基于教育数据挖掘的高校学生学业表现建模研究     

丁国勇  程晋宽 《黑龙江高教研究》2020,(2):76-81

在分析国内外研究的基础上,提出从社会及人口统计特征、学校环境、个人特征和学生投入等四个维度构建高校学生学业表现研究框架。以A大学为例,构建整合型教育数据系统,基于不同数据来源,应用决策树、贝叶斯网络、人工神经网络和支持向量机分别建立分类模型,并对模型有效性进行评判。结果表明,所建立的高校学生学业表现分类模型具有一定的有效性和实用价值,可为高校应用教育数据挖掘进行科学管理和完善学业支持体系提供参考。  相似文献   

Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers     

Xiao‐lei Wang  Philippe Eberhard 《Educational studies》2004,30(3):217-229

This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder (ADHD). Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components (either speech scaffolding in conjunction with gesture scaffolding or gesture‐only scaffolding), the ADHD students were more responsive, focused longer on the tasks and were more successful in completing the tasks. Moreover, teachers' representational and deictic gestures were found to be the most effective gestures in scaffolding. This study suggests that when teachers' hand gestures are used together with speech, they are a powerful pedagogical means to engage ADHD children in tasks.  相似文献   

试论情势变更原则及其适用     

王立华 《青海师专学报》2001,21(5):58-60

情势变更原则作为合同履行的重要原则 ,以其强调的实质理性的特点 ,在大陆法系和英美法系国家均有详细规定。我国由于对该原则认识不一 ,虽在现行法律中未予以规定 ,但因其通过对失衡的合同关系的调整 ,对平衡当事人权利义务和稳定社会经济秩序十分有益。所以 ,确立和完善情势变更原则是法制“国际化”的需要 ,是市场经济发展的客观要求。  相似文献   

Cognitive style and educational performance. The case of public schools in Bogotá, Colombia     

Christian Hederich-Martínez  Angela Camargo-Uribe 《教育心理学》2016,36(4):719-737

This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from 62 public schools of the city of Bogotá, Colombia participated in the study. An analysis of multiple correspondences and a path analysis were carried out. A relationship between cognitive style and educational performance was found: field-independent students are more likely to obtain high-performance levels both in standardised tests and in teachers’ evaluations. The path analysis shows that there are two directions in the association: a direct path leads to a positive association: higher levels of field independence produce better performances; an indirect path leads to a negative association: higher levels of field independence produce indiscipline and, consequently, lower performances.  相似文献   

Exploring School Principals’ Leadership Styles and Learners’ Educational Performance: A Perspective from High- and Low-Performing Schools     

Moses Makgato  Nelson N. Mudzanani 《Africa Education Review》2019,16(2):90-108

School leadership is fundamental to the educational functioning of schools and their improvements of results. The study employed a qualitative approach to explore school principals’ leadership styles and the educational performance of learners in high- and low-performing schools in Vhembe District, Limpopo, South Africa. The participants were purposefully selected from 10 secondary schools in terms of their performance. Focus group interviews were conducted with five teachers from each school. The interview data was transcribed and analysed, and identical patterns of coded data were grouped together under emerging themes. The overall results of the study indicated that the democratic leadership style together with the transformational leadership style contribute to high educational performance of learners. School principals from high- and low-performing schools employ a democratic leadership style and differ only in the sense that the latter are permissive or lenient towards learners’ behaviours or conduct. The study recommends that school principals engage teachers as members of a disciplinary committee in order to deal with those learners whose conduct is not conducive to successful teaching and learning. It is recommended that school principals from low-performing schools strengthen their democratic leadership by not being lenient to learners’ behaviour which is not conducive to successful teaching and learning.  相似文献   

大学新生情绪状态及其对学业成绩的影响分析     

薛新力  林志萍 《莆田学院学报》2006,13(3):37-39

采用Zung焦虑自评量表(SAS)和抑郁自评量表(SDS)对500名大学一年级新生进行测量,收回有效问卷483份(占96.6%),其中男生268名,女生215名。同时取得其期末考试成绩,使用SPSS10.0软件包对数据进行分析。结果说明大学新生的焦虑和抑郁得分与学业成绩之间呈显著负相关。  相似文献   

团体健美操的创编与训练     

陆善芬  任淑慧 《连云港师范高等专科学校学报》2001,(4):75-76

随着团体健美操在各种场合的表演，其创编与训练引起了人们的关注。因此，本文就团体健美操的创编与训练作一探析。  相似文献   

Adaptive Observer-Based Fault Estimate for Nonlinear Systems     

宗群  刘文静刘利 《天津大学学报(英文版)》2006,12(6):425-428

In recent years, fault detection and isolation(FDI) technologies have been developing rapidly.Among them the observer-based fault detection andisolation technology for nonlinear systems are the mostattractive research areas, and lots of promising resultscan be found in survey papers[1]. Generally, thereare several kinds of strategies for observer-based FDIin nonlinearsystems such as unknown inputs observer-based FDI[2], and adaptive observer-based FDI[3]. Insome cases, fault accommodation…  相似文献   

一流大学建设背景下教师绩效评价的思考     

胡赤弟  王依琳 《宁波大学学报(教育科学版)》2020,(1):67-72

“双一流”建设的一项重要任务就是要加快一流教师队伍建设。在梳理了高校教师绩效评价制度发展历程的基础上,发现当前大多高校教师绩效评价存在评价导向不统一、评价标准不协调、评价主体行政化、反馈机制不畅通等问题。因此,高校教师绩效评价要体现战略导向,树立以人为本的理念,扩大评价的参与度和参与面,创新评价的方式方法,打造高素质的教师队伍,为一流大学建设目标的实现奠定夯实的人力资本基础。  相似文献   

The predictive role of early childhood dysregulation profile on the parallel growth trajectories of reading and math performance across elementary and middle school     

《Contemporary educational psychology》2023

This study examined the heterogeneity in the co-developmental trajectories of reading and math performance (i.e., parallel changes in the initial scores and growth patterns) and identified the number, size and shape of the co-developmental trajectory across elementary and middle schools. In addition, this investigation focused on how an early childhood dysregulation profile (DP; indexed by a high co-occurrence of emotional, behavior, and attention problems) was associated with distinct co-developmental trajectories of reading and math performance. Specifically, we examined whether early childhood DP level can predict (a) membership assignment into each distinct co-development group and (b) variability in initial scores and changes in growth with each distinct co-development group. Participants were 784 academically at-risk students (47 % girls) predominantly from low socioeconomic status families who were recruited in first grade (Mean age = 6.57 years) and followed annually through the final year of middle school (ninth grade). Results revealed two distinct co-developmental trajectories of reading and math performance, including (a) a lower initial reading (higher increasing) and higher initial math (lower increasing) class (85.3 %) and (b) a lower initial math (higher increasing) and higher initial reading (lower increasing) class (14.7 %). Our results provided evidence for the compensatory pattern of co-developmental trajectories, indicating initial lower skills grow at a faster rate than the initial high. Further, early childhood DP was not associated with the membership assignment for these two distinct classes, which means that regardless of children’s early DP level, they have equal chances to be assigned to each of the classes. However, children with higher parent and teacher-reported DP in first grade demonstrated lower initial scores and a slower improvement rate in both classes after controlling for kindergarten literacy skills, gender, ethnicity, intelligence, socioeconomic status, and grade retention. Our study findings demonstrated (a) substantial heterogeneity in the co-developmental trajectories of reading and math performance across elementary and middle school ages; and (b) the importance of promoting self-regulation beginning in early childhood, especially for academically at-risk children in families facing economic challenges.  相似文献