Improving graph-based random walks for complex question answering using syntactic,shallow semantic and extended string subsequence kernels     

Yllias Chali  Sadid A. Hasan  Shafiq R. Joty 《Information processing & management》2011

The task of answering complex questions requires inferencing and synthesizing information from multiple documents that can be seen as a kind of topic-oriented, informative multi-document summarization. In generic summarization the stochastic, graph-based random walk method to compute the relative importance of textual units (i.e. sentences) is proved to be very successful. However, the major limitation of the TF^*IDF approach is that it only retains the frequency of the words and does not take into account the sequence, syntactic and semantic information. This paper presents the impact of syntactic and semantic information in the graph-based random walk method for answering complex questions. Initially, we apply tree kernel functions to perform the similarity measures between sentences in the random walk framework. Then, we extend our work further to incorporate the Extended String Subsequence Kernel (ESSK) to perform the task in a similar manner. Experimental results show the effectiveness of the use of kernels to include the syntactic and semantic information for this task.  相似文献   

Supporting the work arrangements of cooperating teachers and university supervisors to better train preservice teachers: a new theoretical contribution     

Guillaume Escalié  Sébastien Chaliès 《欧洲师范教育杂志》2016,39(3):302-319

This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a recent French reform policy. The study is based on an original theoretical conception of teacher education that borrows postulates from a theory of learning and collective action (Wittgenstein 1996). Illustrated by excerpts from post-lesson meetings and self-confrontation interviews, the results suggest that the training scheme does not always lead to collective training activity. The difficulties are notably due to disagreement between the educators about attributing meaning to the pre-service teacher’s classroom activity, which hampers professional development. On this basis, proposals are made to contribute to an effective and authentically shared supervision process and to reposition training activity at the heart of the processes of pre-service teacher professional development.  相似文献   

Cooperative learning: a relevant instructional model for physical education pre-service teacher training?     

Pascal Legrain  Guillaume Escalié  Lucile Lafont  Sébastien Chaliès 《Physical Education & Sport Pedagogy》2019,24(1):73-86

Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor’s role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers’ effective teaching.

Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.

Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).

Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.

Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.

Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy.  相似文献   

Helping students build competences in physical education: theoretical proposals and illustrations     

Guillaume Escalié  Nicolas Recoules  Sébastien Chaliès  Pascal Legrain 《Sport, Education and Society》2019,24(4):390-403

In the French education system, the current curriculum for students from the primary to the end of secondary school is structured around the notion of key competence. A competence can be defined as an integrated and stable network of knowledge and know-how, with normative behaviors, procedures and types of reasoning. However, without a theoretical conceptualization of building and mobilization processes, the components of a competence are considered as isolated and not interconnected. In the health and physical education (HPE) setting, too few empirical studies have analyzed how teachers would contribute to the development of student’s competence. The aim of this forward-looking article grounded on an experiential and cultural framework consists in clarifying and illustrating a conceptualization of the dynamics of development of competences among students considering the teacher activity. This theoretical framework seems to offer heuristic possibilities for the examination of teaching and learning practices which contribute to the development of the key competences, particularly when a competence is read as an experience that integrates multiple dimensions. Based on audio-video recording of PE lessons and self-confrontation interviews with the teacher and a student, the results of the present study strengthen the criticism of the definition of competence emphasizing the relevance to adopt a holistic approach corresponding to the articulation of intertwined resources (i.e. motor, methodological and social) students allocate to act in PE groups. Furthermore, the results show that the competence building depends on various roles students have the opportunity to play in PE (i.e. observer, tutor). Finally, our results underline the importance of identifying the specific characteristics of the teacher activity designed to structure the learning environment to train students to acquire new competences transferable in society.  相似文献   

Teacher training by alternating classroom work and work analysis: from the perspective of a social conception of meaning and action     

Stefano Bertone  Sébastien Chaliès  Eric Flavier 《Teachers and Teaching》2013,19(6):653-667

This article explores teacher training by the alternation of classroom work and work analysis using an approach based on a social conception of meaning and action. The advantage of this approach is that it allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in training evolve in work and/or work analysis situations. The concepts of ‘meaning’ and ‘expectation’ are helpful in discussing the empirical data from a research program designed to evaluate the potential for PTs’ professional development offered by the alternating work/analysis programs of French University Institutes of Teacher Training. The main conclusions concern the need to organize PTs’ professional experiences within a training network so that PTs are not left on their own to face the diverse and complex situations of daily professional exercise. The effective procedures are those that allow PTs to construct concrete and circumstance‐based expectations that the professional rules they have learned are still operational. These expectations help PTs to efficiently calibrate and interpret the meaning of their work experience, while also allowing them to prepare to act differently.  相似文献   

The Dynamics of Interaction During Post‐lesson Conferences and the Development of Professional Activity: Study of a pre‐service physical education teacher and her co‐operating teacher     

Stefano Bertone  Sébastien Chaliès  Jacques Méard 《Asia-Pacific Journal of Teacher Education》2006,34(2):245-264

The purpose of this study was to characterise the development of a preservice physical education teacher's professional activity over the course of training interactions with her co‐operating teacher. The student teacher's professional development was studied using a hermeneutic and inductive approach based on the analysis of data from observation and self‐confrontation interviews. The results showed that the preservice teacher's conceptions regarding her teaching developed despite communication difficulties with her co‐operating teacher and that she constructed new knowledge—at times without her co‐operating teacher's awareness—even when she disagreed with him. However, the student teacher's classroom activity did not always change as a result of this new knowledge. The self‐confrontation interviews revealed her construction of knowledge, as well as the reasons for disagreement and her resistance to changing her classroom action.  相似文献