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Books on the topic 'Concept learning Evaluation'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Rendell, Larry. Empirical concept learning as a function of data sampling and concept character. Urbana, Ill. (1304 W. Springfield Ave., Urbana 61801): Dept. of Computer Science, University of Illinois at Urbana-Champaign, 1988.

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2

Hunniford, Thomas J. C. Generating artificial data for the evaluation of concept learning algorithms. [S.l: The Author], 1998.

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3

Rendell, Larry. Concept acquisition from examples: Measurement of system performance and suggestions for improved design. Urbana, IL (1304 W. Springfield Ave., Urbana 61801): Dept. of Computer Science, University of Illinois at Urbana-Champaign, 1987.

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4

1979-, Nashat Bidjan, and World Bank, eds. The black box of governmental learning: The learning spiral -- a concept to organize learning in governments. Washington, D.C: World Bank, 2010.

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5

Talking to yourself: Learning the language of self-affirmation. [San Francisco, Calif.]: HarperSanFrancisco, 1991.

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6

Väisänen, Pertti. Concept map in statistics education: A collection of haphazard links or a tool for active learning? Joensuu: Joensuun yliopisto, Kasvatustieteiden tiedekunta, 2004.

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7

Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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8

Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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9

Erickson, H. Lynn. Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. 3rd ed. Thousand Oaks, CA: Corwin Press, 2008.

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10

Leonardo, Plantamura Vito, Souček Branko, and Visaggio Giuseppe, eds. Frontier decision support concepts: Help desk, learning, fuzzy diagnoses, quality evaluation, prediction, evolution. New York: Wiley, 1994.

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11

Oda, Moriya. Gainen keisei to hyoka (Kyoiku joho kogaku shirizu). Koronasha, 1989.

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12

Erickson, H. Lynn. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning. Corwin Press, 2007.

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13

Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-Based Learning. Corwin Press, 2007.

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14

Association, Information Resources Management. Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications. IGI Global, 2020.

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15

Soucek, Branko, and Vito Leonardo Plantamura. Frontier Decision Support Concepts: Help Desk, Learning, Fuzzy Diagnoses, Quality Evaluation, Prediction, Evolution. Wiley-Interscience, 1994.

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16

Tanyu, Manolya. Practicing Community Psychology in a Large Nonprofit Research and Evaluation Organization. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0010.

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This chapter introduces the reader to work life in a large nonprofit research organization with respect to project-based work, teaming, organizational resources and challenges, as well as technical and soft skills that are valued in this type of environment. The chapter discusses how the concepts of diversity and theoretical perspectives of community psychology apply within such a setting and gives the reader an overview of how the content and tools acquired during training in community psychology are used within this setting. The chapter closes with suggestions for learning areas that can be strengthened while still in school or early on a career path in a large organization.

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17

Nelson, Victoria. Self-concept, academic expectations, and causal attributions of learning disabled students: Comparisons with teacher and parent evaluations, and regular class student self-perceptions. 1987.

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18

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.

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19

Elliott, David J., Marissa Silverman, and Gary E. McPherson, eds. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190265182.001.0001.

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The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers’ understandings of and critical thinking about the problems, opportunities, “spaces and places,” concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.

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20

Nelson, Victoria. Self-concept, academic expectations, and causal attributions of learning-disabled students: comparisons with teacher and parent evaluations, and regular class student self-perceptions. 1987.

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21

Frazier, Linda M., and Deborah Barkin Fromer. Reproductive and Developmental Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190662677.003.0027.

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This chapter describes reproductive disorders and developmental disorders, with a focus on their recognition and prevention. Certain hazardous exposures at sufficient doses during preconception among men and women have been shown to increase the risk for infertility, miscarriage (spontaneous abortion) and birth defects. Women’s exposures during pregnancy can cause fetal death, congenital anomalies, and neurodevelopmental disorders. Fathers’ occupational exposures can secondarily expose pregnant women through contamination of the home environment. Numerous chemical pollutants readily cross the placenta and are transmitted into breast milk. Prenatal and perinatal exposures have been linked to abnormal development of the immune system, childhood cancer, and learning disabilities. Specific examples, such as lead and dibromochloropropane, are provided in the chapter to illustrate general concepts. A final section addresses evaluation and control of risk.

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22

Martins, Marielza R. Ismael. Transtornos de Aprendizagem: A abordagem multidisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-557-6.

