Compiler-guided instruction-level clock scheduling for timing speculative processors

2018 ◽  
Author(s):  
Yuanbo Fan ◽  
Tianyu Jia ◽  
Jie Gu ◽  
Simone Campanoni ◽  
Russ Joseph
Keyword(s):  
Guided Instruction

Does a repeated guided-instruction approach with multiple assessments increase student learning of science?

2013 ◽  
Vol 47 (2) ◽  
pp. 111-116
Author(s):  
Robert Smith ◽  
Bela Peethambaran ◽  
Laura Pontiggia ◽  
Phyllis Blumberg
Keyword(s):  
Student Learning ◽  
Guided Instruction ◽  
Instruction Approach

Ripple: Profile-Guided Instruction Cache Replacement for Data Center Applications

2021 ◽  
Author(s):  
Tanvir Ahmed Khan ◽  
Dexin Zhang ◽  
Akshitha Sriraman ◽  
Joseph Devietti ◽  
Gilles Pokam ◽  
...  
Keyword(s):  
Data Center ◽  
Cache Replacement ◽  
Instruction Cache ◽  
Guided Instruction

Collaborating Across the Pond: Cognitively Guided Instruction Project

2019 ◽  
pp. 401-405
Author(s):  
Lio Moscardini
Keyword(s):  
Teaching And Learning ◽  
Developmental Stages ◽  
The United States ◽  
Initial Study ◽  
Cognitively Guided Instruction ◽  
Diverse Group ◽  
Pedagogical Content ◽  
Class Level ◽  
Scottish Government ◽  
Guided Instruction

This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Laurie Massery ◽  
Claudio Fuentes
Keyword(s):  
Second Language Acquisition ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Native Speaker ◽  
National Standards ◽  
Target Language ◽  
Treatment Groups ◽  
System Data ◽  
L2 Listening ◽  
Guided Instruction

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

Evidence-Based Practice Application: A Goal for Anaesthetic and Recovery Nurses

2011 ◽  
Vol 12 (3-4) ◽  
pp. 53-56 ◽  
Author(s):  
Joni M. Brady
Keyword(s):  
Nursing Education ◽  
Formal Education ◽  
Evidence Based Practice ◽  
Scientific Evidence ◽  
Evidence Based ◽  
Nursing Process ◽  
Skilled Professional ◽  
Professional Opinion ◽  
Guided Instruction ◽  
Subsequent Addition

AbstractHistorically speaking, nursing actions were often based on opinions or habits with very little scientific evidence available to guide practice. The nursing process has been widely employed in basic nursing education programmes for several decades. The subsequent addition of the critical thinking component has enabled the practitioner to apply reasoning and formulate appropriate judgments about his/her patient's needs. Although many nurses lack formal education in research and evidence-based practice (EBP), frontline practitioners occupy a perfect position to stimulate and impact adoption of EBP in practice. Incorporation of EBP education and guided instruction in the EBP process for anaesthetic and recovery nurses can only serve to sustain its primary goal of combining the best available evidence with skilled professional opinion to achieve safe and sound practice at the bedside.

scholarly journals Stoichiometry in Context: Inquiry-Guided Problems of Chemistry for Encouraging Critical Thinking in Engineering Students

2013 ◽  
Vol 3 (1) ◽  
pp. 24
Author(s):  
Gabriel Pinto ◽  
María Luisa Prolongo
Keyword(s):  
Everyday Life ◽  
Mineral Water ◽  
Engineering Students ◽  
Daily Life ◽  
Active Role ◽  
Educational Tools ◽  
The Past ◽  
Guided Instruction ◽  
Quantitative Treatment

This paper focuses on examples of educational tools concerning the learning of chemistry for engineering students through different daily life cases. These tools were developed during the past few years for enhancing the active role of students. They refer to cases about mineral water, medicaments, dentifrices and informative panels about solar power, where an adequate quantitative treatment through stoichiometry calculations allows the interpretation of data and values announced by manufacturers. These cases were developed in the context of an inquiry-guided instruction model. By bringing tangible chemistry examples into the classroom we provide an opportunity for engineering students to apply this science to familiar products in hopes that they will appreciate chemistry more, will be motivated to study concepts in greater detail, and will connect the relevance of chemistry to everyday life.

scholarly journals Education Quality and Teaching Practices

2020 ◽  
Vol 130 (631) ◽  
pp. 1937-1965
Author(s):  
Marina Bassi ◽  
Costas Meghir ◽  
Ana Reynoso
Keyword(s):  
Low Income ◽  
School Quality ◽  
Controlled Trial ◽  
Student Interactions ◽  
Teacher Student ◽  
Classroom Assessment Scoring System ◽  
Improved Performance ◽  
Under Performing ◽  
Randomised Controlled ◽  
Guided Instruction

Abstract Improving school quality with limited resources is a key issue of policy. This article uses a randomised controlled trial (RCT) to estimate the effectiveness of guided instruction methods as implemented in under-performing schools in Chile. The intervention improved performance substantially, and equally for boys and girls. However, the effect is mainly accounted for by children from relatively higher-income backgrounds. Basing our study on the Classroom Assessment Scoring System (CLASS) instrument, we document that the quality of teacher–student interactions is positively correlated with the performance of low-income students; however, the intervention did not affect these interactions. Guided instruction improves outcomes, but the challenge to reach the most deprived children remains.

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