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"A beginning text for teaching interpreters of American Sign Language based on linguistics and grounded in theory and research"--
This book is about making machine learning models and their decisions interpretable. After exploring the concepts of interpretability, you will learn about simple, interpretable models such as decision trees, decision rules and linear regression. Later chapters focus on general model-agnostic methods for interpreting black box models like feature importance and accumulated local effects and explaining individual predictions with Shapley values and LIME. All interpretation methods are explained in depth and discussed critically. How do they work under the hood? What are their strengths and weaknesses? How can their outputs be interpreted? This book will enable you to select and correctly apply the interpretation method that is most suitable for your machine learning project.
This book is associated with the 'Data Literacy Level 1' on-demand online course: https://dataliteracy.com/courses/data-literacy-level-1 For most of us, it's rare to go a full day without coming across data in the form of a chart, map or dashboard. Graphical displays of data are all around us, from performance indicators at work to election trackers on the news to traffic maps on the road. But few of us have received training or instruction in how to actually read and interpret them. How many times have we been misled simply because we aren't aware of the pitfalls to avoid when interpreting data visualizations. Learning to See Data will teach you the different ways that data can be encoded in graphical form, and it will give you a deeper understanding of the way our human visual system interprets these encodings. You will also learn about the most common chart types, and the situations in which they are most appropriate. From basic bar charts to overused pie charts to helpful maps and many more, a wide array of chart types are covered in detail, and conventions, pitfalls, strengths and weaknesses of each of them are revealed. This book will help you develop fluency in the interpretation of charts, an ability that we all need to hone and perfect if we are to make meaningful contributions in the professional, public and personal arenas of life. The principles covered in it also serve as a critical background for anyone looking to create charts that others will be able to understand. "This book is clear and evocative, thorough and thoughtful, and remarkably readable: a marvelous launchpad into the world of data." –Tamara Munzner, Professor, University of British Columbia Computer Science "Everyone of us needs good data literacy skills to survive in the modern world. Without them, it's hard to succeed at work, or survive the onslaught of information (and misinformation) across all our media. Ben's book provides the necessary building blocks for a strong foundation. From that foundation, Ben's approach will inspire you to own the process of developing your skills further." –Andy Cotgreave, Technical Evangelism Director, Tableau
This book combines a teaching text with exemplary reports of research and a literature review by international scholars.
Authors Franki Sibberson and Karen Szymusiak are back with an updated version of Still Learning to Read: Teaching Students in Grades 3-6, 2nd Edition. In the years since the first edition, prevalence of testing and Common Core State Standards have redefined requirements and what is expected of both teachers and students.This new edition focuses on the needs of students in grades 3-6 in for the following areas: reading workshops, read-alouds, classroom design, digital tools, fiction and nonfiction, and close reading. The authors examine current trends in literacy and introduce a new section on intentional instructional planning, as well as a new chapter on scaffolding for reading nonfiction. Expanded examples of lessons and routines to promote deeper thinking about learning are also included.In Still Learning to Read, you'll also find online videos that provide insight into classrooms. Students make book choices, work in small groups, and discuss their reading notebooks. Finally, updated and expanded book lists, recommendations for digital tools, lesson cycles, and sections for school leaders round out this foundational resource.
`In Learning to Read Critically in Educational Leadership and Management, Mike Wallace and Louise Poulson provide students with an eminently usable text. Although the theoretical underpinnings and conceptualizations of leadership issues invariably differ, this book provides a lucid guide to plumbing their ambiguities′ - Educational Review `This is a book that should be regarded as essential reading for those students following courses in education and social policy, particularly as masters level ′- International Journal of Educational Management `I bought this book just a few days ago and I was surprised to realise the simple and yet scientific way it is written! I have started my postgraduate studies in Educational Management and this book will definitely make things easier! I would like to cordially thank Professor Wallace and Mrs Louise Poulson for this book which will help the majority of the students who enter the "labyrinth" of postgraduate research and surely need a kind of instruction manual to start! ′ - Amazon Review `One of the most useful books that I have come across for my students′ - Professor Les Bell, Director of Doctorate of Education, University of Leicester `Very impressed with the first chapter. Have recommended it to our research department for use with our graduate students. Thorough and practical′ - Philip Hallinger, Executive Director of the College of Management, Mahidol University, Thailand This unique book combines the teaching quality of a text with exemplary reports of small-scale and larger research studies, as well as a literature review by leading academics. Part One shows how to develop as a critical reader and self-critical writer of literature; and how to apply these insights in planning a written assignment, dissertation or thesis. The book provides a framework for the critical analysis of any text, and shows how to incorporate this in a literature review. Part Two presents accounts of leading-edge research, offering insights into key issues in the field of educational leadership, management and administration. The reader is invited to practice literature review skills by applying the critical analysis questions to any research report. Readers can use the models of good research practice presented here in their own design of an investigation for a dissertation or thesis. Part Three shows how a high quality literature review may be constructed and addresses a key issue in the field. Contributors include: · Sharon Kruse . Karen Seashore Louis · Kenneth Leithwood · Phillip Hallinger and Ronald Heck · Derek Glover and Rosalind Levacic · Ray Bolam This book will be useful to postgraduate students on research-based masters and doctorate courses in educational leadership, management and administration. It is relevant for students doing research training in the social sciences and humanities. It is can also be used as a teaching resource by supervisors of masters and doctorate level students. This series, edited by Mike Wallace, supports research-based teaching on masters and taught doctorate courses in the humanities and social sciences fields of enquiry. Each book is a ′three in one′ text designed to assist advanced course tutors and dissertation supervisors with key research-based teaching tasks and aims to: • develop students′ critical understanding of research literature • increase students′ appreciation of what can be achieved in small-scale investigations similar to those which they undertake for their dissertation • present students with major findings, generalisations and concepts connected to their particular field.
How does a young child begin to make sense out of squiggles on a page? Is learning to read a process of extending already acquired language abilities to print? What comprises this extension? How children learn to read, and especially how children are taught to read, are problems of sustained scientific interest and enduring pedagogical controversy. This volume presents conceptual and theoretical analyses of learning to read, research on the very beginning processes of learning to read, as well as research on phonological abilities and on children who have problems learning to read. In so doing, it reflects the important discovery that learning to read requires mastering the system by which print encodes the language. The editors hope that some of the work offered in this text will influence future research questions and will make a difference in the way instructional issues are formulated.
Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.
This book provides a theoretical and pragmatic guide to the use of situated learning within structured interpreting programs. Proponents of situated learning theory believe that meaningful learning occurs when students interact with others in the social contexts in which they will be working. With such interactions, students have the opportunity to apply their theoretical knowledge to authentic contexts that they will encounter throughout their professional lives. While a limited number of research articles exist about the use of situated learning in interpreter education, this is the first full book to provide the foundations for situated learning theory, show how to implement situated learning in interpreter education, and offer practical applications for maximizing authenticity in interpreting classrooms.