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8 results on '"Searle, Barbara W."'

1. Instructional Radio: The Nicaraguan Connection.

Author

Stanford Univ., CA. Inst. for Mathematical Studies in Social Science. and Searle, Barbara W.

Abstract

The Radio Mathematics Project is being undertaken in Masaya, Nicaragua, to assess the feasibility and effectiveness of radio as the medium of instruction for primary school mathematics in the developing nations. The curriculum is based upon a series of segments, each of which contains several conceptual or topical strands. Thus, for example, one segment of the first-grade curriculum contains four strands, Number Concepts, Addition, Subtraction, and Application. Behavioral objectives are established for each strand. Student responses are both oral and written. Class observation and pupil response data will be used to revise the lessons currently being tested. Each segment will be considered individually and in relation to the entire curriculum. Preliminary work is underway in the analysis of lesson scripts. The dimensions of the broadcasts to be analyzed are: (a) attitude of the sender, (b) expected behavior of the receiver, (c) language and codes through which the message is expressed, (d) the subject of the message, (e) the contact established between the sender and the receiver, and (f) the form of the message. (DC)

Published
1974

2. Using a Linear Regression Model for Item Selection in C. A. I.

Author

Lorton, Paul and Searle, Barbara W.

Abstract

A linear regression model was used to select items from a pool of 700 arithmetic word problems to be used in a computer-assisted mathematics curriculum for elementary school students. The experimental procedure first involved a stepwise linear regression analysis of a student's performance over a set of 25 problems. The probability correct for each of the 700 problems was then predicted and the next 25 problems were selected for the student by matching predicted probability correct with the probability correct assigned to the student at the beginning of the study. The results showed a close match between the predicted and obtained probability correct when the experimental groups were evaluated. (Author/CH)

Published
1976

3. Improving the Quality of Textbooks in China. World Bank Discussion Papers 30.

Author

World Bank, Washington, DC. and Searle, Barbara W.

Abstract

The primary, secondary, and higher education textbooks used in China today date from the late 1970s which makes them inadequate for the current stress on science and technology in education. While 70 percent of the higher education textbooks are mimeographed, unedited manuscripts, the majority of published books are printed on newsprint quality paper with small pages, narrow margins, and poor illustrations and line drawings, and the pages are too crowded with print. This evaluation report discusses and offers recommendations for: (1) the financial management of textbook production and sales; (2) the implementation of upgrading the textbooks; (3) the educational effectiveness of textbooks; (4) textbook distribution; and (5) the projected work force needed for the publication process. Appendix 1 contains charts and tables of educational government agencies, publishing houses, and publishers involved with the production, while appendices 2 and 3 contain data tables of education statistics and the estimated cost for publication. Appendix 4 is a glossary of printing terms, and appendix 5 contains an eight-item annotated bibliography. Tables are included. (DJC)

Published
1988

4. Structural Variables Affecting CAI Performance on Arithmetic Word Problems of Disadvantaged and Deaf Students.

Author

Stanford Univ., CA. Inst. for Mathematical Studies in Social Science. and Searle, Barbara W.

Abstract

Using the capability of the computer, the authors have designed an instructional program that emphasizes students' problem solving skills instead of their computational skills and that allows the collection of a large and detailed data base. This report describes the procedures used to (1) identify structural variables that affect students' performance on arithmetic word problems presented at a computer terminal, (2) identify variables for structuring a computer-based problem-solving curriculum, and (3) assess the usefulness of the identified variables as predictors of student performance on the newly structural curriculum. Fourth-, fifth- and sixth-grade students who were from one to three years below average in arithmetic computation skills were used as subjects for developing and testing the program and variable predictors. Approximately two-thirds were black students from an economically depressed area and the remainder came from schools for the deaf. Results of several regression analyses revealed that it is possible to account for a substantial portion of the variability in student responses using significant correlation between the deaf and hearing students on a rank-order of the problem difficulty level. (JP)

Published
1973

7. Structural variables affecting CAI performance on arithmetic word problems of disadvantaged and deaf students

Author

Searle, Barbara W., Lorton, Paul, and Suppes, Patrick

Abstract

We have shown that it is possible to account for a substantial portion of variability in student responses to arithmetic word problems using variables that describe structural features of the problems. However, the results obtained at this stage in our investigations are situation-dependent. The greater variance in observed proportion correct compared with the variance in the predicted proportions, and the differing sets of variables contributing significantly to the regressions come as no surprise. First, the population for this study differed from that used in the pilot study. Second, it is clear that characteristics of the problem set, for example, the frequency of occurrence of exemplars for the range of values for each variable and the way variable values are combined in problem types, affect the weighting for each variable in the regression analysis. Thus, differences were expected because different problem sets were used for the pilot study and the present study.

Published
1973
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8. MUTATION TO NEOSTIGMINE RESISTANCE IN A CHOLINESTERASE-CONTAINING PSEUDOMONAS

Author

Searle, Barbara W. and Goldstein, Avram

Abstract

Searle, BarbaraW. (Stanford University School of Medicine, Palo Alto, Calif.) and Avram Goldstein. Mutation to neostigmine resistance in a cholinesterase-containing Pseudomonas. J. Bacteriol. 83:789–796. 1962.—In a strain of Pseudomonas fluorescenscontaining an inducible cholinesterase, the activity of that enzyme is rate-limiting for growth when acetyl-choline is the sole source of carbon or nitrogen. Under these circumstances, neostigmine, a cholinesterase inhibitor, becomes a growth inhibitor.A neostigmine-resistant mutant was isolated, and the properties of its cholinesterase were compared with those of the wild-type enzyme. There were no differences in penetration of cells by inhibitor, rate of enzyme-inhibitor combination, affinity of inhibitor or substrate for the cholinesterase, or protective effect of substrate upon the enzyme. However, the mutant consistently formed cholinesterase at about twice the wild-type rate. Mutation, in this case, appears to result in a specific change in the differential rate of enzyme biosynthesis. The relationship of this change to neostigmine resistance is discussed, and it is suggested that the effect observed here may be prototypic of a general type of mechanism responsible for acquired drug resistance.

Published
1962
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