Adolescents' Goal Orientations and Academic Achievement: Long-Term relations and gender differences     

Joanna Giota 《Scandinavian Journal of Educational Research》2013,57(4):349-371

The purpose of this study was to compare the views of Finnish and US preschool teachers, administrators and parents on appropriate educational practices for children aged 3‐5. To obtain a measure of their attitudes toward quality practices with children, a 26‐item instrument was adapted from Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Researchers in the USA and Finland were asked to administer the instrument to subjects they considered to be ‘representative’ of teachers, administrators and parents in their respective countries. Analysis‐of‐variance procedures were then used to determine the differences in views to quality programmes among the three groups in both countries. No significant differences were found among the three groups in the Finnish sample (F(2,69) = 1.34, p = ns). Among the US group, the parents were found to score significantly less than administrators (F(2,120) = 7.85, p < 0.0006). Multivariate analyses of variance procedures showed that administrators from the two countries did not differ significantly in any of the areas under study. The two areas where teachers tended to differ significantly were those of ‘teaching strategies’ (t = 3.13, df = 100, p = 0.002) and ‘language development’ (t = 3.98, df = 89, p = 0.000). Teachers in the USA tended to take a more structured approach to instruction in preschool programmes, using teacher‐directed (less appropriate) approaches and providing children with (less appropriate) drill and practice on language skills. Parents in Finland appeared more supportive of developmentally appropriate practices than their US counterparts and their views were more generally congruent with those of teachers and administrators. This study suggests that the construct of ‘appropriateness’ of beliefs/practices for children may be of value in comparative international child‐care studies, and it raises the issue of why a greater congruence in beliefs/practices exists in some countries.  相似文献   

一种新的机动目标跟踪的多模型算法     

CHEN Li  XU Qing-min 《陕西国防工业职业技术学院学报》2008,(3)

IMM算法只有在精确选取模型时才能取得良好的效果,本文采用一种新的"当前"Jerk模型(CS-Jerk模型)与匀速运动模型进行交互,讨论并证明了新的"当前"统计Jerk模型,即CS-Jerk模型对突发机动自适应跟踪性能好。仿真结果表明,在跟踪一般机动目标时,本文算法的误差和"当前"统计模型与CV模型交互的IMM算法相当;在跟踪突发机动目标时,其误差明显小于"当前"统计模型与CV交互的IMM算法。  相似文献   

多中心治理理论:农村公共产品多元供给模式分析   总被引：1，自引：0，他引：1  

赵立雨  SHI Ping 《未来与发展》2008,29(8)

我国农村公共产品供给过程中存在供给总量不足、供给结构失衡、效率低下及供给主体单一等主要问题.针对这些问题,从多中心治理理论角度分析农村公共产品供给的主要模式:多元供给主体、多层次资金来源、双向决策机制,以提高农村公共产品供给效率.  相似文献   

新闻发现的思维模式辨析   总被引：3，自引：0，他引：3  

张征 《国际新闻界》2006,(3):36-40,60

本文通过对记者编辑在发现新闻过程中常用的思维模式的反思,展示这些思维模式在具体操作过程中的优势特征,并重点剖析了两种思维模式容易出现的实践偏差。它限制了记者编辑发现新闻时的创造性,也容易导致不合理的新闻实践。  相似文献   

Feature-enriched matrix factorization for relation extraction     

Duc-Thuan Vo  Ebrahim Bagheri 《Information processing & management》2019,56(3):424-444

Relation extraction aims at finding meaningful relationships between two named entities from within unstructured textual content. In this paper, we define the problem of information extraction as a matrix completion problem where we employ the notion of universal schemas formed as a collection of patterns derived from open information extraction systems as well as additional features derived from grammatical clause patterns and statistical topic models. One of the challenges with earlier work that employ matrix completion methods is that such approaches require a sufficient number of observed relation instances to be able to make predictions. However, in practice there is often insufficient number of explicit evidence supporting each relation type that could be used within the matrix model. Hence, existing work suffer from a low recall. In our work, we extend the work in the state of the art by proposing novel ways of integrating two sets of features, i.e., topic models and grammatical clause structures, for alleviating the low recall problem. More specifically, we propose that it is possible to (1) employ grammatical clause information from textual sentences to serve as an implicit indication of relation type and argument similarity. The basis for this is that it is likely that similar relation types and arguments are observed within similar grammatical structures, and (2) benefit from statistical topic models to determine similarity between relation types and arguments. We employ statistical topic models to determine relation type and argument similarity based on their co-occurrence within the same topics. We have performed extensive experiments based on both gold standard and silver standard datasets. The experiments show that our approach has been able to address the low recall problem in existing methods, by showing an improvement of 21% on recall and 8% on f-measure over the state of the art baseline.  相似文献   

当代西方科学与宗教关系反冲突论批判     

刘魁  朱晓飞 《淮阴师范学院学报(哲学社会科学版)》2005,27(3):307-311,419

在科学与宗教的关系问题上，“冲突论”一直占据着主导地位。目前，这种观点遭到了以巴伯、布鲁克和康托尔等为代表的西方学者的广泛质疑与批判，反冲突论思潮盛行一时。不过，当代反冲突论在批判过程中又走到了另一个极端。即使在今天，“冲突论”在一定的意义上仍然是可以成立的。  相似文献   

Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects     

《Learning and Instruction》2015

While positive influences of teacher support on students' motivational development have been widely shown, existing research has not yet considered that students' school experiences are interrelated across classrooms and subjects. The aims of this study were, thus, twofold: (a) To investigate the effects of teacher support on the development of students' intrinsic value and effort; and (b) based on dimensional comparison theory, to examine potential cross-subject contrast effects of teacher support in one subject on students' intrinsic value and effort in another subject. Using a sample of 1155 German students assessed in Grade 5 and 6, multilevel latent change models revealed positive within-subject associations between teacher support and intrinsic value and effort. Furthermore, support for contrast effects was found. Higher levels of teacher support in one subject were related negatively to intrinsic value and effort in another subject, calling for the examination of students' classroom experiences as interrelated across subjects.  相似文献   

Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes     

Swantje Dettmers  Ulrich TrautweinOliver Lüdtke  Thomas Goetz  Anne C. FrenzelReinhard Pekrun 《Contemporary educational psychology》2011,36(1):25-35

The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics.  相似文献   

美国大学后终身制评估模式及影响因素探析     

李阳琇  刘洁 《复旦教育论坛》2007,5(3):63-65,75

近十多年来"后终身制评估"政策在美国大学迅速兴起,但我国对它研究还不多见.本文介绍了美国大学目前存在的五种后终身制评估模式,分析了评估政策产生的三大影响力量,提出政府力量是该政策启动的直接因素,社会力量是间接因素,而校园力量则是其内部动因.三种力量共同作用,使后终身制评估政策的启动成为一种必然.  相似文献   

语言省力原则探究     

张勇  宋旭 《青岛大学师范学院学报》2010,27(1):116-122

省力原则是人们在使用和发展语言过程中普遍遵循的一项原则,根据语言的输入与输出,可以分为表达省力和理解省力,前者主要涉及语言使用者对语音、构词、句法等层面表达形式的选择以及在词语多义性、认知隐喻等方面的省力倾向;后者主要涉及语言使用者在俗词源、歧义理解以及句子理解等方面省力策略的运用。  相似文献