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The themes included in this book, involving active collaborators, confirm the need to fill the gap for health and education professionals. By presenting information from reliable sources and step-by-step activities to implement interventions with visual and phonological, dysgraphic, dyscalculic and ADHD dyslexics, it aims to provide effective procedures for screening, evaluation, intervention selection and monitoring. Issues examined such as visual dyslexia analyze developmental dyslexia as a condition that has been associated with motor difficulties, but little is known about what is shared or differentiated between its subtypes. The assessment of dyscalculia, which is often neglected, is clearly presented providing a tool for assessment and addressing family or support networks of students with Learning Disorders deepens our understanding Understanding the development of the school allows us to recognize specific situations that are often ignored. All activities have multisensory instruction, that is, students use more than one sense at a time, and multisensory instruction offers students more than one way to make connections and learn concepts The contributors to this book are active researchers in the teachinglearning process and the objective was to expand information on Learning Disorders with content chosen in a selective manner, giving relevance to the multidisciplinary team.

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23

Arthur, Mary E., ed. Anesthesiology CA-1 Pocket Survival Guide. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190885885.001.0001.

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This book is a concise step-by-step ready reference manual which will help interns transition smoothly to life in the operating room (OR) as anesthesiology residents within the first few months. This survival guide will flatten the learning curve and improve the comfort level of trainees entering the OR for the first time. This Anesthesiology CA-1 Pocket Survival Guide, highlights information to seek out during the orientation period and lays out what to expect in the first clinical anesthesia year. It provides residents with easy-to-follow instructions for such common tasks as patient evaluation and pre-anesthesia care, and suggests how to obtain and organize a patient’s preoperative information to present to the attending anesthesiologist. The handbook also guides residents and trainees through the perioperative period and addresses crisis management as well as post-anesthesia care. The fundamentals of anesthesiology practice as well as specialty practice situations such as providing anesthesia in remote locations are introduced to the beginning anesthesiology resident. Time management and preparation for the anesthesiology BASIC examination and suggestions on how to strike a healthy work- life balance to avoid burn out early on in training are all laid out. The concept of continuous quality improvement focusing on improving the provision of care from one episode to the next is introduced to the learner. This book provides the foundation for a sound beginning in anesthesiology training.

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24

O'Reilly, Jacqueline, Janine Leschke, Renate Ortlieb, Martin Seeleib-Kaiser, and Paola Villa, eds. Youth Labor in Transition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190864798.001.0001.

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Youth transitions to employment and adulthood have become increasingly protracted and precarious. The Great Recession exacerbated these difficulties. The varied European experiences affect young people differently in terms of their gender, ethnicity, and socioeconomic status, even in successful countries. Youth Labor in Transition examines young people’s integration into employment, transitions affected by the family and moving away to live independently, and the decisions and consequences of migrating to find work and later returning home. The authors identify some of the key challenges for the future concerning young people not in employment, education, or training (NEETs); overeducation; self-employment; ethnicity; scarring effects; as well as the values and attitudes of young people and how they identify with trade unions. The central concept informing this research is based on a comparative analysis of transitions, policy performance, and learning approaches to overcoming youth unemployment. It illuminates when and how labor market analysis informs policy formulation, implementation, and evaluation based on extensive multimethod empirical research across the European continent. Collectively, the authors illustrate the need to encompass a wider understanding of youth employment and job insecurity by including an analysis of both the sphere of economic production and how it relates to social reproduction of labor if policy intervention is to be effective. Mapping and extensively analyzing these transitions is the result of original empirical analysis drawn from a three-and-a-half-year European Union-funded research project: STYLE—Strategic Transitions for Youth Labour in Europe.

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25

Riley, Richard D., Danielle van der Windt, Peter Croft, and Karel G. M. Moons, eds. Prognosis Research in Health Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796619.001.0001.

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What is going to happen to me, doctor?’ ‘What outcomes am I likely to experience?’ ‘Will this treatment work for me?’ Prognosis—forecasting the future—has always been a part of medical practice and caring for the sick. In modern healthcare it now has a new importance, with large financial investments being made to personalize clinical decisions and tailor treatment strategies to improve individual health outcomes based on prognostic information. Prognosis research—the study of future outcomes in people with a particular health condition—provides the critical evidence for obtaining, evaluating, and implementing prognostic information within modern healthcare. This new book, written and edited by experts in the field, including clinicians, epidemiologists, statisticians, and other healthcare professionals, is a comprehensive and unified account of prognosis research in the broadest sense. It explains the concepts behind prognosis in medical practice and prognosis research, and provides a practical foundation for those developing, conducting, interpreting, synthesizing, and appraising prognosis studies. It recommends a framework of four basic prognosis research types, pioneered by the PROGRESS group, and provides explicit guidance on the conduct, analysis, and reporting of prognosis studies for each type. Key topics are overall prognosis in clinically relevant populations; prognostic factors associated with changes in prognosis across individuals; prognostic models for individual outcome risk prediction; and predictors of treatment effects. Examples are given of the impact of prognosis research across a broad range of healthcare topics, and the book also signals the latest developments in prognosis research, including systematic reviews and meta-analysis of prognosis studies, and the use of electronic health records and machine learning in prognosis research.

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