A Study of the Use of Ontologies for Building Computer-Aided Control Engineering Self-Learning Educational Software     

Isaías García  Carmen Benavides  Héctor Alaiz  Angel Alonso 《Journal of Science Education and Technology》2013,22(4):589-601

This paper describes research on the use of knowledge models (ontologies) for building computer-aided educational software in the field of control engineering. Ontologies are able to represent in the computer a very rich conceptual model of a given domain. This model can be used later for a number of purposes in different software applications. In this study, domain ontology about the field of lead–lag compensator design has been built and used for automatic exercise generation, graphical user interface population and interaction with the user at any level of detail, including explanations about why things occur. An application called Onto-CELE (ontology-based control engineering learning environment) uses the ontology for implementing a learning environment that can be used for self and lifelong learning purposes. The experience has shown that the use of knowledge models as the basis for educational software applications is capable of showing students the whole complexity of the analysis and design processes at any level of detail. A practical experience with postgraduate students has shown the mentioned benefits and possibilities of the approach.  相似文献   

English or Nothing: The Impact of Rigid Language Policies on the Inclusion of Humanizing Practices in a High School ESL Program     

María del Carmen Salazar 《Equity & Excellence in Education》2013,46(3):341-356

This article discusses the results of a qualitative case study that examined how school district language policies impact humanizing practices in a high school ESL program. The theoretical framework builds on Paulo Freire's concept of humanizing pedagogy to explore policy and instruction in a secondary ESL program. Participants of this study include school district officials and high school ESL teachers. Findings indicate that when ESL teachers adhere to rigid language policies, they fail to create humanizing practices in their classrooms. In contrast, when teachers do not hold themselves strictly accountable to the institutionalized discourse of ESL, they are able to enact humanizing practices where students' linguistic and cultural resources are validated as essential for the development of academic resiliency. Paradoxically, even teachers who enact humanizing practices fail to question district language policies that render students cultural and linguistic resources invalid.  相似文献   

‘This the ConscienceRebel’: class solidarity,congregational capital,and discourse as activism in the writing of black female college students     

Carmen Kynard 《Teaching Education》2013,24(3):217-238

  相似文献   

The New Faces of Fairness   总被引：1，自引：0，他引：1  

Nancy S. Cole  Michael J. Zieky 《Journal of Educational Measurement》2001,38(4):369-382

For most of the 20th century, measurement professionals paid little interest to item and test fairness. A confluence of events in the late 1960s and early 1970s led to an intense interest in fairness issues among measurement professionals. In spite of more than 30 years of effort, there is still no generally accepted definition of fairness with respect to testing and no measure that can prove or disprove the fairness of a test. To advance the fairness of tests, measurement professionals must pay more attention to reducing group differences at the design stage of test development, to providing all examinees an opportunity to demonstrate their knowledge and skills, to deterring test misuse, and to accommodating differences among individuals.  相似文献   

Due diligence: Recognizing the role of patent research in the start-up life cycle     

Carmen Cole  Lori Lysiak 《Journal of Business & Finance Librarianship》2017,22(3-4):222-230

ABSTRACT

This article examines the role that business librarians can play in conveying the importance of thorough patent research in the start-up life cycle. It provides a summary of the components of the start-up life cycle and due diligence research as it pertains to entrepreneurs and venture capitalists. An overview of patent research resources and locations is provided, with particular focus on PatentsView, a web-based patent data visualization and analysis tool.  相似文献   

Access to higher education in South Africa: expanding capabilities in and through an undergraduate photovoice project     

Carmen Martinez-Vargas  Melanie Walker  Faith Mkwananzi 《Educational Action Research》2020,28(3):427-442

