Improving Instruction of Programming Patterns with Faded Parsons Problems

JavaScript has become more and more popular in recent years because its wealthy features as being dynamic, interpreted and object-oriented with first-class functions. Furthermore, JavaScript is designed with event-driven and I/O non-blocking model that boosts the performance of overall application especially in the case of Node.js. To take advantage of these characteristics, many design patterns that implement asynchronous programming for JavaScript were proposed. However, choosing a right pattern and implementing a good asynchronous source code is a challenge and thus easily lead into less robust application and low quality source code. Extended from our previous works on exception handling code smells in JavaScript and exception handling code smells in JavaScript asynchronous programming with promise, this research aims at studying the impact of three JavaScript asynchronous programming patterns on quality of source code and application.

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High-Level Parallel Ant Colony Optimization with Algorithmic Skeletons

International Journal of Parallel Programming ◽

10.1007/s10766-021-00714-1 ◽

2021 ◽

Author(s):

Breno A. de Melo Menezes ◽

Nina Herrmann ◽

Herbert Kuchen ◽

Fernando Buarque de Lima Neto

Keyword(s):

Ant Colony Optimization ◽

High Performance ◽

Optimization Problems ◽

Programming Model ◽

Parallel Implementation ◽

Ant Colony ◽

Algorithmic Skeletons ◽

Low Level ◽

Programming Patterns ◽

High Level

AbstractParallel implementations of swarm intelligence algorithms such as the ant colony optimization (ACO) have been widely used to shorten the execution time when solving complex optimization problems. When aiming for a GPU environment, developing efficient parallel versions of such algorithms using CUDA can be a difficult and error-prone task even for experienced programmers. To overcome this issue, the parallel programming model of Algorithmic Skeletons simplifies parallel programs by abstracting from low-level features. This is realized by defining common programming patterns (e.g. map, fold and zip) that later on will be converted to efficient parallel code. In this paper, we show how algorithmic skeletons formulated in the domain specific language Musket can cope with the development of a parallel implementation of ACO and how that compares to a low-level implementation. Our experimental results show that Musket suits the development of ACO. Besides making it easier for the programmer to deal with the parallelization aspects, Musket generates high performance code with similar execution times when compared to low-level implementations.

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Inquiry-Oriented Instruction in Science: Who Teaches That Way?

Educational Evaluation and Policy Analysis ◽

10.3102/0162373707306025 ◽

2007 ◽

Vol 29 (3) ◽

pp. 169-199 ◽

Cited By ~ 30

Author(s):

Thomas M. Smith ◽

Laura M. Desimone ◽

Timothy L. Zeidner ◽

Alfred C. Dunn ◽

Monica Bhatt ◽

...

Keyword(s):

Professional Development ◽

No Child Left Behind ◽

Teaching And Learning ◽

Formal Schooling ◽

Science Students ◽

Science Standards ◽

Left Behind ◽

Key Policy ◽

Improving Instruction ◽

Nationally Representative

The expansion of the No Child Left Behind Act to include science standards and assessments is likely to refocus states’ attention on science teaching and learning. Requiring teachers to have subject majors and greater funding of professional development are two key policy levers for improving instruction in science. There has been relatively little work examining the characteristics of teachers who are most likely to initiate inquiry-oriented instruction in science classrooms. Using a nationally representative sample of the teachers of eighth grade science students, the authors found relatively strong associations between reform-oriented practice and the majors and degrees that teachers earned as part of their formal schooling, as well as their current levels of participation in content-oriented professional development activities.

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Improving Instruction

Theory Into Practice ◽

10.1207/s15430421tip4104_5 ◽

2002 ◽

Vol 41 (4) ◽

pp. 233-237 ◽

Cited By ~ 10

Author(s):

James Raths

Keyword(s):

Improving Instruction

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Supporting quality social studies instruction: the social studies practices continuum

Social Studies Research and Practice ◽

10.1108/ssrp-06-2021-0015 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Susan Erickson ◽

Kerry A. Dunne ◽

Christopher C. Martell

Keyword(s):

Preservice Teachers ◽

Social Studies ◽

Teacher Preparation Programs ◽

Inservice Teachers ◽

Preparation Programs ◽

Content Type ◽

Instructional Coaches ◽

College Career ◽

The Social ◽

Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

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