The effects of strategy instruction on writing strategy use for students of different proficiency levels

Learners’ strategy use has been widely researched over the past few decades. However, studies which focus on the impact of strategy instruction on strategy use, and how far learners of different proficiency levels are able to use the strategies taught in an effective manner, are somewhat rare. The focus of this paper is the impact of writing strategy instruction on writing strategy use of a group of 12 second language learners learning to write in English for Academic Purposes classes. Stimulated recall was used to explore whether this impact differed according to the proficiency level of the students, and revealed that for both high and low proficiency learners’ strategy use developed as a result of the instruction. The implications of these findings for strategy instruction design are discussed

LUTS: A lightweight user-level transaction scheduler

Software Transactional Memory (STM) systems have poor performance under high contention scenarios. Since many transactions compete for the same data, most of them are aborted, wasting processor runtime. Contention management policies are typically used to avoid that, but they are passive approaches as they wait for an abort to happen so they can take action. More proactive approaches have emerged, trying to predict when a transaction is likely to abort so its execution can be delayed. Such techniques are limited, as they do not replace the doomed transaction by another or, when they do, they rely on the operating system for that, having little or no control on which transaction should run. In this paper we propose LUTS, a Lightweight User-Level Transaction Scheduler, which is based on an execution context record mechanism. Unlike other techniques, LUTS provides the means for selecting another transaction to run in parallel, thus improving system throughput. Moreover, it avoids most of the issues caused by pseudo parallelism, as it only launches as many system-level threads as the number of available processor cores. We discuss LUTS design and present three conflict-avoidance heuristics built around LUTS scheduling capabilities. Experimental results, conducted with STMBench7 and STAMP benchmark suites, show LUTS efficiency when running high contention applications and how conflict-avoidance heuristics can improve STM performance even more. In fact, our transaction scheduling techniques are capable of improving program performance even in overloaded scenarios. © 2011 Springer-Verlag.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

The Importance of Vocabulary Instruction in Everyday Mathematics

In this action research study of my 6th grade math students I try to answer the question of how mathematical vocabulary plays an integral role in the understanding and learning of middle level mathematics. It is my belief that mathematics is a language, and to be fluent in that language one must be able to use and understand vocabulary. With the use of vocabulary quizzes and mathematically-centered vocabulary activities, student scores and understanding of math concepts can be increased. I discovered that many of the students had never been exposed to consistent mathematical terminology in their elementary education, which led many to an unfavorable impression of math. As a result of my research, I plan to incorporate vocabulary as a regular part of my mathematical teaching. As the students understood the language of math, their confidence, attitudes, and scores all began to improve.

Gpu-based many-core architecture emulation: A double level approach

The efficient emulation of a many-core architecture is a challenging task, each core could be emulated through a dedicated thread and such threads would be interleaved on an either single-core or a multi-core processor. The high number of context switches will results in an unacceptable performance. To support this kind of application, the GPU computational power is exploited in order to schedule the emulation threads on the GPU cores. This presents a non trivial divergence issue, since GPU computational power is offered through SIMD processing elements, that are forced to synchronously execute the same instruction on different memory portions. Thus, a new emulation technique is introduced in order to overcome this limitation: instead of providing a routine for each ISA opcode, the emulator mimics the behavior of the Micro Architecture level, here instructions are date that a unique routine takes as input. Our new technique has been implemented and compared with the classic emulation approach, in order to investigate the chance of a hybrid solution.

Investigation of the effect of using data collection technology on students' attitudes to science instruction

The purpose of this project was to investigate the effect of using of data collection technology on student attitudes towards science instruction. The study was conducted over the course of two years at Madison High School in Adrian, Michigan, primarily in college preparatory physics classes, but also in one college preparatory chemistry class and one environmental science class. A preliminary study was conducted at a Lenawee County Intermediate Schools student summer environmental science day camp. The data collection technology used was a combination of Texas Instruments TI-84 Silver Plus graphing calculators and Vernier LabPro data collection sleds with various probeware attachments, including motion sensors, pH probes and accelerometers. Students were given written procedures for most laboratory activities and were provided with data tables and analysis questions to answer about the activities. The first year of the study included a pretest and posttest measuring student attitudes towards the class they were enrolled in. Pre-test and post-test data were analyzed to determine effect size, which was found to be very small (Coe, 2002). The second year of the study focused only on a physics class and used Keller’s ARCS model for measuring student motivation based on the four aspects of motivation: Attention, Relevance, Confidence and Satisfaction (Keller, 2010). According to this model, it was found that there were two distinct groups in the class, one of which was motivated to learn and the other that was not. The data suggest that the use of data collection technology in science classes should be started early in a student’s career, possibly in early middle school or late elementary. This would build familiarity with the equipment and allow for greater exploration by the student as they progress through high school and into upper level science courses.

