A Comparison of Beginning and Expert Supervisors’ Supervision Cognitions     

Gulsah Kemer 《Counselor Education & Supervision》2020,59(1):74-92

Beginning and expert supervisors’ cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship.  相似文献   

从信息检索系统评估到知识服务平台评估     

李月琳  韩宏亮 《图书情报工作》2019,63(1):52-59

[目的/意义]随着知识服务平台的发展，如何通过评估改善知识服务平台的功能和设计以更好地服务于用户成为重要的问题。本文旨在探讨知识服务平台的评估要素和评估标准，为知识服务平台的评估实践提供理论指导。[方法/过程]从信息检索系统评估出发，回顾和梳理信息检索系统评估、数字图书馆评估的相关研究和理论模型、数字图书馆的评估要素和标准。[结果/结论]基于总结和归纳以往信息服务类系统的评估要素，结合知识服务平台的特征，阐述知识服务平台评估的要素和评估标准。  相似文献   

Digital Module 05: Diagnostic Measurement—The G‐DINA Framework https://ncme.elevate.commpartners.com     

Wenchao Ma  Jimmy de la Torre 《Educational Measurement》2019,38(2):114-115

In this ITEMS module, we introduce the generalized deterministic inputs, noisy “and” gate (G‐DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G‐DINA model, as well as common special cases, and a review of model‐data fit evaluation practices within this framework. We use the flexible GDINA R package, which is available for free within the R environment and provides a user‐friendly graphical interface in addition to the code‐driven layer. The digital module also contains videos of worked examples, solutions to data activity questions, curated resources, a glossary, and quizzes with diagnostic feedback.  相似文献   

The catcher in the lie: The role of emotions and epistemic judgments in changing students’ misconceptions and attitudes in a post-truth era     

《Contemporary educational psychology》2020

We extend previous theoretical and empirical work by examining the role that emotions and epistemic judgments play when learning from different refutation plus persuasive and expository plus persuasive texts. We examined how variations in messages designed to change misconceptions and attitudes about genetically modified foods (GMFs) might differentially impact the extent to which individuals engage in epistemic judgments; the emotions individuals experience during learning; and, how epistemic judgments and emotions might facilitate or constrain conceptual and attitudinal change. One hundred twenty-five undergraduate university students were randomly assigned to one of four text conditions: refutation plus positive persuasive text, refutation plus negative persuasive text, expository plus positive persuasive text, or expository plus negative persuasive text. Students were asked to think and emote out loud during learning to capture epistemic judgments and emotions as they occurred in real time. After the learning session, students also self-reported the emotions they experienced during learning. Results revealed that students who were given positive persuasive texts experienced more positive emotions (both intensity and frequency) during learning, whereas those who were given negative persuasive texts experienced more negative emotions (frequency) during learning. Students who were given positive persuasive texts engaged in more epistemic judgments and changed more misconceptions about GMFs compared to students in the other three text conditions. Finally, epistemic judgments were significant positive predictors of conceptual and attitudinal change, and both positive emotions and negative emotions predicted attitudinal change. Implications for theories of conceptual and attitudinal change are discussed.  相似文献   

Sport-for-development: A comprehensive analysis of theoretical and conceptual advancements     

《Sport Management Review》2020,23(5):783-796

Over the past decade, the field of sport-for-development (SFD) has experienced significant growth and diversification across research and practice. In this review paper, the authors provide a comprehensive analysis and discussion of the theoretical and conceptual developments within SFD, addressing a gap in the literature. Following a sport-focused review of SFD literature, the authors first identify five theoretical and conceptual frameworks that have emerged from within the SFD space. As a second step, they analyze and discuss scholarly work that has utilized these theories and frameworks. Building on a comparison of key messages, themes, and concerns, the authors highlight that to date, limited SFD scholarship has truly applied, extended, or challenged existing frameworks and conceptualizations. Motivated by this review, they posit several conceptual advancements, and offer directions for future research and theoretical development.  相似文献   

Knowledge-guided multi-granularity GCN for ABSA     

《Information processing & management》2023,60(2):103223

Aspect-based sentiment analysis aims to determine sentiment polarities toward specific aspect terms within the same sentence or document. Most recent studies adopted attention-based neural network models to implicitly connect aspect terms with context words. However, these studies were limited by insufficient interaction between aspect terms and opinion words, leading to poor performance on robustness test sets. In addition, we have found that robustness test sets create new sentences that interfere with the original information of a sentence, which often makes the text too long and leads to the problem of long-distance dependence. Simultaneously, these new sentences produce more non-target aspect terms, misleading the model because of the lack of relevant knowledge guidance. This study proposes a knowledge guided multi-granularity graph convolutional neural network (KMGCN) to solve these problems. The multi-granularity attention mechanism is designed to enhance the interaction between aspect terms and opinion words. To address the long-distance dependence, KMGCN uses a graph convolutional network that relies on a semantic map based on fine-tuning pre-trained models. In particular, KMGCN uses a mask mechanism guided by conceptual knowledge to encounter more aspect terms (including target and non-target aspect terms). Experiments are conducted on 12 SemEval-2014 variant benchmarking datasets, and the results demonstrated the effectiveness of the proposed framework.  相似文献   

Learning by making: A framework to revisit practices in a constructionist learning environment     

María Florencia Morado  Ayelén Eva Melo  Angela Jarman 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(3):1093-1115

  相似文献   

“Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback     

《Studies in Educational Evaluation》2021

Research on supervisory feedback on master’s theses, especially attitudinal stances conveyed in such feedback, is thin on the ground. Students’ construal of their supervisors’ attitudes, however, can have a profound impact on their engagement with supervisory feedback. Drawing on the appraisal framework, which characterizes attitudinal meanings in terms of affect (i.e., emotional responses), judgement (i.e., normative evaluation of human behaviors) and appreciation (i.e., aesthetically-/socially-based evaluation of objects and products), this study examined Nepalese supervisors’ attitudinal stances communicated in written comments on master’s thesis drafts (n = 76) submitted by English-as-a-foreign-language students and oral feedback on proposal and thesis defences (n = 89). Quantitative analyses revealed that while instances of appreciation dominated in the supervisors’ use of evaluative language, judgements were also frequent, with affective responses trailing far behind. In both the oral feedback and written comments, significant disciplinary variations were observed for certain types of judgment and appreciation. These findings are discussed in terms of disciplinary culture and the potential impact of the attitudinal stances on students’ learning. Implications are derived for the productive framing of supervisory feedback to facilitate students’ feedback uptake.  相似文献   

从现行语文测评看词语教学策略     

邱清莉 《天津教育》2021,(2):103-104

本文分析传统课堂词语教学困境,阐述现行语文测评框架下词语教学的重要性。从进行形象思维训练,学以致用;联系语境理解词义,体悟语文味道;培养高阶思维能力,领略情感表达三个方面,结合多个统编版教材词语教学案例,探究行之有效的词语教学策略。  相似文献   

小学数学教学中的表现性评价及其应用     

章勤琼  阳海林  陈肖颖 《课程.教材.教法》2021,41(3):83-89

构建科学合理的评价方式,通过评价更好地了解学生的学习,并以评价改进教学,成为近来教育教学中非常值得关注的话题。表现性评价运用于小学数学教学中,能更好地了解学生的数学理解水平并有效改进教学。以“两位数减一位数退位减法”为例,制定了算理理解的水平框架并设计了表现性任务,对学生的算理理解水平和学习过程进行了测评。最后,合理应用表现性评价框架及测评,有针对性地进行了教学设计,有效促进了学生对算理的理解水平。  相似文献