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Journal articles on the topic 'Sse instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Chang, Dau-Chyrh, Lihong Zhang, Xiaoling Yang, Shao-Hsiang Yen, and Wenhua Yu. "A High-Performance Parallel FDTD Method Enhanced by Using SSE Instruction Set." International Journal of Antennas and Propagation 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/851465.

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We introduce a hardware acceleration technique for the parallel finite difference time domain (FDTD) method using the SSE (streaming (single instruction multiple data) SIMD extensions) instruction set. The implementation of SSE instruction set to parallel FDTD method has achieved the significant improvement on the simulation performance. The benchmarks of the SSE acceleration on both the multi-CPU workstation and computer cluster have demonstrated the advantages of (vector arithmetic logic unit) VALU acceleration over GPU acceleration. Several engineering applications are employed to demonstra

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Barnaś, Dawid, and Lesław K. Bieniasz. "Accelerated Thomas Solver for (Quasi-)Block-Tridiagonal Linear Algebraic Equation Systems, Using SSE/AVX Instruction Sets for Vectorizing Dense Block Operations." International Journal of Computational Methods 13, no. 06 (2016): 1750027. http://dx.doi.org/10.1142/s021987621750027x.

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Streaming SIMD Extensions (SSE) and Advanced Vector Extensions (AVX) are additional processor instruction sets available in contemporary personal computers, designed for vectorized floating point calculations. Unfortunately, in order to utilize the advantages of these instructions, one cannot rely on automatic options of high level language compilers. Instead, handwritten assembly language or intrinsic function call insertions are necessary. By using this idea an accelerated C[Formula: see text] code is devised, for solving (quasi-) block-tridiagonal linear algebraic equation systems by means

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Yang, Tianlong. "SSE Instruction Implemented Multiple String Matching Using Reverse Trie." Journal of Information and Computational Science 10, no. 18 (2013): 5867–80. http://dx.doi.org/10.12733/jics20102391.

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Sim, Kwangtaek. "Logics of Learning in Regional Instruction and Subject Key Competencies." Social Studies Education 57, no. 4 (2018): 23–37. http://dx.doi.org/10.37561/sse.2018.12.57.4.23.

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Han, Kwang Wng. "My Korea War instruction narrative - focusing on Korea war civilian genocide accident -." Social Studies Education 60, no. 2 (2021): 19–33. http://dx.doi.org/10.37561/sse.2021.06.60.2.19.

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Bae, Young Ho. "Perception and Practice of Social Studies Instruction Based on the Ontology of Difference." Social Studies Education 56, no. 4 (2017): 61–74. http://dx.doi.org/10.37561/sse.2017.12.56.4.61.

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Wang, Kaiyu, Zhenan Tang, Yun Zhao, and Hualong Li. "A Dynamically Self-reconfigurable System Design Based on SSE Instruction Set." Procedia Engineering 15 (2011): 1605–9. http://dx.doi.org/10.1016/j.proeng.2011.08.299.

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Jun, Hee-Ok. "Making Virtual Reality Experience Based Instruction in The Social Studies - On the Basis of Google Expedition Application." Social Studies Education 57, no. 4 (2018): 135–53. http://dx.doi.org/10.37561/sse.2018.12.57.4.135.

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Jo, Eui ho. "Exploring a lesson model for elementary social studies by combining cluster-differentiated instruction principles with inquiry-based learning." Social Studies Education 60, no. 2 (2021): 1–18. http://dx.doi.org/10.37561/sse.2021.06.60.2.1.

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Banu, J. Saira, and M. Rajasekhara Babu. "Exploring Vectorization and Prefetching Techniques on Scientific Kernels and Inferring the Cache Performance Metrics." International Journal of Grid and High Performance Computing 7, no. 2 (2015): 18–36. http://dx.doi.org/10.4018/ijghpc.2015040102.

