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Your search keyword '"Dunning, David"' showing total 4 results
Start Over Author "Dunning, David" Publication Type Reports
4 results on '"Dunning, David"'

1. Accelerator beam phase space tomography using machine learning to account for variations in beamline components

Author

Wolski, Andrzej, Botelho, Diego, Dunning, David, and Pollard, Amelia E.

Subjects
Physics - Accelerator Physics
Abstract

We describe a technique for reconstruction of the four-dimensional transverse phase space of a beam in an accelerator beamline, taking into account the presence of unknown errors on the strengths of magnets used in the data collection. Use of machine learning allows rapid reconstruction of the phase-space distribution while at the same time providing estimates of the magnet errors. The technique is demonstrated using experimental data from CLARA, an accelerator test facility at Daresbury Laboratory., Comment: 31 pages, 18 figures

Published
2024

2. Instructional Questions That Clarify Story Characters' Feelings and Motivations: Their Effect on Students' Narrative Comprehension.

Author

Center for the Study of Reading, Urbana, IL. and Dunning, David B.

Abstract

A study investigated whether classroom reading instruction that focuses students' attention on story characters' motives and feelings improves their narrative comprehension. The subjects for this study were 48 third-grade students from 3 different classrooms in the same school. Two different treatments were used: the External Events (control) treatment, which highlights the relative order of the observable, external events of the story, and the Internal States (experimental) treatment, which clarifies story characters' feelings and motivations. Significant results, favoring the Internal States group, were found in analyses for two of the dependent measures taken on new uninstructed stories: a holistic quality rating of the students' retellings and their responses to an oral probe question assessing their knowledge of the story's central problem. Results suggest that young readers' story understanding is facilitated when their reading instruction centers on clarifying story characters' internal states. (Six tables of data are included and 31 references are attached.) (Author)

Published
1992

3. Communication Consulting from Academe to the 'Real World.'

Author

Seiler, William J. and Dunning, David

Abstract

Before adding consulting, training, or other work to the usual responsibilities of teaching, academicians must make a number of decisions. These include whether to work in or outside of academe, how much time they have available, whether they can meet the physical and mental demands of consulting, how to arrange for initial contacts, and how much to charge for services. Potential academicians/consultants must also evince "schizo-survivability," the ability to transcend the perspectives of academe. By definition academicians/consultants are required to have both a firm grasp of theory and research in the discipline, and the ability to transcend that grasp when meeting the almost entirely pragmatic concerns of "real world" consulting clients. Some of the constituent features of schizo-survivability are (1) recognizing differences between academe and the "real world"; (2) managing oneself; (3) knowing the region and the organization; and (4) bridging theory and practice. This concept should prove useful for individuals who currently hold or hope to hold simultaneous teaching and consulting positions, but more research is needed to understand and better document this dual role. (HTH)

Published
1983

4. The Impact of Assessment on Reading Instruction.

Author

Pearson, P. David and Dunning, David

Abstract

Schemes for assessing reading achievement with specific tests have been in use since early in this century. The two driving forces behind the testing movement--scientific objectivity and compulsory education--blossomed in the 1920s and 1930s and continued substantially unchanged through most of the 1960s. In the early 1970s, the idea of mastery learning (hold achievement constant and allow instruction to vary) was introduced and developed in the form of highly skill-specific, criterion-referenced tests. Generally, instructional variation consisted of varying the amount of workbook or worksheet practice designed to help students pass mastery skills tests. Since the late 1970s, states have shifted their concern to instruction and program assessment. In the early 1980s, the Report of the Commission on Reading caused an increase in comprehensive state-mandated testing programs (SMTP). The major threat of these programs is curriculum reductionism, which teachers might respond to by (1) not organizing classroom time around "teaching to the test"; (2) learning more about the process for revising SMTP; (3) interpreting SMTP results cautiously because they are generally not an accurate index of an individual's progress; and (4) evaluating children's reading competency using measures that approximate real reading. (JD)

Published
1985

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