measurements that were used and highlights commonly used variables for which no standardized measures exist.
Implications: The paper concludes with information about best practices currently being used in the community that should be continued, as well as pointing out practices that could be improved along with recommendations for how to begin to adopt those best practices. 相似文献