Presenting your new NSPI officers for 1980–1981     

Stephanie Jackson  Kay White  Eileen Spector  Claude Lineberrj  Bob Powers  Robert R. Carr 《Performance Improvement》1980,19(1):3-3

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National news     

Bob Carr 《Performance Improvement》1980,19(8):42-42

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Frustrations in the forest     

Bob Opdyke 《Performance Improvement》1979,18(1):3-3

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On “unenlightening data” and “bogus problems:” a response to Dan Wright     

James Ysseldyke  Bob Algozzine  Richard Regan  Margaret Potter 《Psychology in the schools》1980,17(4):543-544

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An Icy Rain (is blowing through this town)     

Bob Haynes 《English in Education》1993,27(3):24-30

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Graphic Organizers Applied to Higher–Level Secondary Mathematics     

Bob Ives  Cheri Hoy 《Learning disabilities research & practice》2003,18(1):36-51

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Traditional, developmental, and structured language approaches to spelling: Review and recommendations     

Bob Schlagal 《Annals of dyslexia》2001,51(1):147-176

Current research does not support the notion that spelling is a simple rote-memory task. Learning to spell is better understood as a complex developmental process that is interconnected with phonological awareness and reading ability. In this review, three perspectives on spelling theory, research, and instruction are examined. Traditional classroom-based, developmental, and structured language approaches are outlined and their implications for assisting poor spellers explored. Instructional recommendations are made by drawing from and combining some of the strengths of each method.  相似文献   

An application of the epistemology of radical constructivism to the study of learning     

Bob Wright 《The Australian Educational Researcher》1991,18(1):75-95

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GLOBALIZATION AND EDUCATION: COMPLEXITIES AND CONTINGENCIES   总被引：3，自引：0，他引：3  

Fazal Rizvi  Bob Lingard 《Educational theory》2000,50(4):419-426

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Specific Learning Difficulties and Peer Support     

Bob Carabine  Roberta Downton 《Educational Psychology in Practice》2000,16(4):487-494

This article describes a project aimed at supporting secondary-school pupils with specific learning difficulties, using a peer support approach. Feedback obtained from the school's special educational needs co-ordinator and from the pupils themselves indicated some degree of success for the project in terms of developments in the pupils' response to learning and in their self-perceptions. The involvement of older pupils as contributors to the group is identified as one factor in the success of the project. The project format and the content of the group sessions are described in sufficient detail to enable colleagues to run similar groups should they wish.  相似文献