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Performance improvement in modern processor is staggering due to power wall and memory wall problem. In general, the power wall problem is addressed by various vectorization design techniques. The Memory wall problem is diminished through prefetching technique. In this paper vectorization is achieved through Single Instruction Multiple Data (SIMD) registers of the current processor. It provides architecture optimization by reducing the number of instructions in the pipeline and by minimizing the utilization of multi-level memory hierarchy. These registers provide an economical computing platfo

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Kunzman, David M., and Laxmikant V. Kalé. "Programming Heterogeneous Clusters with Accelerators Using Object-Based Programming." Scientific Programming 19, no. 1 (2011): 47–62. http://dx.doi.org/10.1155/2011/525717.

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Heterogeneous clusters that include accelerators have become more common in the realm of high performance computing because of the high GFlop/s rates such clusters are capable of achieving. However, heterogeneous clusters are typically considered hard to program as they usually require programmers to interleave architecture-specific code within application code. We have extended the Charm++ programming model and runtime system to support heterogeneous clusters (with host cores that differ in their architecture) that include accelerators. We are currently focusing on clusters that include commo

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Sovyn, Yаroslav, and Volodymyr Khoma. "SOFTWARE BITSLICED IMPLEMENTATION OF KALYNA CIPHER IS ORIENTED TO USE SIMD INSTRUCTIONS FOR MICROPROCESSORS WITH X86-64 ARCHITECTURE." Cybersecurity: Education, Science, Technique 3, no. 7 (2020): 131–52. http://dx.doi.org/10.28925/2663-4023.2020.7.131152.

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The article is devoted to software bitsliced implementation of the Kalyna cipher using vector instructions SSE, AVX, AVX-512 for x86-64 processors. The advantages and disadvantages of different approaches to efficient and secure block cipher software implementation are shown. It is noted that bitslicing technology combines high speed and resistance to time and cache attacks, but its application to the Kalyna cipher is not available at the moment. The basic approaches to data representation and bitsliced encryption operations are considered, special attention is paid to the effective implementa

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White, Amy Cooper. "From the Outside Looking In: Lessons Learned about Library Instruction from Working as a Composition Instructor." Pennsylvania Libraries: Research & Practice 4, no. 2 (2016): 66–72. http://dx.doi.org/10.5195/palrap.2016.118.

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Librarians often teach instructional sessions through the one-shot model. While this model allows the library to embed itself into many courses, it leaves the librarian with a very limited view into how their instructional sessions fit into an overall course. The author, having a unique perspective as both a composition instructor and librarian, reports on her experience having viewed library instruction sessions through both lenses. The author describes lessons learned from her experience along with specific enhancements that she made to her library instruction sessions. While her experience

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Youn, Jonghee M., Jongwon Lee, Yunheung Paek, Jongeun Lee, Hanno Scharwaechter, and Rainer Leupers. "Fast graph-based instruction selection for multi-output instructions." Software: Practice and Experience 41, no. 6 (2010): 717–36. http://dx.doi.org/10.1002/spe.1034.

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Kendall, K. Denise, and Elisabeth E. Schussler. "Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester." CBE—Life Sciences Education 12, no. 1 (2013): 92–105. http://dx.doi.org/10.1187/cbe.12-07-0110.

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Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associa

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Tan, Vivian Z., Meredith Q. Lee, Daryl L. Wong, et al. "The Chinese (Mandarin) instructions of the 6-minute walk test: A validation study." Hong Kong Physiotherapy Journal 41, no. 01 (2021): 45–53. http://dx.doi.org/10.1142/s1013702521500049.

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Background/Objective: To date, a validated Chinese (Mandarin) six-minute walk test (6MWT) translated instruction is not available. Translation of the Chinese 6MWT instruction is done in an ad hoc manner within the Chinese-speaking populations. This study aimed to develop a set of valid and reliable Chinese (Mandarin) instructions of the 6MWT. Methods: Translation was performed from the original English instruction via the recommended “Process of translation and adaptation of instruments” by the World Health Organization to generate the Chinese instructions. The Chinese instructions were tested

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Aliyu, Hassan, Yasheni Raman, and Corrienna Abdul Talib. "Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game." International Journal of Asian Education 2, no. 3 (2021): 285–95. http://dx.doi.org/10.46966/ijae.v2i3.115.