Teaching and aligning upper level mathematics classes to Michigan high school content expectations in an alternative education setting : approaches and issues

After teaching regular education secondary mathematics for seven years, I accepted a position in an alternative education high school. Over the next four years, the State of Michigan adopted new graduation requirements phasing in a mandate for all students to complete Geometry and Algebra 2 courses. Since many of my students were already struggling in Algebra 1, getting them through Geometry and Algebra 2 seemed like a daunting task. To better instruct my students, I wanted to know how other teachers in similar situations were addressing the new High School Content Expectations (HSCEs) in upper level mathematics. This study examines how thoroughly alternative education teachers in Michigan are addressing the HSCEs in their courses, what approaches they have found most effective, and what issues are preventing teachers and schools from successfully implementing the HSCEs. Twenty-six alternative high school educators completed an online survey that included a variety of questions regarding school characteristics, curriculum alignment, implementation approaches and issues. Follow-up phone interviews were conducted with four of these participants. The survey responses were used to categorize schools as successful, unsuccessful, and neutral schools in terms of meeting the HSCEs. Responses from schools in each category were compared to identify common approaches and issues among them and to identify significant differences between school groups. Data analysis showed that successful schools taught more of the HSCEs through a variety of instructional approaches, with an emphasis on varying the ways students learned the material. Individualized instruction was frequently mentioned by successful schools and was strikingly absent from unsuccessful school responses. The main obstacle to successful implementation of the HSCEs identified in the study was gaps in student knowledge. This caused pace of instruction to also be a significant issue. School representatives were fairly united against the belief that the Algebra 2 graduation requirement was appropriate for all alternative education students. Possible implications of these findings are discussed.

Randomized comparisons among health informatics students identify hypertutorial features as improving web-based instruction.

Hypertutorials optimize five features - presentation, learner control, practice, feedback, and elaborative learning resources. Previous research showed graduate students significantly and overwhelmingly preferred Web-based hypertutorials to conventional "Book-on-the-Web" statistics or research design lessons. The current report shows that the source of hypertutorials' superiority in student evaluations of instruction lies in their hypertutorial features. Randomized comparisons between the two methodologies were conducted in two successive iterations of a graduate level health informatics research design and evaluation course. The two versions contained the same text and graphics, but differed in the presence or absence of hypertutorial features: Elaborative learning resources, practice, feedback, and amount of learner control. Students gave high evaluations to both Web-based methodologies, but consistently rated the hypertutorial lessons as superior. Significant differences localized in the hypertutorial subscale that measured student responses to hypertutorial features.

Student Performance in Traditional vs. Online Format: Evidence from an MBA Level Introductory Economics Class

All previous studies comparing online and face-to-face format for instruction of economics compared courses that were either online or face-to-face format and regressed exam scores on selected student characteristics. This approach is subject to the econometric problems of self-selection omitted unobserved variables. Our study uses two methods to deal with these problems. First we eliminate self-selection bias by using students from a course that uses both instruction formats. Second, we use the exam questions as the unit of observation, and eliminate omitted variable bias by using an indicator variable for each student to capture the effect of differences in unobserved student characteristics on learning outcomes. We report the finding that students had a significantly greater chance of answering a question correctly if it came from a chapter covered online.

An evaluation of the impact of Inner City Development's Cooperative Home School: An educational alternative program to increase the quality and level of education in San Antonio's West Side community

The research study was intended to evaluate the effectiveness of Inner City Development's (I.C.D.) Cooperative Home School, an educational alternative program to the Title I public schools of San Antonio's West Side community. The study investigated students', parents' and tutors' perception of parental involvement and educational resources. The study also investigated each student's academic achievement. ^ The study found that students progressed toward expected math proficiency at a faster rate than they did in reading proficiency. However, because the target population size was small and a comparison group was not used, the results of this study are only suggestive. This research also indicated that study subjects believed students' quality and level of education increased substantially since program exposure. Study subjects mainly attributed the students' strides in academic performance to the increased amount of individualized attention students received in the small twelve-student class size. Study subjects were more satisfied with the home school's educational resources than those of the Title I public schools. Study subjects also perceived that parental involvement both at home and at school increased since enrollment in the home school program because: (1) there were more opportunities for involvement in the home school; and (2) parents felt closer to the tutors than the teachers in public school. ^ This evaluation also suggested improvements to program operations. With the help of additional volunteers, I.C.D. program operators could improve collection and organization of academic records. Furthermore, as suggested by program participants, science could be added to the curriculum. Lastly, a formal tutor orientation could be implemented to familiarize and train tutors on classroom management procedures. ^

