Previous knowledge distillation (KD) methods mostly focus on compressing network architectures, which is not thorough enough in deployment as some costs like transmission bandwidth and imaging ...equipment are related to the image size. Therefore, we propose Pixel Distillation that extends knowledge distillation into the input level while simultaneously breaking architecture constraints. Such a scheme can achieve flexible cost control for deployment, as it allows the system to adjust both network architecture and image quality according to the overall requirement of resources. Specifically, we first propose an input spatial representation distillation (ISRD) mechanism to transfer spatial knowledge from large images to student's input module, which can facilitate stable knowledge transfer between CNN and ViT. Then, a Teacher-Assistant-Student (TAS) framework is further established to disentangle pixel distillation into the model compression stage and input compression stage, which significantly reduces the overall complexity of pixel distillation and the difficulty of distilling intermediate knowledge. Finally, we adapt pixel distillation to object detection via an aligned feature for preservation (AFP) strategy for TAS, which aligns output dimensions of detectors at each stage by manipulating features and anchors of the assistant. Comprehensive experiments on image classification and object detection demonstrate the effectiveness of our method.
In the Nordic context, transnational discourses influence recontextualisation of ideas and discourses, and thus, how local actors negotiate around values imbued with ideas and discourses. In Sweden, ...the idea of teacher assistants has been prompted – through policy discourses on teacher professionalism – under imperatives of reducing teachers’ workload and increasing professional responsibility and accountability. The aim of this article is to explore teacher assistants’ values regarding roles and responsibilities in relation to teachers and education in light of policy discourses on teacher professionalism. Drawing on discursive institutionalism and curriculum theory, the concept of ‘discursive space’ is utilized to explore values in an institutional context. Based on twelve interviews with teacher assistants in compulsory schools, the analysis shows how a reductionist notion of teaching gives rise to dilemmas around being teachers’ ‘alter ego’ when values around teaching as ‘core’ are prioritized. Dilemmas around local pluralization emerge when teacher assistants are viewed as a ‘solution’ to a plethora of issues. Challenges emerge in the context of ambiguity around teacher assistants’ orientation towards teaching or processes ‘surrounding’ teaching. The analysis illustrates conditioned values highlighting dilemmas and challenges, but also possibilities for discursive action. Altogether, a re-negotiation of teacher professionalism emerges in the discursive space.
Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of ‘the teacher assistant’ has ...emerged through discourses on teacher professionalism, spurring ambiguities regarding what the policy idea is and ought to be in Sweden. The aim of this article is to critically examine the construction and legitimation of the policy idea of ‘the teacher assistant’, in relation to teachers and the educational institution, through the lens of discursive institutionalism and strands in Curriculum Theory. The focus is a critical understanding of the interplay between ideas, discourses, actors and institutional context. The analysis of policy documents shows how the policy idea is constructed and legitimised through actors’ coordinative and communicative discourses at the national level, influenced by the OECD at the transnational level. The policy idea is intertwined with ideas and discourses on teachers’ professional development through a national professional programme and institutional conditions for goal attainment in schools. Tensions emerge regarding underlying assumptions about teacher quality, highlighting ideas of what teachers are and ought to be, within comprehensive reform strategies. Tensions entail emerging ideas of standardisation and differentiation and ambiguities regarding the policy idea of ‘the teacher assistant’.
Introducción: La construcción de una Identidad Profesional Docente (IPD) sólida y valorada permite que el profesor realice su labor de manera satisfactoria y comprometida con el bienestar de los ...estudiantes.Objetivo: Indagar cómo repercute la capacitación temprana como ayudantes de profesor en la IPD en los docentes de medicina.Método: Estudio cualitativo con entrevistas semiestructuradas para obtener datos y un análisis de los mismos, acorde con el método utilizado.Resultados: Se identificaron 4 componentes que constituyeron las historias profesionales de los docentes: 1) el inicio temprano a la docencia, respaldado por un curso que profesionaliza la labor del ayudante de profesor, 2) el curso de iniciación a la docencia, que les brindó la oportunidad de establecer comunicación con profesores prestigiados por la institución, 3) la valoración positiva por parte de sus compañeros de su papel como puente entre las necesidades de los estudiantes y los requerimientos de los docentes titulares y 4) el acompañamiento de un docente experto (profesor titular o coordinador del curso de instructores), quien fue una figura relevante en el proceso de consolidar las competencias docentes.Conclusiones: El inicio temprano a la docencia, respaldado por un curso que profesionaliza la labor del ayudante de profesor, y el apoyo de un docente experto, fueron elementos que influyeron de manera positiva en la construcción de las representaciones del papel profesional, de la enseñanza y el aprendizaje; así como en los sentimientos derivados del quehacer docente.