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A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called "Symperiod Board Ga

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Vandepitte, Sonia. "Translating instructive texts." HERMES - Journal of Language and Communication in Business 21, no. 40 (2017): 69. http://dx.doi.org/10.7146/hjlcb.v21i40.96771.

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Starting with Werlich (1982), many researchers within text linguistics and document design see instructive texts as a category that is different from persuasive texts. Others do not include either in their main typologies (e.g. Bonnet et al. 2001). This paper will claim, however, that instructions are a particular subtype of persuasive texts: instructing people is also persuading them to do something in a particular way or in a particular situation or in a particular order. Consequently, all features characteristic of persuasion (e.g. Aristotle 4th c. BC, Bettinghaus 1968, Dacheux 1994, Whalen

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Cox, Sarah K., Jenny R. Root, and Deidre Gilley. "Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder." Journal of Special Education Technology 36, no. 2 (2021): 97–104. http://dx.doi.org/10.1177/0162643421996327.

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The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utiliz

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McIntyre, Ellen. "Teaching and Learning Writing Skills in a Low-Ses, Urban Primary Classroom." Journal of Reading Behavior 27, no. 2 (1995): 213–42. http://dx.doi.org/10.1080/10862969509547879.

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This study investigated which writing skills were learned in one low-SES, urban, primary classroom in relation to the children's instruction. The skills measured in this study included fluency, a sense of audience and purpose, organization, use of “written” language (rather than oral), use of lively or engaging language, use of compound or lengthy sentences, end mark punctuation, capitalization, and spelling. The children's learning was studied in light of instruction from a whole-language perspective. Participants were three teachers who team-taught a group of primary-age children and 11 chil

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Azmina, Badi'atul, and Mar’atus Solihah. "Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia." Teknodika 17, no. 1 (2019): 76. http://dx.doi.org/10.20961/teknodika.v17i1.35077.

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<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitat

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Harris, Heidi S., and Michael Greer. "Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses." Journal of Technical Writing and Communication 51, no. 1 (2020): 31–52. http://dx.doi.org/10.1177/0047281620977162.

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Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the ho

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Armel, Donald, and Sharon A. Shrock. "The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time." Journal of Educational Computing Research 14, no. 4 (1996): 329–44. http://dx.doi.org/10.2190/xmbl-xmtg-03qu-px1h.

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This study investigated the effects on achievement and on instructional completion time of mandatory and optional note taking during a Computer-Based Instruction (CBI) lesson. Eighty-one undergraduate subjects participated. The required note-taking group had to enter notes on every screen of the HyperCard lesson before the instruction would advance. Subjects could see their notes during the instruction and were allowed to review their notes briefly before taking the post-test. An analysis of variance revealed that the required note-taking group scored significantly higher on the post-test and

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Of College and Research Libraries, Association. "ACRL candidates for 2021: A look at who’s running." College & Research Libraries News 82, no. 1 (2021): 26. http://dx.doi.org/10.5860/crln.82.1.26.

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Emily Daly is the head of assessment and user experience at Duke University Libraries, a position she has held since 2013. Prior to this, Daly served at Duke University Libraries as interim head of instruction and outreach (2012) and coordinator of upper-level instruction (2006–12). She also served as media coordinator at Southern High School in Durham, North Carolina (2005–06).Erin L. Ellis is the associate dean of research and learning services at Indiana University, a position she has held since 2018. Prior to this, Ellis held various positions at the University of Kansas, including associa

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Of College and Research Libraries, Association. "ACRL candidates for 2021: A look at who’s running." College & Research Libraries News 82, no. 1 (2021): 26. http://dx.doi.org/10.5860/crln.82.1.26.

