Going MAD in Degrees of Unfairness!     

Mike Perry 《Teaching Statistics》2005,27(3):72-75

This article discusses concepts of unfairness in allocations of objects (coins) to positions (students) and introduces possible measures for unfairness based on intuition.  相似文献   

Visual Elements and Container Metaphors for Multi-Media     

Mike Howarth 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(2):125-133

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The Price is Right     

Mike Fletcher 《Teaching Statistics》2005,27(3):69-71

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Teen pregnancy prevention: a rural model using school and community collaboration     

Barnes ND  Harrod SE 《The School counselor》1993,41(2):137-140

From 1980 to 1989 there were 2069 babies born to teenage mothers in northeastern Connecticut, accounting for more than 10% of all births in this region. A Connecticut model program that combats teen pregnancy and emphasizes a collaborative venture between a state-funded community-based pregnancy prevention program and a regional vocational-technical high school located in a rural setting is described. Beginning in the fall of 1987, a group of local providers and concerned citizens formed a steering committee which was given funding to initiate services in early 1988. The objectives of the Northeast Connecticut Teen Pregnancy Prevention Program were (a) to enhance the capacity of parents to prevent teen pregnancy, (b) to increase public education concerning the prevention of teenage pregnancy, (c) to increase the coordinated planning of teen pregnancy prevention resources, and (d) to mobilize additional teen pregnancy prevention resources. At the regional vocational-technical high school in rural north eastern Connecticut a pregnancy prevention program for students in grades 9 through 12 was designed called Contemporary Life Issues Clinic (CLIC). This voluntary experiential program lasted 8 weeks for male and female students. Each week, one session operated during regular school hours. Students preregistered for each week's activity or clinic in the guidance office. CLIC's consisted of eight topics with accompanying activities aimed at improving sexual responsibility; increasing the decision-making skills of students; encouraging the development of coping skills; fostering emotional growth; cultivating success-oriented attitudes; providing information in pregnancy prevention, sexually transmitted disease including AIDS; and providing information regarding the financial and legal implications of parenthood. During the fall of 1990, CLIC had 98 participants. The majority of the students were young women. The most heavily attended session dealt with contraception; the fewest participants attended the session devoted to sexually transmitted diseases. CLIC has the potential for expansion and improvement.  相似文献   

The Politically and Culturally One-Sided Campus: Causes, Consequences, Remedies: Pernicious Politicization in Academe: Victims of the One-Sided Campus: Advocacy in the College Classroom     

Luann Wright  Mike Ratliff  Anne D. Neal 《Academic Questions》2006,19(4):55-77

The three papers that follow were delivered on 22 April 2006 at a conference of the California Association of Scholars at the Annenberg School on the campus of the University of Southern California in Los Angeles. The aim of the panelists was to diagnose the political and cultural imbalance in higher education, to analyze its causes and consequences, and to look for remedies. Other essays from that conference may appear later in AQ.  相似文献   

Modelling and the Nation: Institutionalising Climate Prediction in the UK, 1988–92     

Mahony  Martin  Hulme  Mike 《Minerva》2016,54(4):445-470

Minerva - How climate models came to gain and exercise epistemic authority has been a key concern of recent climate change historiography. Using newly released archival materials and recently...  相似文献   

The case for alternative endpoints in computing education     

Mike Tissenbaum  David Weintrop  Nathan Holbert  Tamara Clegg 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1164-1177

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Shape-shifting Davydov’s ideas for early number learning in South Africa     

Venkat  Hamsa  Askew  Mike  Morrison  Samantha 《Educational Studies in Mathematics》2021,106(3):397-412

In this paper, we share details of a South African early grades’ number intervention informed by aspects of Davydov’s writing on early number teaching and learning. A key part of Davydov’s approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number Starters (SNS) intervention focused—over a nine-year period—on supporting early grades’ students to move beyond the calculating-by-counting approaches that are prevalent in South Africa. In attending to this focus, the intervention shifted increasingly towards an emphasis on relationships between quantities, though not in the same format or task sequence as advocated by Davydov. The contextual and cultural features that led to our adaptations—or shape-shifting—are highlighted in this paper. We interrogate key aspects of Davydov’s approaches to early number teaching in relation to key features typical of South African classroom mathematics teaching in order to understand the evolution of the SNS initiative. Quasi-longitudinal interview-based assessment data available from a cross-attainment sample of students in 2011, 2014 and 2018 indicate shifts over time from calculating-by-counting to calculating-by-structuring. These outcomes point to successes with moves into increasingly structured ways of working with early number, but suggest also that these successes may be contingent on some fluency with forward and backward number word sequences. The outcomes suggest that it is feasible to explore interventions directing attention to early number structure from the outset in larger scale studies.

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International students’ self-determined motivation,beliefs about classroom assessment,learning strategies,and academic adjustment in higher education     

Cho  Hyun Jin  Levesque-Bristol  Chantal  Yough  Mike 《Higher Education》2021,81(6):1215-1235

Higher Education - As an increasing number of international students are studying in English-speaking universities, there has been growing interest in exploring the factors and complexities that...  相似文献   

Sketching,not representational competence,predicts improved science learning     

Mike Stieff  Dane DeSutter 《科学教学研究杂志》2021,58(1):128-156

Representational competence is a target of novel learning environments given the assumption that improved representational competence improves learning in science. There exists little evidence, however, that improving representational competence is positively correlated with learning outcomes across science disciplines. In this report, we argue that the previously reported weak relationships between representational competence and science learning outcomes have resulted from designs that do not explicitly analyze the discipline‐specific skills related to the representational competence construct. Here, we demonstrate through a detailed analysis of students' representation use that at least two demonstrated skills comprising representational competence (e.g., construction and selection) are not strongly related to improved conceptual understanding in the domain. We discuss the implications of these results for the design of future learning environments that aim to improve learning through improved representational competence.  相似文献