Is Attribution Training a Worthwhile Classroom Intervention For K–12 Students with Learning Difficulties?     

Janna Siegel Robertson 《Educational Psychology Review》2000,12(1):111-134

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Enriching the Scholarship of Teaching: Determining Appropriate Cross-Professional Applications Among Teaching, Counseling, and Psychotherapy     

Douglas L. Robertson 《Innovative Higher Education》2000,25(2):111-125

When teaching is construed as facilitating learning rather than imparting knowledge, it becomes an educational helping relationship. In this light, teaching can be understood to share important characteristics with other helping professions, such as counseling and psychotherapy. As teaching is further conceptualized within this paradigm, confusion can develop regarding appropriate applications of concepts from related helping professions to teaching contexts. This article introduces and illustrates an appropriateness criterion that attempts to remove this confusion and thereby facilitate important cross-professional collaborations and further conceptual development of the teaching-as-helping paradigm.  相似文献   

A probabilistic model of information retrieval: development and comparative experiments: Part 2     

K. Sparck Jones  S. Walker  S. E. Robertson   《Information processing & management》2000,36(6):809

The paper combines a comprehensive account of the probabilistic model of retrieval with new systematic experiments on TREC Programme material. It presents the model from its foundations through its logical development to cover more aspects of retrieval data and a wider range of system functions. Each step in the argument is matched by comparative retrieval tests, to provide a single coherent account of a major line of research. The experiments demonstrate, for a large test collection, that the probabilistic model is effective and robust, and that it responds appropriately, with major improvements in performance, to key features of retrieval situations.Part 1 covers the foundations and the model development for document collection and relevance data, along with the test apparatus. Part 2 covers the further development and elaboration of the model, with extensive testing, and briefly considers other environment conditions and tasks, model training, concluding with comparisons with other approaches and an overall assessment.Data and results tables for both parts are given in Part 1. Key results are summarised in Part 2.  相似文献   

Machine and deep learning for sport-specific movement recognition: a systematic review of model development and performance     

Emily E Cust  Alice J Sweeting  Kevin Ball  Sam Robertson 《Journal of sports sciences》2019,37(5):568-600

Objective assessment of an athlete’s performance is of importance in elite sports to facilitate detailed analysis. The implementation of automated detection and recognition of sport-specific movements overcomes the limitations associated with manual performance analysis methods. The object of this study was to systematically review the literature on machine and deep learning for sport-specific movement recognition using inertial measurement unit (IMU) and, or computer vision data inputs. A search of multiple databases was undertaken. Included studies must have investigated a sport-specific movement and analysed via machine or deep learning methods for model development. A total of 52 studies met the inclusion and exclusion criteria. Data pre-processing, processing, model development and evaluation methods varied across the studies. Model development for movement recognition were predominantly undertaken using supervised classification approaches. A kernel form of the Support Vector Machine algorithm was used in 53% of IMU and 50% of vision-based studies. Twelve studies used a deep learning method as a form of Convolutional Neural Network algorithm and one study also adopted a Long Short Term Memory architecture in their model. The adaptation of experimental set-up, data pre-processing, and model development methods are best considered in relation to the characteristics of the targeted sports movement(s).  相似文献   

Stepping Out of the Box: Rethinking the Failure of ICT to Transform Schools     

John W. Robertson 《Journal of Educational Change》2003,4(4):323-344

Despite initial certainty ofpolitical purpose and considerable optimismregarding its effects on teaching and learning,the evidence of school inspector reports in theUSA, Scotland and England suggests thatinformation and communications technology (ICT)remains, at the beginning of the 21stCentury, a marginal force in the education of5–12 year-olds. Explanations for this havetypically been sought in analyses, byresearchers working in the `mainstream' ofschools and teacher education adopting anessentially rational or hyper-rational approachand focusing on inadequacies in resourcing,curriculum policy and training. Yet, othercurriculum changes have taken place despitecomparable barriers; teachers have made themwork. Consequently, it is not possible toexclude the potential for explanation which maylie beyond the essentially rational, systematicand structural arguments offered so far.Alternative avenues explored here include thesocial anthropological concepts of symbol,language, ideology, ritual and myth applied to20th-Century cycles of educational change, thesociological concept of subculture and humancomputer interaction (HCI) theory and models oftechnology acceptance.  相似文献   

Fakes and Frauds: Varieties of deception in print and manuscript     

Mary L. Robertson 《Publishing Research Quarterly》1992,8(2):91-93

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Rhyme and Ritual: a new approach to teaching children to read and write     

Ruth Merttens  Catherine Robertson 《Literacy》2005,39(1):18-23

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The relationship between game-based performance indicators and developmental level in junior Australian football: Implications for coaching     

Carl T. Woods  Lyndell Bruce  James P. Veale  Sam Robertson 《Journal of sports sciences》2016,34(23):2165-2169

Identifying performance differences between juniors at different stages of a talent pathway may assist with the development of prospective talent. This study investigated the relationship between game-based performance indicators and developmental level in junior Australian football (AF). Players were categorised into 2 groups according to developmental level; U16 and U18. Physical and technical skill performance indicators were collated for all U16 (n = 200) and U18 (n = 244) participants of their respective 2014 national championships. Data were acquired from all 28 games (12 U16, 16 U18); resulting in 1360 player observations (568 U16, 792 U18). Microtechnology and a commercial provider facilitated the quantification of 15 performance indicators. Generalised estimating equations (GEEs) modelled the extent to which these performance indicators were associated with developmental level. The GEE model revealed that “contested marks” and “contested possessions” had the strongest association with the U16 level, while “total marks” and “clearances” had the strongest association with the U18 level. The remaining performance indicators were not developmentally discriminant. These results indicate that there are distinctive features of gameplay more associated with the U16 and U18 levels in AF. Coaches may wish to consider these results when constructing training drills designed to minimise developmental gaps.  相似文献   

Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms     

David Carrejo  William H. Robertson 《美中教育评论》2011,(4):499-509

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To Be-or Not to Be-little     

Gladys Vondy Robertson 《The Educational forum》2013,77(2)

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