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Emily Daly is the head of assessment and user experience at Duke University Libraries, a position she has held since 2013. Prior to this, Daly served at Duke University Libraries as interim head of instruction and outreach (2012) and coordinator of upper-level instruction (2006–12). She also served as media coordinator at Southern High School in Durham, North Carolina (2005–06).Erin L. Ellis is the associate dean of research and learning services at Indiana University, a position she has held since 2018. Prior to this, Ellis held various positions at the University of Kansas, including associa

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Alcón Soler, Eva, and Josep Guzmán Pitarch. "The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals." International Journal of English Studies 10, no. 1 (2010): 65. http://dx.doi.org/10.6018/ijes/2010/1/113981.

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The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisi

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Ji, Minjeong, and Kiwan Sung. "Learner and Instructor Views on Non-Verbal Instructional Behaviors in a College EFL Class." Studies in English Education 22, no. 4 (2017): 33–67. http://dx.doi.org/10.22275/see.22.4.02.

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Wang, Victor X., and Judith Parker. "Educational Leadership and Ralph Tyler." International Journal of Adult Vocational Education and Technology 2, no. 3 (2011): 48–59. http://dx.doi.org/10.4018/javet.2011070104.

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This article addresses the traditional instructional leadership (characterized with Tyler’s four questions; teachers prescribe a curriculum; learners assume a submissive role of following instructors) in comparison with the andragogical or innovative instructional leadership. As more and more scholars cast their doubt on this particular instructional mode (traditional instructional leadership), especially when compared with the innovative instructional leadership, this article seeks to draw on traditional instructional leadership that revolves around Ralph Tyler’s model. In doing so, instructo

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Pauls, Cornelia A., and Nicolas W. Crost. "Cognitive Ability and Self-Reported Efficacy of Self-Presentation Predict Faking on Personality Measures." Journal of Individual Differences 26, no. 4 (2005): 194–206. http://dx.doi.org/10.1027/1614-0001.26.4.194.

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Abstract. The main aim of the present study was to investigate whether faking on personality measures is predicted by cognitive ability and self-reported efficacy of positive self-presentation (ESP) assessed under honest conditions. 123 participants completed the NEO Five Factor Inventory (NEO-FFI) and the self-deceptive enhancement (SDE) and impression management (IM) scales of the Balanced Inventory of Desirable Responding Version 7 (BIDR) under four instructional sets: honest, fake bad, fake good, and two specifically formulated applicant instructions. In line with the assumption that perso

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Contrada, Chelsea. "Information Literacy and Instruction: Reference and Information Literacy in the Community College Library." Reference & User Services Quarterly 59, no. 1 (2019): 12. http://dx.doi.org/10.5860/rusq.59.1.7220.

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Library workers from libraries of all types can struggle with the challenges of juggling instructional responsibilities with other assigned duties. Library context can play a key role in the resources available to mitigate these challenges. In this article, Chelsea Contrada discusses information literacy instruction in a community college library context and how that context influences her approach to library instruction. She articulates some of the unique aspects of instruction in community colleges and how community college librarians take a different approach than many of their peers in fou

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Wei, Qun, Hee-Joon Park, and Jyung Hyun Lee. "Development of a Wireless Health Monitoring System for Measuring Core Body Temperature from the Back of the Body." Journal of Healthcare Engineering 2019 (February 17, 2019): 1–8. http://dx.doi.org/10.1155/2019/8936121.

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In this paper, a user-friendly and low-cost wireless health monitoring system that measures skin temperature from the back of the body for monitoring the core body temperature is proposed. To measure skin temperature accurately, a semiconductor-based microtemperature sensor with a maximum accuracy of ±0.3°C was chosen and controlled by a high-performance/low-power consumption Acorn-Reduced Instruction Set Computing Machine (ARM) architecture microcontroller to build the temperature measuring device. Relying on a 2.4 GHz multichannel Gaussian frequency shift keying (GFSK) RF communication techn

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and t

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Huinker, DeAnn, and Janis L. Freckmann. "Supporting Teacher Learning: Focusing Conversations to Promote Teacher Thinking." Teaching Children Mathematics 10, no. 7 (2004): 352–57. http://dx.doi.org/10.5951/tcm.10.7.0352.