Annotation algorithms for unrestricted independent and-parallelism in logic programs

We present two new algorithms which perform automatic parallelization via source-to-source transformations. The objective is to exploit goal-level, unrestricted independent and-parallelism. The proposed algorithms use as targets new parallel execution primitives which are simpler and more flexible than the well-known &/2 parallel operator. This makes it possible to genérate better parallel expressions by exposing more potential parallelism among the literals of a clause than is possible with &/2. The difference between the two algorithms stems from whether the order of the solutions obtained is preserved or not. We also report on a preliminary evaluation of an implementation of our approach. We compare the performance obtained to that of previous annotation algorithms and show that relevant improvements can be obtained.

On the correctness and efficiency of independent and-parallelism in logic programs

This paper presents and proves some fundamental results for independent and-parallelism (IAP). First, the paper treats the issues of correctness and efficiency: after defining strict and non-strict goal independence, it is proved that if strictly independent goals are executed in parallel the solutions obtained are the same as those produced by standard sequential execution. It is also shown that, in the absence of failure, the parallel proof procedure doesn't genérate any additional work (with respect to standard SLDresolution) while the actual execution time is reduced. The same results hold even if non-strictly independent goals are executed in parallel, provided a trivial rewriting of such goals is performed. In addition, and most importantly, treats the issue of compile-time generation of IAP by proposing conditions, to be written at compile-time, to efficiently check strict and non-strict goal independence at run-time and proving the sufficiency of such conditions. It is also shown how simpler conditions can be constructed if some information regarding the binding context of the goals to be executed in parallel is available to the compiler trough either local or program-level analysis. These results therefore provide a formal basis for the automatic compile-time generation of IAP. As a corollary of such results, the paper also proves that negative goals are always non-strictly independent, and that goals which share a first occurrence of an existential variable are never independent.

Constructs and evaluation strategies for intelligent speculative parallelism - armageddon revisited

This report addresses speculative parallelism (the assignment of spare processing resources to tasks which are not known to be strictly required for the successful completion of a computation) at the user and application level. At this level, the execution of a program is seen as a (dynamic) tree —a graph, in general. A solution for a problem is a traversal of this graph from the initial state to a node known to be the answer. Speculative parallelism then represents the assignment of resources to múltiple branches of this graph even if they are not positively known to be on the path to a solution. In highly non-deterministic programs the branching factor can be very high and a naive assignment will very soon use up all the resources. This report presents work assignment strategies other than the usual depth-first and breadth-first. Instead, best-first strategies are used. Since their definition is application-dependent, the application language contains primitives that allow the user (or application programmer) to a) indícate when intelligent OR-parallelism should be used; b) provide the functions that define "best," and c) indícate when to use them. An abstract architecture enables those primitives to perform the search in a "speculative" way, using several processors, synchronizing them, killing the siblings of the path leading to the answer, etc. The user is freed from worrying about these interactions. Several search strategies are proposed and their implementation issues are addressed. "Armageddon," a global pruning method, is introduced, together with both a software and a hardware implementation for it. The concepts exposed are applicable to áreas of Artificial Intelligence such as extensive expert systems, planning, game playing, and in general to large search problems. The proposed strategies, although showing promise, have not been evaluated by simulation or experimentation.

Efficient management of backtracking in and-parallelism

A backtracking algorithm for AND-Parallelism and its implementation at the Abstract Machine level are presented: first, a class of AND-Parallelism models based on goal independence is defined, and a generalized version of Restricted AND-Parallelism (RAP) introduced as characteristic of this class. A simple and efficient backtracking algorithm for R A P is then discussed. An implementation scheme is presented for this algorithm which offers minimum overhead, while retaining the performance and storage economy of sequent ial implementations and taking advantage of goal independence to avoid unnecessary backtracking ("restricted intelligent backtracking"). Finally, the implementation of backtracking in sequential and AND-Parallcl systems is explained through a number of examples.