THE IMPACT OF AN OPERATIONAL DEFINITION OF THE WEIGHT CONCEPT ON STUDENTS’ UNDERSTANDING     

Hana Stein  Igal Galili 《International Journal of Science and Mathematics Education》2015,13(6):1487-1515

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Achieving and Maintaining Metadata Quality: Toward a Sustainable Workflow for the IDEALS Institutional Repository     

Ayla Stein  Kelly J. Applegate  Seth Robbins 《Cataloging & classification quarterly》2017,55(7-8):644-666

This article documents the steps taken to assess metadata errors within the IDEALS repository. It describes the workflows established to create accurate and consistent metadata, focusing especially on the batch ingest and retroactive metadata remediation processes. It also seeks to address theoretical issues surrounding the concept of metadata quality.  相似文献   

Development of detection and recognition of orientation of geometric and real figures.     

N L Stein  J M Mandler 《Child development》1975,46(2):379-388

Black and white kindergarten and second-grade children were tested for accuracy of detection and recognition of orientation and location changes in pictures of real-world and geometric figures. No differences were found in accuracy of recognition between the 2 kinds of pictures, but patterns of verbalization differed on specific transformations. Although differences in accuracy were found between kindergarten and second grade on an initial recognition task, practice on a matching-to-sample task eliminated differences on a second recognition task. Few ethnic differences were found on accuracy of recognition, but significant differences were found in amount of verbal output on specific transformations. For both groups, mention of orientation changes was markedly reduced when location changes were present.  相似文献   

<Emphasis Type="Italic">Avenue ASL</Emphasis>: Transforming Curriculum through Design and Innovation     

Anderson Spickard III  Joseph Gigante  Glenn Stein  Joshua C. Denny 《TechTrends》2008,52(2):27-32

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Test-retest reliability of jump execution variables using mechanography: a comparison of jump protocols     

John S. Fitzgerald  LuAnn Johnson  Grant Tomkinson  Jesse Stein  James N. Roemmich 《Journal of sports sciences》2018,36(9):963-969

Mechanography during the vertical jump may enhance screening and determining mechanistic causes underlying physical performance changes. Utility of jump mechanography for evaluation is limited by scant test-retest reliability data on force-time variables. This study examined the test-retest reliability of eight jump execution variables assessed from mechanography. Thirty-two women (mean±SD: age 20.8 ± 1.3 yr) and 16 men (age 22.1 ± 1.9 yr) attended a familiarization session and two testing sessions, all one week apart. Participants performed two variations of the squat jump with squat depth self-selected and controlled using a goniometer to 80º knee flexion. Test-retest reliability was quantified as the systematic error (using effect size between jumps), random error (using coefficients of variation), and test-retest correlations (using intra-class correlation coefficients). Overall, jump execution variables demonstrated acceptable reliability, evidenced by small systematic errors (mean±95%CI: 0.2 ± 0.07), moderate random errors (mean±95%CI: 17.8 ± 3.7%), and very strong test-retest correlations (range: 0.73–0.97). Differences in random errors between controlled and self-selected protocols were negligible (mean±95%CI: 1.3 ± 2.3%). Jump execution variables demonstrated acceptable reliability, with no meaningful differences between the controlled and self-selected jump protocols. To simplify testing, a self-selected jump protocol can be used to assess force-time variables with negligible impact on measurement error.  相似文献   

Investing in knowledge? Information asymmetry and Indonesian schooling     

Stein Kristiansen  Fathul Wahid  Bjrn Furuholt 《International Information and Library Review》2006,38(4):192-204

This paper reports from a survey of media exposure and level of knowledge among senior high school students at various locations in Indonesia. Government budgets for education have recently been dramatically reduced in Indonesia and increasing financial burdens are put on the households, like in many other poor countries. There is a tendency to increasing differences in quality of schooling among social layers and geographical areas. Main conclusions in this research are that information asymmetry exists as a problem in society and that type of school and location matter more than media exposure for students’ knowledge level. Students in public schools generally score significantly higher than those in private institutions. Also, students’ level of knowledge tends to fall with decreasing level of geographical centrality. Our policy recommendations include increased public investment in quality schooling for all.  相似文献   

Basal reading programs: Development,effectiveness, and selection     

Jean Osborn  Marcy Stein 《Publishing Research Quarterly》1985,1(2):38-48

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Book reviews     

Peter Goodyear  John Heywood  John Kirkland  Ronald H. Stein  Jennifer Tann  Geoffrey Walford 《Higher Education》1992,23(3):335-344

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School computing needs a booster shot     

Marcia C. Linn  Joanne Stein 《TechTrends》1985,30(2):20-22

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The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research     

Darren A. Moore  Ruth Gwernan-Jones  Michelle Richardson  Daniel Racey  Morwenna Rogers  Ken Stein 《Emotional and Behavioural Difficulties》2016,21(1):61-82

School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD.  相似文献