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Tamara, a preservice teacher, taught a lesson on fractions to a class of fourth-grade students in her field-experience practicum. The instructor of her mathematics methods course observed the lesson. As they met in the hallway to debrief the teaching experience, the instructor began by asking, “How do you think your lesson went?” Tamara replied, “Great. I got through my entire lesson plan.” Tamara's comment and the subsequent discussion revealed that she was focused on her actions as the teacher but not on the dynamics of instruction (Cohen and Ball 2001).

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Nielsen, Martin. ""Wir laden Sie ein!" - "Jetzt anmelden!" Zur Spannweite von Instruktionen in Werbebriefen." HERMES - Journal of Language and Communication in Business 21, no. 40 (2017): 11. http://dx.doi.org/10.7146/hjlcb.v21i40.96768.

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Instructive texts are an inclusive term for a wide range of action initiating texts, i.e. texts where the action is being initiated through the text (e.g. in a sales letter, Nielsen 2003a: 66), and action commanding texts, i.e. texts where an action which the receiver wanted to execute anyway is being instructed (e.g. instructions, Reiß 1983: 17). Since sales letters are action-initiating and thus as a text genre constituting feature contain directive speech acts (Searle 1969, 1976, Wagner 2001, Nielsen 2006), they are per definition face-threatening (Brown/ Levinson 1978, Nielsen 2006). The c

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Ciampa, Mark, and Ray Blankenship. "Do Students and Instructors See Cybersecurity the Same? A Comparison of Perceptions About Selected Cybersecurity Topics." International Journal for Innovation Education and Research 7, no. 1 (2019): 121–35. http://dx.doi.org/10.31686/ijier.vol7.iss1.1291.

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Cybersecurity attacks continue to increase. This is particularly true for attacks based on social engineering or relying on the weaknesses of individuals as a means of gathering information or crafting an attack. Along with an increase in attacks there is likewise an increase in the number of calls for educating users about attacks and equipping them with the knowledge and skills for warding off attacks. Many entities advocate that institutions of higher education should be responsible for providing practical, applied security awareness instruction. This study compared student and instructor a

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Levis, John M. "Pronunciation research in recent dissertations." Journal of Second Language Pronunciation 5, no. 2 (2019): 181–94. http://dx.doi.org/10.1075/jslp.19008.edi.

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Abstract This editorial looks at L2 pronunciation dissertations from 2017 and 2018 to see what topics were of interest in research, to examine trends, and to suggest ideas for the future. The largest group of dissertations reflect interest in instruction and instructional interventions. These interventions look at a wide variety of features, types of instruction (e.g., implicit vs. explicit), different L1-L2 combinations, and the importance of materials in teacher training. The next most common topic was perception, followed by prosody (including stress, intonation, tone and fluency) and acqui

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De La Luz Reyes, Maria. "Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students." Harvard Educational Review 62, no. 4 (1992): 427–47. http://dx.doi.org/10.17763/haer.62.4.d522623315485031.

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In this article, María de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird and guide literacy instruction for linguistically different students.1 Citing examples from current research, Reyes shows how the "one size fits all" belief, and its corollary assumptions about the practice of process instruction with limited- and non-English-speaking students, mitigate against the success of these students. The author draws from the findings of a case study that provides an example of process instruction that proved to be successful not only for mainstream s

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Johnston, Lindsay C., Ruijun Chen, Travis M. Whitfill, Christie J. Bruno, Orly L. Levit, and Marc A. Auerbach. "Do you see what I see? A randomised pilot study to evaluate the effectiveness and efficiency of simulation-based training with videolaryngoscopy for neonatal intubation." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (2015): 12–18. http://dx.doi.org/10.1136/bmjstel-2015-000031.

