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   

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   

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   

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   

Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development: Contributions of Child and Environmental Factors     

Justin Lauro  Cynthia Core  Erika Hoff 《Child development》2020,91(6):2063-2082

Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of language exposure. In addition, nonverbal IQ was a significant predictor of English vocabulary; birth order and maternal education in Spanish were significant predictors of Spanish vocabulary. These findings expand our understanding of the sources of the wide heterogeneity in bilingual development and of the requirements that language acquisition makes of learners and their environments.  相似文献   

Incorporating a new bioinformatics component into genetics at a historically black college: outcomes and lessons     

Holtzclaw JD  Eisen A  Whitney EM  Penumetcha M  Hoey JJ  Kimbro KS 《CBE life sciences education》2006,5(1):52-64

Many students at minority-serving institutions are underexposed to Internet resources such as the human genome project, PubMed, NCBI databases, and other Web-based technologies because of a lack of financial resources. To change this, we designed and implemented a new bioinformatics component to supplement the undergraduate Genetics course at Clark Atlanta University. The outcomes of the Bioinformatics course were assessed. During the first week of the semester, students were assigned the Felder-Soloman's Index of Learning Styles Inventory. The overwhelming majority of students were visual (82.1%) and sequential (75.0%) learners. Furthermore, pre- and postcourse surveys were administered during the first and the last week of the course to assess learning, confidence level, and mental activity. These indicated students increased the number of hours spent using computers and doing homework. Students reported confidence in using computers to study genetics increased, enabling them to better visualize and understand genetics. Furthermore, students were more mentally engaged in a more social learning environment. Although the students appreciated the value of the bioinformatics component, they reported the additional work load was substantial enough to receive additional course credit.  相似文献   

Why Using a Subscription Agent Makes Good Sense     

Susan Davis  Deberah England  Tina Feick  Kimberly Steinle  Erika Ripley 《期刊图书馆员》2016,70(1-4):277-287

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