Humanistic culture learning : John E. Walsh Honolulu, Hawaii: The University Press of Hawaii, 1979     

Erika W. Vora 《Int J Intercult Relat》1980,4(3-4)

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Borrowing Regionalism: Advertising's use of American Art in the 1930s and 40s     

Erika L. Doss 《Journal of American culture (Malden, Mass. : 2003)》1982,5(4):10-19

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A comment on Emile Grunberg's book review     

Erika Wahl-Zieger 《Journal of Cultural Economics》1980,4(2):81-81

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Modeling the development of written language     

Wagner RK  Puranik CS  Foorman B  Foster E  Wilson LG  Tschinkel E  Kantor PT 《Reading and writing》2011,24(2):203-220

Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.  相似文献   

中国玉米研究的优先序   总被引：5，自引：0，他引：5  

胡瑞法  Erika C.H.Meng  张世煌  石晓华 《中国科学基金》2003,17(5):273-276

本研究采用参与式方法，对全国五个主要玉米生态类型区进行了玉米 生产的农民参与式评估(PRA)，并通过专家对PRA所获得的玉米生产发展限制因素的分析和参 与式学术研讨，对不同生态类型的限制因素进行了重要性排序，在此基础上得出了我国玉米 研究的优先序。结果显示，干旱是未来限制我国玉米生产发展的第一限制因素，也是我国玉 米科研最优先的研究领域。栽培管理技术和农业技术推广等是近期我国政府在制定相关玉米 生产与发展政策时必须考虑的领域。  相似文献   

Measures of long-term trends in mathematics: linking large-scale assessments over 50 years     

Majoros  Erika  Rosén  Monica  Johansson  Stefan  Gustafsson  Jan-Eric 《Educational Assessment, Evaluation and Accountability》2021,33(1):71-103

Educational Assessment, Evaluation and Accountability - International comparative assessments of student achievement are constructed to assess country-level differences and change over time. A...  相似文献   

Creating a Role for Embedded Librarians Within an Active Learning Environment     

Dawn E. Hackman  Marcia J. Francis  Erika Johnson  Annie Nickum  Kelly Thormodson 《Medical reference services quarterly》2017,36(4):334-347

In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.  相似文献   

Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness     

Priscilla Goble  Robert C. Pianta 《Early education and development》2017,28(8):1035-1051

Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent to which children’s learning was associated with the quality of teachers’ behavior within these settings. Participants were 325 preschool teachers and 1,407 children from low-income backgrounds. Teacher–child interactions were measured in multiple cycles across 1 day of classroom observation within teacher-organized free choice and teacher-directed activity settings. The overall proportion of class time spent in free choice was positively related to children’s average gains in inhibitory control, whereas class time spent in teacher-directed activities predicted gains in language development and early literacy skills. And more effective teacher–child interactions within the free choice setting were significantly related to children’s average gains in language development and early literacy skills. Practice or Policy: Findings confirm that both free choice and teacher-directed settings in early education classrooms can be assets for children’s learning; however, the value of time in child-managed activities is partially dependent on teachers’ behavior with children.  相似文献   

Performance‐based management: What every manager should do to get results     

Judith Hale  Erika R. Gilmore 《Performance Improvement》2005,44(10):45-47

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A review of reading prosody acquisition and development     

Godde  Erika  Bosse  Marie-Line  Bailly  Gérard 《Reading and writing》2020,33(2):399-426

Reading and Writing - The present work reviews the current knowledge of the development of reading prosody, or reading aloud with expression, in young children. Prosody comprises the variables of...  相似文献