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IntroductionDirect laryngoscopy (DL) and airway intubation are critical for neonatal resuscitation. A challenge in teaching DL is that the instructor cannot assess the learners’ airway view. Videolaryngoscopy (VL), which allows display of a patient's airway on a monitor, enables the instructor to view the airway during the procedure. This pilot study compared deliberate practice using either VL with instruction (I-VL) or traditional DL. We hypothesised that I-VL would improve the efficiency and effectiveness of neonatal intubation (NI) training.MethodsParticipants (students, paediatric interns

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Kusumaningputri, Reni. "EXPOSURE TO ENGLISHES IN LISTENING CLASSROOMS: THE PERSPECTIVES OF INDONESIAN ESL LEARNERS." JEELS (Journal of English Education and Linguistics Studies) 7, no. 1 (2020): 49–68. http://dx.doi.org/10.30762/jeels.v7i1.1628.

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Due to the global scale of English use, English as a lingua franca (ELF) is at play. Given this reality, exposes to different varieties of English rather than a single variety of English, preparing second language learners to Englishes is paramount for readiness to involve in ELF communication. This paper reports on the classroom instruction of exposing college listeners with Englishes via TED talks using a portfolio to find out how they see these varieties and what they can learn from them. Data were from records of portfolio and questions at the end of the instruction. Using general inductiv

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Mills, Christopher, Stanley C. Ahalt, and Jim Fowler. "Compiled instruction set simulation." Software: Practice and Experience 21, no. 8 (1991): 877–89. http://dx.doi.org/10.1002/spe.4380210807.

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Worthy, Jo, and Marcia A. Invernizzi. "Linking Reading with Meaning: A Case Study of a Hyperlexic Reader." Journal of Reading Behavior 27, no. 4 (1995): 585–603. http://dx.doi.org/10.1080/10862969509547900.

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The research presented in this paper is a two-part case study of a 14-year-old mentally handicapped girl, Rachelle, who is hyperlexic. That is, she is able to easily decode the printed word, yet has great difficulty comprehending what she has read. We describe the characteristics of hyperlexia in a diagnostic case study of Rachelle and then outline an instructional program, implemented over a 1 1/2-year period, which we based on current research and theory about the normal processes of reading and learning. Using a learner-centered, literature-based approach, we directed instruction toward hel

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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (1998): 3–22. http://dx.doi.org/10.2190/l4q4-8qmm-qpj3-b5lj.

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Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play

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Stephens, Ana C., and Crystal L. Lamers. "Supporting Teacher Learning: Assessment Design: Helping Preservice Teachers Focus on Student Thinking." Teaching Children Mathematics 13, no. 2 (2006): 118–23. http://dx.doi.org/10.5951/tcm.13.2.0118.

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Increased calls for student, teacher, and school “accountability” have placed a greater emphasis on the need to assess what students know. While the focus of the calls for accountability is often on high-stakes testing, there are other important forms and purposes of assessment that deserve attention. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (2000) asserts, “Assessment should be more than merely a test at the end of instruction to see how students perform under special conditions; rather, it should be an integral part of instruction th

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Aberdeen, Douglas, and Jonathan Baxter. "Emmerald: a fast matrix-matrix multiply using Intel's SSE instructions." Concurrency and Computation: Practice and Experience 13, no. 2 (2001): 103–19. http://dx.doi.org/10.1002/cpe.549.

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Guha, Smita. "Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations." Journal of Educational Computing Research 24, no. 3 (2001): 275–303. http://dx.doi.org/10.2190/69w7-hptu-wmqv-m8p3.

