The Experts below are selected from a list of 327 Experts worldwide ranked by ideXlab platform
Jan H Van Driel - One of the best experts on this subject based on the ideXlab platform.
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biology teachers designing context based lessons for their classroom practice the importance of Rules of Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
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Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of Rules-of-Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
Domenic V. Cicchetti - One of the best experts on this subject based on the ideXlab platform.
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Guidelines, Criteria, and Rules of Thumb for Evaluating Normed and Standardized Assessment Instruments in Psychology
Psychological Assessment, 1994Co-Authors: Domenic V. CicchettiAbstract:In the context of the development of prototypic assessment instruments in the areas of cognition, personality, and adaptive functioning, the issues of standardization, norming procedures, and the important psychometrics of test reliability and validity are evaluated critically. Criteria, guidelines, and simple Rules of Thumb are provided to assist the clinician faced with the challenge of choosing an appropriate test instrument for a given psychological assessment.
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guidelines criteria and Rules of Thumb for evaluating normed and standardized assessment instruments in psychology
Psychological Assessment, 1994Co-Authors: Domenic V. CicchettiAbstract:In the context of the development of prototypic assessment instruments in the areas of cognition, personality, and adaptive functioning, the issues of standardization, norming procedures, and the important psychometrics of test reliability and validity are evaluated critically. Criteria, guidelines, and simple Rules of Thumb are provided to assist the clinician faced with the challenge of choosing an appropriate test instrument for a given psychological assessment. Clinicians are often faced with the critical challenge of choosing the most appropriate available test instrument for a given psychological assessment of a child, adolescent, or adult of a particular age, gender, and class of disability. It is the purpose of this report to provide some criteria, guidelines, or simple Rules of Thumb to aid in this complex scientific decision. As such, it draws upon my experience with issues of test development, standardization, norming procedures, and important psychometrics, namely, test reliability and validity. As I and my colleagues noted in an earlier publication, the major areas of psychological functioning, in the normal development of infants, children, adolescents, adults, and elderly people, include cognitive, academic, personality, and adaptive behaviors (Sparrow, Fletcher, & Cicchetti, 1985). As such, the major examples or applications discussed in this article derive primarily, although not exclusively, from these several areas of human functioning.
Nienke Wieringa - One of the best experts on this subject based on the ideXlab platform.
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biology teachers designing context based lessons for their classroom practice the importance of Rules of Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
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Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of Rules-of-Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
Fred Janssen - One of the best experts on this subject based on the ideXlab platform.
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biology teachers designing context based lessons for their classroom practice the importance of Rules of Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
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Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of Rules-of-Thumb
International Journal of Science Education, 2011Co-Authors: Nienke Wieringa, Fred Janssen, Jan H Van DrielAbstract:In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use Rules‐of‐Thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the Rules‐of‐Thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal Rules‐of‐Thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that Rules‐of‐Thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing ...
Martine De Cock - One of the best experts on this subject based on the ideXlab platform.
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repairing inconsistent answer set programs using Rules of Thumb
International Journal of Approximate Reasoning, 2017Co-Authors: Elie Merhej, Steven Schockaert, Martine De CockAbstract:Answer set programming is a form of declarative programming that can be used to elegantly model various systems. When the available knowledge about these systems is imperfect, however, the resulting programs can be inconsistent. In such cases, it is of interest to find plausible repairs, i.e. plausible modifications to the original program that ensure the existence of at least one answer set. Although several approaches to this end have already been proposed, most of them merely find a repair which is in some sense minimal. In many applications, however, expert knowledge is available which could allow us to identify better repairs. In particular, we consider the scenario where this expert knowledge is formulated as Rules of Thumb, but no training data is available to learn how these Rules of Thumb interact. The main question we address in this paper is whether we can then still aggregate the Rules of Thumb in a useful way. In addition to standard aggregation techniques, we present a novel statistical approach that assigns weights to these Rules of Thumb, by sampling, in a particular way, from a pool of possible repairs. In particular, we evaluate how frequently each given rule of Thumb is violated in the sample of repairs, and use the Z-score of this distribution to set the weight of that rule. We analyze the potential of using expert knowledge in this way, by focusing on a specific case study: Gene Regulatory Networks. We describe the Rules of Thumb that express available expert knowledge from the biological literature and explain how they can be encoded while repairing inconsistencies. Finally, we experimentally compare the proposed repair strategies using Rules of Thumb against the baseline strategy of identifying minimal repairs. A method to repair inconsistent Answer Set Programs using Rules of Thumb is proposed.Different aggregation methods for rule costs are implemented in ASP.A case study about repairing gene regulatory networks is presented.The most accurate method of repair is a z-score approach.The z-score approach learns the weights from unsupervised sampled repairs.
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repairing inconsistent taxonomies using map inference and Rules of Thumb
Conference on Information and Knowledge Management, 2014Co-Authors: Elie Merhej, Steven Schockaert, Martine De Cock, Marjon Blondeel, Daniele Alfarone, Jesse DavisAbstract:Several authors have developed relation extraction methods for automatically learning or refining taxonomies from large text corpora such as the Web. However, without appropriate post-processing, such taxonomies are often inconsistent (e.g. they contain cycles). A standard approach to repairing such inconsistencies is to identify a minimally consistent subset of the extracted facts. For example, we could aim to minimize the sum of the confidence weights of the facts that are removed for restoring consistency. In this paper, we present MAP inference as a base method for this approach, and analyze how it can be improved by taking into account dependencies between the extracted facts. These dependencies correspond to Rules of Thumb such as "if a given fact is wrong then all facts that have been extracted from the same sentence are also likely to be wrong", which we encode in Markov logic. We present experimental results to demonstrate the potential of this idea.
