Optimum Quantization for Local Decision Based on Independent Samples     

H.V. Poor  J.B. Thomas 《Journal of The Franklin Institute》1977,303(6):549-561

The problem of designing quantizers for use in decision-making systems is considered. Applying the theory of local tests, general criteria are derived for the optimal selection of quantizer parameters for the large-sample-size case. These criteria agree with previously established results based on optimization in terms of distance measures and are shown also to lead to that quantizer-decision system which is most efficient asymptotically. To illustrate the design procedure, several applications to signal detection are discussed.  相似文献   

Remembering Gould     

John S. Wilkins 《Metascience》2007,16(1):169-173

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Steven Vogel and his theory of comparative biomechanics     

G. K. Ananthasuresh 《Resonance》2016,21(5):467-471

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Answering Questions with Assessment Data: The Use Challenge     

Sonia V. Gonsalves 《Assessment Update》2016,28(3):3-15

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Students’ approaches to groupwork in a blended course,associations with perceptions of the online environment and academic achievement – when is learning engaged?     

Robert A. Ellis 《Education and Information Technologies》2016,21(5):1095-1112

University teachers provided first year Arts students with hundreds of cinematic images online to analyse as a key part of their predominantly face-to-face undergraduate course. This qualitative study investigates the extent to which the groups engaged in learning involving their analysis of the images and how this was related to their perception of the ICT-mediated environment. Interviews and questionnaires completed by students revealed that the extent of engaged learning was related to the quality of the approach to groupwork reported by the students, the quality of their approach to the analysis of the images and their perceptions of key aspects of the online environment which provided the images. The findings have implications for the design and approach to teaching best suited for students involved in groupwork and the use of ICT resources provided to promote engaged experiences of learning.  相似文献   

Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis     

Colby Hall  Garrett J. Roberts  Eunsoo Cho  Lisa V. McCulley  Megan Carroll  Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades.  相似文献   

3. Winfried D’Avis. Der informierte Mensch. Sein Weltbild-Sein Gehirn-Sein Computer     

Claus J. Tully  Dirk Baier 《Zeitschrift für Erziehungswissenschaft》2003,6(2):303-304

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Taylor the sailor     

V.?RadhakrishnanEmail author 《Resonance》2004,9(10):10-18

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The Hidden Curriculum of Domestication     

Juan S. Muñoz  Rosario Ordoñez Jasis  Patricia A. Young  Peter McLaren 《The Urban Review》2004,36(3):169-187

Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication.  相似文献   

Language problems in children with learning disabilities: do they interfere with maternal communication?     

Poikkeus AM  Ahonen T  Närhi V  Lyytinen P  Rasku-Puttonen H 《Journal of learning disabilities》1999,32(1):22-35

In this study, parent-child interaction in two carefully matched subgroups-school-age boys with learning disabilities (LD) who showed a discrepancy between their verbal IQ and performance IQ and had more extensive difficulties in higher-level language abilities (VIQ < PIQ, n = 8) and boys with LD who did not manifest a discrepancy between verbal IQ and performance IQ (VIQ = PIQ, n = 8), were investigated. The effects of the child's language problems on child task performance and on the quality of maternal communication were analyzed in a mother-child problem solving task. Children in the VIQ < PIQ group were found to be less successful on the task than children in the VIQ = PIQ group, and their mothers exhibited lower communication clarity in their instructions than the mothers of the children in the VIQ = PIQ group. An interesting interaction effect was found for communication deviances. For mothers in the VIQ < PIQ group the extent of deficient communication increased from the monologue to the dialogue situation, whereas communication deviances decreased for mothers in the VIQ = PIQ group. Three possible models are discussed in light of the differences between the subgroups.  相似文献