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This study explored elementary grade teachers' personal experience with instructional computing and the role of computers they would like to see in classroom instruction. One hundred forty-nine teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training and knowledge in computers, their comfort level in using computers for teaching, and computer usage in classroom instruction. The teachers also answered to what extent do they prefer to receive more training, be more comfortable u

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Cohen, David K. "A Revolution in One Classroom: The Case of Mrs. Oublier." Educational Evaluation and Policy Analysis 12, no. 3 (1990): 311–29. http://dx.doi.org/10.3102/01623737012003311.

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This essay probes the relationship between instructional policy and teaching practice. In the mid 1980s, California State officials launched an ambitious effort to revise mathematics teaching and learning. The aim was to replace mechanical memorization with mathematical understanding. This essay considers one teacher’s response to the new policy. She sees herself as a success for the policy: she believes that she has revolutionized her mathematics teaching. But observation of her classroom reveals that the innovations in her teaching have been filtered through a very traditional approach to in

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Temple, Allison L., and Shereeza F. Mohammed. "The Effect of Instructional Time Frequency on Middle School Students' Mathematics Achievement Scores." International Journal of Research in Education and Science 6, no. 4 (2020): 705. http://dx.doi.org/10.46328/ijres.v6i4.1265.

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To achieve the goal of 100% proficiency for all students in mathematics, a middle school in a large urban public school district in Omaha, Nebraska increased the frequency of instructional time in mathematics instruction for a group of seventh and eighth grade students. The purpose of this study was to determine if there was a difference in the performance of seventh and eighth grade students on the Nebraska State Accountability Mathematics Assessment (NeSA-M) using different frequencies of mathematics instruction, provided daily versus every-other-day. The Continuous Improvement Theory and Bl

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Kilbridge, Kerry L., Brett Glotzbecker, Cecilia H. Rosenbaum, et al. "The challenges of improving peripherally inserted central catheter (PICC) care instructions at hospital discharge." Journal of Clinical Oncology 35, no. 8_suppl (2017): 175. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.175.

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175 Background: Teaching patients and caregivers to manage a Peripherally Inserted Central Catheter (PICC) line placed during hospitalization is essential to successful outpatient transitions. The aim was to improve written care instructions at hospital discharge (CIHD) given to solid tumor oncology patients with new PICC lines by creating an electronic template in the electronic health record. Methods: Inpatients with newly placed PICC lines discharged from the physician assistants' (PA) oncology teams at Brigham and Women's Hospital were identified through PICC team consult lists. We identif

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Ayubi, Zahra. "Rearing Gendered Souls: Childhood and the Making of Muslim Manhood in Pre-Modern Islamic Ethics." Journal of the American Academy of Religion 87, no. 4 (2019): 1178–208. http://dx.doi.org/10.1093/jaarel/lfz072.

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Abstract Most studies of religious beliefs and praxis, including those in Islamic Studies, assume the subjects of investigation to be adults. In childhood studies of religion, however, we find a lens for exploring how foundational pre-modern Islamic ethics discourses, such as those of Abu Hamid al-Ghazali and Nasir ad-Din Tusi, taught how children were supposed to be reared and educated, which uncovers important insights about the gendered nature of ethics itself. Specifically, classical Islamic ethics is so deeply entangled with gender roles that the Islamic ethicists’ instructions for rearin

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Gómez, Nadilia. "Is an Instructional Video Better than a Face-to-face Demo to Teach T-budding in an Intro Plant Propagation Course?" HortTechnology 14, no. 4 (2004): 619–21. http://dx.doi.org/10.21273/horttech.14.4.0619.

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Teaching grafting techniques like T-budding is challenging because learners must pay close attention to detail, observing closeups of plant structures and following specific sequences, and such attention to detail is difficult to achieve in large enrollment classes. The objective of this study was to compare the effectiveness of an instructional video vs. traditional face-to-face demonstrations to teach T-budding. A 10-minute instructional video demonstrating the steps necessary for T-budding was developed in 2001. For three consecutive years (2001, 2002, and 2003) the two methods were compare

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