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ABSTRACTThe literature on momentum is still undecided, with mixed results whether momentum exists or is only perceived to exist (“hot hand fallacy”). We explore whether momentum exists by looking at cases in which a basketball player has three consecutive free throws. A free throw is a well-defined task executed in a stable environment, allegedly giving momentum optimal chances to occur. Taking 14 NBA seasons we collected over 4500 three-free-throw sets (triplets). We obtained the outcomes of the shots as well as some additional variables about the player and the game: the player’s average free-throw percentage, home or away, and the game score and the quarter when the free throws were attempted. We first analyse the hit rates in the three shots and then proceed to regression analysis that also controls for the abovementioned variables. We address several concerns raised in the literature. All comparisons and analyses yield the same conclusion that there is no evidence for momentum in the data. 相似文献
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Elia Fernández-Díaz Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2017,25(1):56-70
The study presented in this article forms part of a wider project promoting collaboration between junior researchers from different universities with the objective of rethinking and improving teaching practice in relation to the use of technology. The article describes research carried out during the 2012/13 academic year aimed at developing collaborative action research through technologically mediated agoras involving students from three Spanish universities. The main results of this study show that junior researchers improved their teaching practice through technologically mediated inside and outside agoras. In addition, the transformation of university classrooms into agoras enabled the negotiated reconstruction of knowledge for the analysis of good practice in the use of technology. Likewise, these agoras helped reduce limitations by breaking down the barriers of time, distance and resources for sharing findings and limitations between junior researchers. Furthermore, they pave the way for improvements and their implementation in learning processes during initial teacher training. 相似文献
3.
The benefits of using online exercises have been analysed in terms of distance learning, automatic assessment and self-regulated learning. In this study, we have not found a direct proportional relationship between student performance in the course exercises that use online technologies and the exam grades. We see that the average submission rate to these online exercises is not positively correlated with the exercise points. Yet, our results confirm that doing exercises along supports student learning and skill accumulation equipping them with the knowledge of programming. While the student performance in programming courses is affected by factors such as prior background in programming, cognitive skills and the quality of teaching, completing the course exercises via learning-by-doing is an indispensable part of teaching. Based on the student feedback from the course survey, the students are highly satisfied with using online technologies as part of learning. 相似文献
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Elia Psouni Andreas Falck Leni Boström Martin Persson Lisa Sidén Maria Wallin 《Child development》2019,90(1):35-50
Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding. 相似文献
5.
Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
6.
Process mining techniques have already been studied in a wide range of sectors, revealing useful information on the processes. In this study, a five-step methodology is applied to an integrated library system (ILS) for the first time. Given two event logs from two different organizations the ILS, a process mining tool is used for process discovery and data analysis. The findings reveal that although both of the organizations were using the same system, there were differences in the activities, sequences, and approaches followed by each one in daily tasks. The results of this kind of analysis can be used to highlight best practices and improve processes. In addition process model comparisons can then be made across various systems and organizations. 相似文献
7.
Iliada Elia Athanasios Gagatsis Areti Panaoura Theodosis Zachariades Fotini Zoulinaki 《International Journal of Science and Mathematics Education》2009,7(4):765-790
The present study explores students’ abilities in conversions between geometric and algebraic representations, in problem-
solving situations involving the concept of “limit” and the interrelation of these abilities with students’ constructed understanding
of this concept. An attempt is also made to examine the impact of the “didactic contract” on students’ performance through
the processes they employ in tackling specific tasks on the concept of limit. Data were collected from 222 12th-grade high
school students in Greece. The results indicated that students who had constructed a conceptual understanding of limit were
the ones most probable to accomplish the conversions of limits from the algebraic to the geometric representations and the
reverse. The findings revealed the compartmentalized way of students’ thinking in non-routine problems by means of their performance
in simpler conversion tasks. Students who did not perform under the conditions of the didactic contract were found to be more
consistent in their responses for various conversion tasks and complex problems on limits, compared to students who, as a
consequence of the didactic contract, used only algorithmic processes. 相似文献
8.
Marilena Pantziara Athanasios Gagatsis Iliada Elia 《Educational Studies in Mathematics》2009,72(1):39-60
The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems.
Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’
structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix,
which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams
in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence
of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects
of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general
non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams
in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings
and provide suggestions for the efficient use of diagrams in the problem solving situation. 相似文献
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10.
Elia Powers 《广播与电子媒介杂志》2014,58(3):342-364
Media consumers have grown accustomed to content that is broken down into digestible chunks. Portlandia, an Independent Film Channel (IFC) comedy series that affectionately satirizes Portland, Oregon's hipster culture, offers a model of how to attract online viewers and create television programming using short videos intended for a niche audience. IFC promotes these decoupled, song-length clips online and encourages sampling and sharing. Using interviews and an analysis of the program's structure and content, this case study explores how Portlandia takes advantage of the synergy between television and new media, and the way audiences consume video programming in the digital age. 相似文献