02133nas a2200157   4500008004100000245013300041210006900174260002500243520149400268653000801762100002201770700001401792700001501806700001701821856013701838       2010                        eng d00aAre French Fries and Grades Bad for You?  Conflicting Evidence on how K-12 Teachers Search in a K-12 Engineering Digital Library0 aAre French Fries and Grades Bad for You Conflicting Evidence on   aLouisville, KYc20103 aThe TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Since its release in 2005, it has demonstrated significant growth in users and in contributors; data on this growth is presented. The TeachEngineering team continues to research its search functions and user interface in order to ensure that it is meeting the needs of its intended users, K-12 teachers. Empirical evidence of an experimental study on the dimensions of alignment between digital K-12 lesson materials and education standards, however, contradicts that of the observed search behavior of patrons of TeachEngineering. Whereas the experiment convincingly shows that grade band information does not add to the teaching materials’ relevance for an educational standard, observed patrons’ searching patterns show ample evidence of grade band-based searches. In this paper we offer that although grade band-based searches should perhaps be avoided because they improperly bias search results, they are such a prominent feature in the actual use of the digital library that as designers we must support them while mitigating the risk of unfortunate search bias. As a possible solution we suggest supporting grade-based searches yet offering query expansion by widening the grade band. These results also imply that curriculum developers pay close attention to the assignment of grade bands to their lessons and activities.10aBIS1 aReitsma, Reindert1 aKlenk, P.1 aZarske, M.1 aSullivan, J.  uhttps://dev.business.oregonstate.edu/biblio/are-french-fries-and-grades-bad-you-conflicting-evidence-how-k-12-teachers-search-k-12-002114nas a2200181   4500008004100000245008500041210006900126260000900195300001200204490000700216520152400223653001501747653000801762100002201770700002001792700002001812856010001832       2010                        eng d00aAspects of 'Relevance' in the Alignment of Curriculum with Educational Standards0 aAspects of Relevance in the Alignment of Curriculum with Educati  c2010  a362-3760 v463 aRetrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40% of the time. We present the results of an experiment in which the dependent variable ‘alignment’ is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through ‘clues’ from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of ‘overall alignment’ is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments.10aAccounting10aBIS1 aReitsma, Reindert1 aMarshall, Byron1 aZarske, Malinda  uhttp://www.sciencedirect.com/science/article/B6VC8-4XF7Y02-1/2/3fd5e4257f3d904d5929eeff2185c67800641nas a2200181   4500008004100000245009600041210006900137260000900206300001200215490000600227653000800233100001500241700002200256700001400278700001700292700001400309856013600323       1999                        eng d00aAccessibility of Computer-based Simulation Models in Inherently Conflict-Laden Negotiations0 aAccessibility of Computerbased Simulation Models in Inherently C  c1999  a511-5330 v810aBIS1 aZigurs, I.1 aReitsma, Reindert1 aLewis, C.1 aHubscher, R.1 aHayes, C.  uhttps://dev.business.oregonstate.edu/biblio/accessibility-computer-based-simulation-models-inherently-conflict-laden-negotiations-000638nas a2200133   4500008004100000245020600041210006900247260000900316300000800325490000600333653000800339100002200347856013500369       1986                        eng d00aArtificiele Intelligentie in Geografisch Onderzoek: Cognitie, `Engineering' en Geografische Modellen (Artificial Intelligence in Geographical Research: Cognition, `Engineering' and Geographical Models)0 aArtificiele Intelligentie in Geografisch Onderzoek Cognitie Engi  c1986  a4-70 v110aBIS1 aReitsma, Reindert  uhttps://dev.business.oregonstate.edu/biblio/artificiele-intelligentie-geografisch-onderzoek-cognitie-engineering-en-geografische-0