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1.
Janet Abaya 《TechTrends》1992,37(3):30-31
Conclusion Finally, in evaluating software packages, “what you need to do is work with the package and match it up with your needs.”
Your preference for software will depend on your own background and how you like to work with a package. If you are learning
to use a package, you may need to work with it for some time. The longer you work with it, you may form a whole new opinion.
Software also changes. There are updates that may improve its capability, so even though you may not like the package now,
you may want to reconsider it as new versions come along 相似文献
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Rosemary M. Sansone 《Early Childhood Education Journal》1988,16(1):14-19
“There Mommy.” A little girl turns to her mother from the kitchen blackboard on which she has written SKWL DAS. “That's to help you remember the name of the song my class will be dancing to in the recital.” The mother observes the proud look upon her kindergartner's face and looks at SKWL DAS on the board. Quickly, the mother says, “Thank you for writing the name of the song. Now I will remember it. Can you read what you wrote, too?” “Of course,” retorts the girl. “It says SCHOOL DAYS.” 相似文献
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Ronald F. Howells 《Early Childhood Education Journal》1992,20(2):32-34
A family had a picnic at the beach. Ninety years later you come along and begin to dig in the very same spot. What might you find? What would it tell you about the people? Strange questions? Not for the third-graders participating in the Archeology Club! 相似文献
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《Educational Philosophy and Theory》2013,45(7):832-855
If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re‐presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a practical discourse, whilst also being accountable to the generic requirements of a PhD. As the textual record of this struggle, the value of this text must remain primarily in its capacity to evoke or provoke similar generic memories or ambitions in the reader. 相似文献
5.
Fred Nickols 《Performance Improvement》2015,54(3):6-8
We all know we are not supposed to rest on our laurels but there is great benefit to be had from reflecting on them. This essay lays out a tool known as The Goals Grid. It can be used to examine how you got to where you are and to set directions for where you want to go from here. Its four quadrants—Achieve, Preserve, Avoid, and Eliminate—will accommodate all goals and objectives. 相似文献
6.
Robert Glaser 《Educational Measurement》1994,13(4):9-11
Where were you in 1963, when this article was first published? What are the two kinds of information you can get from achievement tests? What is a‘triterion level?” 相似文献
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Michael A. Martin 《Teaching Statistics》2023,45(3):143-145
Discussion of “Visualizing statistical edutainment: What you see is what you get” by Lesser and Pearl. 相似文献
8.
Conclusion The AECT internship provided each of us with experiences appropriate to our individual interests and expertise. Our all-access
pass did help introduce us to the many larger discussions taking place across the organization. We were able to connect with
other graduate students and to develop new ties with some of the pillars of the field.
We can attest to the fact that AECT actively seeks new ideas, energy and leadership that can strengthen the organization.
Our final thought for you is that AECT wants you to be involved. We discovered that the doors are wide open, and we know that
you do not need an intern’s medallion to step through those doors. We hope these stories encourage you to step through the
doors and find your place within AECT.
An erratum to this article is available at . 相似文献
9.
Gillian Plummer Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):63-72
Working in a country where the work culture is unknown to you—Oman in the Middle East—you are faced with yourself. What you need is a profound knowledge of the cultural, social and educational surroundings you are working in, which I did not have. Coming from a working‐class background, I was not unfamiliar with adjusting to cultural differences, but here I was the ‘advantaged’. I was the ‘expert’, with western knowledge: highly valued by some, feared by others. Living up to your expert role in unknown territory is a daunting process, as this article highlights. 相似文献
10.
Jo Kuykendall 《Early Childhood Education Journal》1992,19(4):25-27
“Keep the sand low, Mike, so it doesn't accidentally get in someone's eyes. That would hurt. Yes, like that — you and Jonathan are building some very long roads. Would a little water help you pack them smoothly?” This teacher's tone of voice is accepting, and her words show understanding of the lifelong learning process. 相似文献
11.
Do you know which continent looks like an ice cream cone, a capitalA, or a frowning face? Just ask the four-year-olds at the West Virginia University Nursery School, and they'll tell you. Learning the names and shapes of the continents was part of their studies about the globe. 相似文献
12.
Ryan Watkins 《Performance Improvement》2007,46(1):7-13
Wanting to improve individual and organizational performance is a worthwhile ambition. Yet your success in accomplishing this relies heavily on the suitable selection, design, and development of performance technologies. Only when capable performance technologies are systematically aligned with the desired results of your organization and its partners will you achieve sustainable performance improvements. In this article, the first of a three‐part series, you will find a systematic process for initiating the design of a performance system that will accomplish useful results. From identifying the performance expectations of internal and external partners to justifying the performance objectives you establish as guides for future decision making, the systematic processes described in this article will provide you with the initial tools for successfully selecting an integrated set of performance technologies that have the capacity to accomplish valuable results. 相似文献
13.
《远游》与屈原的其他作品相比,题旨相异,而其中“游”之范畴,是全诗的内核。结合屈原《远游》创作时的贬谪背景,从“游”之源起、途径、困境,以至旨归,来说明诗人的“游”论及其审美,阐述《远游》申述去、隐的身“游”并心“游”。 相似文献
14.
A branch of psychology called neurolinguisric programming has made an interesting and useful discovery: You can change the way you imagine or remember things without changing what you imagine, and it will change your feelings. For example, if a visual memory makes you sad whenever you think about it, you can make that mental picture smaller and dimmer, and when you do, the memory won't make you as sad. Since you haven't changed the content of the memory, you 相似文献
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16.
Barbara S. Flake 《Educational Measurement》1993,12(1):5-10
What would you do if you were asked to design an “optimal” school testing program, but had doubts about the criteria to apply? What strategies might help us make more use of performance assessment and computer-adaptive testing in district-level testing programs? Can an NCME President be whimsical when delivering her presidential address? 相似文献
17.
Arthur L. Savage 《Educational technology research and development : ETR & D》1975,23(4):415-426
Thomas Aquinas, who knew more about education and persuasion than almost anybody who ever lived, once said that when you want to convert someone to your point of view, you go over to where he is standing, take him by the hand (mentally speaking), and guide him to where you want him to go. You don’t stand across the room and shout at him. You don’t call him a dummy. You don’t order him to come over to where you are. You start where he is, and work from that position. That’s the only way to get him to change. Sidney Harris (1973) 相似文献
18.
《海外英语》2008,(9)
September 2 May all your days be blessed with someone who cares for you, accepts you and your flaws, who will watch over you and protect you. Someone who will encourage you to believe in life and in your wishes and dreams, who will give you strength and guidance and care for you throughout eternity. 相似文献
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When parents pick their children up from day care or preschool, one of the first questions that is typically asked of their child is “What did you do in school today?” At an open house parents usually ask teachers, “How is my child doing in your class?” “Is my child learning new things?” “Has my child improved any since the beginning of the school year, and in what ways?” Or think of the child who turns in a product and asks, “What do you think of this, Teacher?” or “Did you like my work today?” 相似文献