Los asistentes de aula se están convirtiendo en un agente emergente en la configuración de respuestas de atención a la diversidad al alumnado con Trastorno del Espectro Autista (TEA) El objetivo de ...este estudio es evaluar las percepciones que tienen las familias de este alumnado acerca de las funciones, identidad y rol que realizan los asistentes de aula (comúnmente conocidos en el escenario escolar como maestros sombras) como recurso potencialmente inclusivo en la Comunidad Autónoma de Andalucía (España). El enfoque metodológico es cualitativo. Se ha procedido a recoger información mediante la realización de 17 entrevistas semi-estructuradas, analizándolas con un sistema de categorías y códigos inductivos a través del programa de análisis de datos Atlas.ti 9. Los resultados muestran la evaluación positiva sobre la implicación y el impacto que tiene los asistentes de aula en la vida cotidiana del alumnado con TEA, dentro y fuera del medio escolar, así como la diversidad de funciones que desarrollan en función del contexto y naturaleza relacional que mantienen con otros agentes educativos. Se desprende la necesidad de regular y debatir sobre esta figura para mejorar la atención a la diversidad en los centros educativos.
19. yüzyılda dağılma sürecine giren Osmanlı Devleti kötü gidişi engellemek adına ıslahatlar yapmaya başlamıştır. Bu bağlamda yapılan ıslahatlar arasında eğitim alanında yapılanlar oldukça dikkat ...çekicidir. Askeri ve siyasi bakımdan işlerin kötü gittiği bir dönemde kurtuluşun ancak iyi eğitilmiş, çağdaş bilgi ve becerilerle donanmış bir toplum ile sağlanabileceği düşünülmüştür. Medrese sistemi ve anlayışı dışında yeni mektepler rüştiyeler açılmıştır. Ancak sıbyandan rüştiyelere gelen öğrencilerin yetersiz oldukları, okuma yazmayı dahi beceremedikleri görülmüştür. Okuryazarlığı arttırmak, yeni açılan rüştiyelere daha donanımlı öğrenci almak için sıbyan seviyesinde usûl-ı cedit (yeni usul) arayış veya hareketi başlamıştır. Bu şekilde yeni açılan mektepler ibtidai adını alırken bu yeni usulü okullarda uygulayabilecek donanımlı muallim (öğretmen) ihtiyacı ortaya çıkmıştır. Devletin medrese sistemi dışında çağdaş anlayışta öğretmen yetiştirmek için açtığı darülmuallimler (Öğretmen Okulu) Türk tarihinde modern anlamda öğretmen yetiştirmenin başlangıcını teşkil etmiştir. Ancak açılan Darülmuallimin-i sıbyan mezunları yeterli gelmediği için mevcut öğretmenleri yeni usul üzere eğitmek veya başka okul mezunlarından atama yapmak yöntemine başvurulmuştur. Bunlara Öğretmen Okulu mezunlarının aldığı diploma demek olan şahadetname değil ehliyetname verilmiştir. Bu durumda Öğretmen Okulu mezunları ile mevcut öğretmenler ve farklı kaynaklardan gelen öğretmenler arasında hukuki ve özlük hakları bakımından farklılık ortaya çıkmıştır. Farklı okul mezunları da Öğretmen Okulu mezunlarının sahip olduğu haklara sahip olmak istemişlerdir. Bu durum öğretmenlik mesleğinin gelişimi ile ilgili bir mesele olup Cumhuriyet Dönemi’ne intikal etmiş ve 1927 yılında çözüme kavuşmuştur. Bu nedenle araştırma muallim muavinleri meselesinin çözüldüğü 1927 yılıyla sınırlandırılmıştır. Çalışmada meselenin geçirdiği aşamalar arşiv belgeleri, basın, maarif salnameleri ve başka kaynaklardan yararlanılarak süreç ortaya konmaya ve değerlendirilmeye çalışılmıştır.
