A program for teaching statistical process control to workers with limited mathematical skills: An intervention perspective     

R. Dean Davis  Donald R. Latham  Robert E. Pitts 《Performance Improvement》1985,24(2):22-24

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Guest editorial     

Marc Rosenberg  Dean Spitzer 《Performance Improvement》1981,20(1):5-5

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新《义务教育法》的突破与创新   总被引：12，自引：0，他引：12  

刘复兴 《教育研究》2006,27(9):3-7

有效解决我国义务教育改革发展面临的重大问题是修订1986年《义务教育法》的根本动因。新《义务教育法》在义务教育法的立法目的、义务教育的基本性质、经费投入、政府责任、学校安全、教育公平与均衡发展、教师队伍、法律责任等方面都有一些新的、重大的突破。这部《义务教育法》是我国义务教育立法和义务教育发展进程中的一个新的里程碑。  相似文献   

Some basics about ethics     

Peter J. Dean 《Performance Improvement》1994,33(10):42-45

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Thomas F. Gilbert     

Peter Dean 《Performance Improvement》1995,34(10):4-5

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Observation Points: The Visual Poetics of National Parks. Thomas Patin,Editor. Minneapolis: University of Minnesota Press, 2012.     

Charlotte L. Quinney 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):148-149

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Psychometric evaluation of the exercise identity scale among Greek adults and cross-cultural validity     

Vlachopoulos SP  Kaperoni M  Moustaka FC  Anderson DF 《Research quarterly for exercise and sport》2008,79(3):283-299

The present study reported on translating the Exercise Identity Scale (EIS: Anderson & Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability.  相似文献   

But I like PE: factors associated with enjoyment of physical education class in middle school girls     

Barr-Anderson DJ  Neumark-Sztainer D  Schmitz KH  Ward DS  Conway TL  Pratt C  Baggett CD  Lytle L  Pate RR 《Research quarterly for exercise and sport》2008,79(1):18-27

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.  相似文献   

Closer look: a parent information service.     

D Dean 《Exceptional children》1975,41(8):527-530

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Extreme Programming: The Student View     

Dean Sanders 《Computer Science Education》2013,23(3):235-250

Students in two offerings of a software engineering course were asked to write opinion papers regarding the use of Extreme Programming (XP) in an undergraduate computer science curriculum. The majority opposed the use of XP as the preferred life-cycle model for the project in that course, but they did support introducing some of the practices of XP in selected courses. They felt that unit testing and coding standards should become part of the introductory programming courses, but other practices should be deferred to specific project-oriented courses, or not introduced at all. Two pilot studies provided additional insights that are consistent with the students' opinions.  相似文献