Demand cycles and market segmentation in bicycle sharing     

James Christopher Westland  Jian Mou  Dafei Yin 《Information processing & management》2019,56(4):1592-1604

Consumers often display unique habitual behaviors, and knowledge of these behaviors is of great value in prediction of future demand. We investigated consumer behavior in bicycle sharing in Beijing, where demand prediction is critical for cost-effective rebalancing of bicycle locations (putting bikes where and when they will be rented) and supply (number of bicycles). We created baseline statistical demand models, borrowing methods from economics, signal processing and animal tracking to find consumption cycles of 7, 12, 24 h and 7-days. Lorenz curves of bicycle demand revealed significant stratification of consumer behavior and a long-tail of infrequent demand. To overcome the limits of traditional statistical models, we developed a deep-learning model to incorporate (1) weather and air quality, (2) time-series of demand, and (3) geographical location of demand. Customer segmentation was added at a later stage, to explore potential for improvement with customer demographics. Our final machine learning model with tuned hyperparameters yielded around 50% improvement in predictions over a discrete wavelet transform model, and 80–90% improvement in predictions over a naïve model the reflects some current industry practice. We assessed causality in the deep-learning model, finding that location and air quality had the strongest causal impact on demand. The extreme market segmentation of customer demand, and our relatively short time span of data combined to make it difficult to find sufficient data on all customers for a model fit based on segmentation. We reduced our model data to only the 10 most frequent to see whether such segmentation improves our model's predictive success. These results, though limited, suggest that customer behavior within market segments is more stable than across all customers, as was expected.  相似文献   

Risk and Adversity,Parenting Quality,and Children's Social-Emotional Adjustment in Families Experiencing Homelessness     

Madelyn H. Labella  Angela J. Narayan  Christopher M. McCormick  Christopher D. Desjardins  Ann S. Masten 《Child development》2019,90(1):227-244

A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (M_age = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses revealed unique associations by risk domain: Higher sociodemographic risk predicted more externalizing behavior and poorer teacher–child relationships, whereas higher family adversity predicted more internalizing behavior. Parenting quality was positively associated with peer acceptance and buffered effects of family adversity on internalizing symptoms, consistent with a protective effect. Parenting quality was associated with lower externalizing behavior only when sociodemographic risk was below the sample mean. Implications for research and practice are discussed.  相似文献   

Points from the SENCo-Forum     

Christopher Robertson 《British Journal of Special Education》2021,48(4):519-523

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Investigating the impact of a Freirean informed coach education programme     

Ed Cope  Christopher J. Cushion  Stephen Harvey  Mark Partington 《Physical Education & Sport Pedagogy》2021,26(1):65-78

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“I Have Been Given the Power to Teach. The Children Understand Me Very Well.” The Social and Academic Impact of Deaf Teacher Training in Kenya     

Christopher Johnstone  Heidi Corce 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,56(1):149-165

Kenya has 41 Deaf schools that serve children from Class 1 through secondary school. These schools are all characterised by the fact that they have very few teachers who are fluent in Kenyan sign language. In order to meet the needs of schools and to provide employment opportunities for Deaf Kenyan adults, a small non-governmental organisation identified Deaf secondary school students for training. They received two years of teacher training free of charge. Most have since been awarded teaching contracts by the Kenyan Teacher Service Commission or local school boards. This article reports on results from a preliminary study of the social and academic impacts of this innovation. Results indicate that Deaf teachers are inspirational in the classroom, represent a significant resource for their school communities and are preferred by Deaf students. A follow-up study on the relative learning gains of Deaf students when taught by Deaf teachers is planned once relevant data are available.  相似文献   

An investigation of Detect,Practice, and Repair to remedy math‐fact deficits in a group of third‐grade students     

Brian C. Poncy  Christopher H. Skinner  Philip K. Axtell 《Psychology in the schools》2010,47(4):342-353

A multiple‐probe‐across‐problem‐sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication‐fact fluency development in seven third‐grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group‐administered, metronome‐paced assessment used to identify specific facts in need of repair. Next, Cover, Copy, and Compare (CCC) procedures are used to enhance automaticity with those specific facts. Lastly, students complete a 1‐min speed drill and self‐graph their fluency performance. Results showed large level and trend increases in fact fluency after DPR was applied across all three sets of multiplication problems. Discussion focuses on the importance of developing effective and efficient basic‐skill‐remediation procedures and directions for future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies     

Danielle N. Pappas  Christopher H. Skinner  Amy L. Skinner 《Psychology in the schools》2010,47(9):887-902

An across‐groups (classrooms), multiple‐baseline design was used to investigate the effects of an interdependent group‐oriented contingency on the Accelerated Reader (AR) performance of fourth‐grade students. A total of 32 students in three classes participated. Before the study began, an independent group‐oriented reward program was being applied (i.e., a student received access to a tangible reward after passing each AR comprehension test). This program was supplemented with an interdependent group‐oriented contingency, and results showed that the number of quizzes passed per week increased immediately after the intervention was applied; however, this increase was not maintained. When students were divided into ability groups based on their average baseline performance, the lowest performing students exhibited a statistically significant increase in quiz performance (i.e., quizzes taken, quizzes passed, and book level), but no significant changes were found in the average and high performing groups. © 2010 Wiley Periodicals, Inc.  相似文献   

Fears for tiers: are candidates being appropriately rewarded for their performance in tiered examinations?     

Christopher Wheadon  Anton Béguin 《Assessment in Education: Principles, Policy & Practice》2010,17(3):287-300

Tiering is a multi‐stage test design whereby teachers allocate students to a particular difficulty level (tier) of a test. This approach to the challenge of delivering assessments to students with a heterogeneous ability distribution is normal practice in UK public examinations at the age of 16. This study uses Item Response Theory number‐correct score equating to examine the relative standards that are set between tiers on certain GCSE assessments. It finds evidence to suggest that candidates on the foundation tier are being over‐rewarded, while those on the higher tier are being under‐rewarded. It concludes that the use of IRT test equating could help improve standard setting on tiered tests and that the issue of restricted grade ranges on these tests may need to be reconsidered.  相似文献   

Predicting reading growth with event-related potentials: Thinking differently about indexing “Responsiveness”     

Christopher J. Lemons  Alexandra P.F. Key  Douglas Fuchs  Paul J. Yoder  Lynn S. Fuchs  Donald L. Compton  Susan M. Williams  Bobette Bouton 《Learning and individual differences》2010,20(3):158-166

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed.  相似文献   

Managing Inquiry-Based Science: Challenges in Enacting Complex Science Instruction in Elementary and Middle School Classrooms     

Christopher J. Harris  Deborah L. Rooks 《Journal of Science Teacher Education》2010,21(2):227-240

Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management areas and present a brief review of what the research literature says about each area. We propose that enacting inquiry-based instruction requires a different kind of approach to classroom management that takes into account the close-knit relationship between management and instruction. This perspective recognizes the pervasive nature of managing the classroom for inquiry learning.  相似文献