Indoor positioning systems have been of great importance, especially for applications that require the precise location of objects and users. Convolutional neural network-based indoor positioning ...systems (IPS) have garnered much interest in recent years due to their ability to achieve high positioning accuracy and low positioning error, regardless of signal fluctuation. Nevertheless, a powerful CNN framework comes with a high computational cost. Hence, there will be difficulty in deploying such a system on a computationally restricted device. Knowledge distillation has been an excellent solution which allows smaller networks to imitate the performance of larger networks. However, problems such as degradation in the student’s positioning performance, occur when a far more complex CNN is used to train a small CNN, because the small CNN does not have the ability to fully capture the knowledge that has been passed down. In this paper, we implemented the teacher-assistant framework to allow a simple CNN indoor positioning system to closely imitate a superior indoor positioning scheme. The framework involves transferring knowledge from a large pre-trained network to a small network by passing through an intermediate network. Based on our observation, the positioning error of a small network can be reduced to up to 38.79% by implementing the teacher-assistant knowledge distillation framework, while a typical knowledge distillation framework can only reduce the error to 30.18%.
Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently ...perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school Giangreco, M. F. 2010a. "One-to-One Paraprofessionals for Students with Disabilities in Inclusive Classrooms: Is Conventional Wisdom Wrong?" Intellectual and Developmental Disabilities 48 (1): 1-13; Etscheidt, S. 2005. "Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues." Research and Practice for Persons with Severe Disabilities 30(2): 60-80. In addition, the increasing instructional role of TAs in the classroom is concerning. Negative outcomes for students where TAs provide support have been noted Giangreco, M. F., J. C. Suter, and M. B. Doyle. 2010. "Paraprofessionals in Inclusive Schools: A Review of Recent Research." Journal of Educational and Psychological Consultation 20: 41-57; Webster, R., P. Blatchford, and A. Russell. 2010. "Should Teaching Assistants Have a Pedagogical Role? Lessons Following the DISS Project." Paper Presented at the BERA annual conference, September 1-4, University of Warwick, UK. A qualitative case study was conducted in an Australia city over three years across four primary school sites to identify the issues and propose possible solutions. The study identified five different models of TA support and deployment. It was found support models used in mainstream schools were generally inequitable - if students did not have a disability or learning difficulty they received instruction primarily from a qualified teacher, but if students had a disability or learning difficulty, they received instruction from a TA who may have had no qualifications, no involvement in planning, limited supervision and unclear reporting; and no clear duty statement requirements. A more inclusive and more equitable model of TA support is discussed.
Objective: This review summarizes studies in which paraprofessionals were trained to implement interventions for people with autism spectrum disorders (ASD) in school and rehabilitation settings.
...Methods: Systematic searches identified 12 studies meeting inclusion criteria. These studies were evaluated in terms of: (a) participant characteristics, (b) intervention implemented, (c) training procedures, (d) outcomes and (e) certainty of evidence.
Results: Across the 12 studies intervention was provided to a total of 39 paraprofessionals including teacher aides and rehabilitation staff. Paraprofessionals were trained to implement: social stories, prompting, Picture Exchange Communication System (PECS), Discrete Trial Training (DTT), Pivotal Response Training (PRT), incidental teaching or activity schedules. Training procedures included written and verbal explanations, modelling, video demonstrations, role playing and feedback. Positive outcomes were reported in 92% of the included studies.
Conclusion: Although the literature base is limited, this review highlights promising training procedures and areas in need of further research.
As more Teacher Assistants (TAs) take on the responsibility of supporting students with disability and learning difficulties questions arise as to the appropriate qualifications for such work, the ...adequacy of training, and the policy and practice of schools employing TAs. A qualitative study, informed by multiple perspectives, was conducted in four mainstream primary schools in an Australian capital city to examine the actual qualifications of the TAs as opposed to those required by their employer. Despite role changes since the 1990s, TA qualifications remained unchanged and TAs could be employed with no post-school qualifications. Little training was provided, no training policy existed and access to training across schools differed. Participants' perspectives on the qualifications and training required by TAs also varied. While this paper examines qualifications and training of TAs in Australia, findings are relevant to educators internationally where TAs support students with disability and learning difficulties. Tying TA qualifications to salary incentives and a career structure in which TAs are responsible for supplemental instruction only, is recommended. A Certificate IV in Education Support or School Age Education and Care, complemented by literacy and numeracy tests, are recommended minimum requirements. Finally, teachers should be included in TA recruitment and supervision.
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