ABSTRACT

There is a gap in research on access to universities in South Africa. The research that exists focuses on quantitative methodologies, although some qualitative studies are now emerging. These research methodologies, although necessary and substantial for the development of equity measures and policies, might be less successful in their impact on the local context, on research participants and in expanding what counts as knowledge in the university. In this paper, participatory research, which has not been used to research access, is explored. The paper seeks to go beyond the instrumentalization of research participants – especially those from low-income households – highlighting the potential of using multi-strategy research, in which participatory elements are included as a way to foster both participants’ human development and local impact. Drawing on a research project on access to higher education in South Africa, the paper demonstrates that by including participatory elements (in this case photovoice) has the potential to operationalize Appadurai’s notion of the ‘right to research’ among undergraduates. Using data, including processes, observations, workshops, interviews, and visual narratives from a participatory photovoice project, the findings highlight how methodological plurality creates space for locally and relevant knowledge production, challenging epistemic barriers and fostering human development among the research participants.  相似文献   

Superintendents' Perceptions of 1:1 Initiative Implementation and Sustainability     

Bobby Virgil Cole  Nicholas J. Sauers 《Journal of Research on Technology in Education》2018,50(3):200-213

One of the fastest growing, most discussed, and most expensive technology initiatives over the last decade has been one-to-one (1:1) computing initiatives. The purpose of this study was to examine key factors that influenced implementing and sustaining 1:1 computing initiatives from the perspective of school superintendents. Nine superintendents of established 1:1 programs were interviewed, and findings identified five themes for successful implementation and sustainability of 1:1 initiatives. (Keywords: 1:1 schools, school technology leadership, 1:1 implementation)  相似文献   

Design-Based Intervention Research as the Science of the Doubly Artificial     

Michael Cole  Martin Packer 《学习科学杂志》2016,25(4):503-530

This article uses a variety of principles of cultural-historical activity theory to extend Herbert Simon’s (1996) insight into the inherent linkage between the creation of artifacts and design. We argue that design research must grapple with the doubly artificial, as the classrooms in which many educational designs are implemented are themselves already artificial and contingent—the products of design—and the learning that is the focus of investigation is already an adaptation to the classroom environment and so artificial. Focusing our discussion on the mesogenetic character of the temporal characteristics of typical educational design-based intervention research, we present an example of an 18-year-long life span of an intervention that was initially expected to last 3 or 4 years. Crises late in the life of the system, 1 of which rescued the system, 1 of which terminated it, documented through field notes written by undergraduate participants, provide evidence for the dynamics of the system’s internal functioning in relation to events occurring in the larger ecology of which it was a part.  相似文献   

Relationships in the workplace: Doing what comes naturally?     

Ardra L. Cole 《Teaching and Teacher Education》1991,7(5-6)

In this paper I explore the connection between workplace relationships and teacher development. Using a conceptual framework built on Brim and Wheeler's (1966) ideas on self-socialization and Erickson's (1963) theory of psychosocial development I draw on information gathered in year one of a 2-year qualitative study of teacher socialization to explore the following questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important at some times than others? How do certain relationships facilitate or constrain the various aspects of teacher development? Can facilitating relationships be contrived? Can contrived relationships be facilitating? And, finally, what role does context play in all of this?The focus on relationships grows out of a need to understand better the role of the “other” in the professional growth process. By examining information gathered through conversations with 13 new teachers I will uncover and explore some of the issues pertaining to professional relationship formation and development particularly in relation to teacher socialization and the psychosocial aspects of teacher development. These insights will be used as a basis for a discussion of formalized induction programs which feature forms of institutionally imposed collaborative arrangements. Drawing on some of the recent work on teacher culture and collegiality (Hargreaves, 1990; Little, 1990; Rosenholtz, 1987, 1989), Barth's (1990) ideas on school improvement through the creation of a “community of learners”, and on Noddings' (1986) and Gherke's (1987) notions on the building of caring and helping communities, I will discuss the limitations of some of the recent trends in professional development for new teachers. I will recommend an alternative approach to new teacher induction, one that takes into account the individuality of the teacher, the school culture, and the socialization process. In essence, I will argue for a “natural” and integrated approach to teacher induction.  相似文献   

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model     

Jonathan Lee Helm  Nilam Ram  Pamela M. Cole  Sy-Miin Chow 《Structural equation modeling》2016,23(5):635-648

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.  相似文献