Book reviewed in this article: Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication. Edited by Eric Amsel & James P. Byrnes. 2002.
Book reviewed in this article: Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication. Edited by Eric Amsel & James P. Byrnes. 2002.
We propose a family of kernels based on the Binet-Cauchy theorem and its extension to Fredholm operators. This includes as special cases all currently known kernels derived from the behavioral framework, diffusion pro...
We propose a family of kernels based on the Binet-Cauchy theorem and its extension to Fredholm operators. This includes as special cases all currently known kernels derived from the behavioral framework, diffusion processes, marginalized kernels, kernels on graphs, and the kernels on sets arising from the subspace angle approach. Many of these kernels can be seen as the extrema of a new continuum of kernel functions, which leads to numerous new special cases. As an application, we apply the new class of kernels to the problem of clustering of video sequences with encouraging results.
In this article, the authors use data from interviews and observations in four urban elementary schools-two high-performing and two probation schools-to examine how schools respond to high-stakes accountability polici...
In this article, the authors use data from interviews and observations in four urban elementary schools-two high-performing and two probation schools-to examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on the schools' accountability status. In probation schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given greater consideration in the implementation of high stakes accountability policies.
To address the need to improve the Commonwealth Graduate Engineering program (CGEP) at Virginia Tech, the college relied upon the expertise of students completing graduate theses and group projects in the Industrial a...
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To address the need to improve the Commonwealth Graduate Engineering program (CGEP) at Virginia Tech, the college relied upon the expertise of students completing graduate theses and group projects in the Industrial and Systems Engineering Department. This arrangement allowed graduate students to work on real problems as well as conduct applied research projects for an organization - the College of Engineering. The students benefited from the experience and the college benefited from the result. CGEP is a coalition of five Virginia universities that deliver engineering graduate degree programs through distance learning. Three years ago this program was under review by the State Council of Higher Education for Virginia. Given that the CGEP director and administrators were new to this program, it was a high priority to establish metrics to determine the program's success. Another high priority was to search for expertise in the area of performance measurements. During the past three years, progress has been made in creating a continuous-process improvement plan for the program through the application of management systems methodologies. This paper discusses how graduate student expertise was used to assist with improving administrative aspects of the CGEP. It also describes the progression of projects and how data was analyzed and used to establish future direction. The concept described in this paper is traditional, yet the success of the methods used to improve the Commonwealth Graduate Engineering program offers a new way to apply management system methodologies.
Our data analysis suggests that the following factors contribute to the faculty adoption of and satisfaction with the online mode of instruction: improvement in traditional teaching ability through online teaching, hi...
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In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with youn...
In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with young children during read-alouds to foster oral language and comprehension. Culturally response teaching builds on students' prior experiences and knowledge. Together, the use of Text Talk and culturally responsive teaching provides a gateway to support young children's literacy.
Although there is some understanding of the shared characteristics and predictors of psychological distress of women participating in hereditary breast and ovarian cancer registries, these same characteristics are onl...
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Although there is some understanding of the shared characteristics and predictors of psychological distress of women participating in hereditary breast and ovarian cancer registries, these same characteristics are only beginning to be identified in research on community women seeking genetic testing for BRCA1/BRCA2 gene mutations. This study provides an initial exploration of characteristics associated with family environments for 51 community women waiting to receive such genetic testing results. Thirty-four of the 36 women classified on family environment type of the Family Environment Scale (FES) were from Personal Growth-Oriented families. Comparisons of women with and without personal cancer histories resulted in a trend for women with personal cancer histories to be classified as from Independence-Oriented families. Reported distress appears to vary for different family emphases based on family and personal cancer history. A moral-religious family emphasis consistently appeared to be associated with decreased psychological distress. Preliminary analyses comparing these community women (who were not part of a hereditary registry but were self- or physician-referred) seeking genetic testing with normal and distressed family means found that increased cohesion and expressiveness may be related to decreased conflict, indicative of potentially supportive family environments for these women. When compared with normative data, a subset consisting of the Ashkenazi Jewish women showed a trend of less cohesion than normal families, but similar cohesion levels as distressed families.
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