GENERAL LITERATURE     

Hubert Phillips 《The Educational forum》2013,77(4):493-496

Campus U.S.A. by David Boroff. New York: Harper &; Brothers. 204 pp. $4.50.

Curriculum Planning for the Gifted edited by Louis A. Fliegler, New Jersey, Prentice-Hall, Inc., 1961, 414 pp.

Disziplin in der Schule, Wiktor Gmurman, Volk und Wissen Volkseigener Verlag, Berlin, 1960, 228 pp., DM 4.00. (Translated by Hans Hoffman)

Learning and Human Abilities: Educational Psychology by Herbert J. Klausmeier, New York, Harper &; Brothers, 1961, xii + 256 pp. $7.50.

New Horizons for the Teaching Profession edited by Margaret Lindsey, Washington, D.C. National Commission on Teacher Education and Professional Standards. 1961. 243 pp. $3.00 cloth, $2.00 paper.

Perspective on Teaching, by Lawrence G. Thomas, Lucien B. Kinney, Arthur P. Coladarci and Helen A. Fielstra. Englewood Cliffs, New Jersey: Prentice-Hall, 1961, XVI and 432 pp. $6.75 (text edition), $9.00 (trade edition)

Religion, Government, and Education, William W. Brickman and Stanley Lehrer. School and Society (1834 Broadway, New York 23, New York) 1961. 292 pp. $5.25.  相似文献   

A new blueprint for powerful and authentic personal branding     

Hubert K. Rampersad 《Performance Improvement》2008,47(6):34-37

A strong personal brand is an important asset in today's online, virtual, and individual age. As a human performance technology (HPT) professional, you should take control of your brand and the message it sends. This article introduces an authentic personal branding model that will help HPT professionals build an effective personal brand that they can project in everything they do.  相似文献   

Lovitt,Thomas C. In spite of my resistance—I've learned from children. Columbus OH: Charles E. Merrill, 1977, 225 pp. $5.50     

Hubert B. Vance 《Psychology in the schools》1978,15(4):609-609

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Item analysis of the Wechsler Intelligence Scale for Children-Revised     

Hubert Booney Vance  Patricia Gaynor  Margaret Coleman 《Psychology in the schools》1977,14(2):132-139

Indices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children - Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC-R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present study.  相似文献   

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?     

Hubert O. Quist 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,29(3):411-431

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.  相似文献   

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?     

Quist  Hubert O. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):411-431

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.  相似文献   

Physical modelling and scale effects of air-water flows on stepped spillways     

CHANSONHubert GONZALEZCarlosA. 《浙江大学学报(A卷英文版)》2005,6(3):243-250

INTRODUCTION The stepped channel design has been used fomore than 3500 years. Greek and Minoan engineerswere probably the first to design an overflow steppedweir and stepped storm waterways respectively(Chanson, 2001). Later, Roman, Moslem, Mughaand Spanish designers used a similar technique. Thesteps increase significantly the rate of energy dissipation taking place on the channel face, reducing thesize of the required downstream energy dissipationand the risks of scouring. Rec…  相似文献   

Stability of reflective–impulsive style in coincidence–anticipation motor tasks     

Jean Keller  Hubert Ripoll 《Learning and individual differences》2004,14(4):209-218

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.  相似文献   

Der Einfluss von Bildungs- und Wirtschaftspolitik auf den Ertrag des Hochschulstudiums in 21 OECD-Ländern     

Dr. Hubert Strauß  Dr. Romina Boarini 《Zeitschrift für Erziehungswissenschaft》2008,11(2):183-213

Returns to Higher Education in 21 OECD Countries: The impact of economic and university policies. – We present new estimates of the private internal rate of return (IRR) to Higher Education (HE) in 21 OECD countries. In 2001 the IRR varied considerably across countries, ranging from 4 percent for women in Italy (5 percent for men in Spain) to 14 percent in Ireland. IRR are relatively homogeneous across gender. At 6¼ percent the IRR for Germany falls short of the OECD average (8½ percent). The largest contributor to benefits from HE is the educational wage premium; the largest contributor to costs is foregone income while studying. Cross-country differences in IRR are driven by differences in the wage premium (27 percent in Spain versus 91 percent in Hungary and the United States), in the duration of HE, the marginal tax rate, and direct costs of HE. We then simulate the effect of policy reforms on the IRR. An increase in tuition fees equivalent to 15 percent of average national income would reduce the IRR by 0.8 to 1.6 percentage points (Germany: 1.1 percent). Shortening the duration of studies by 10 percent and reducing the progressiveness of the income tax schedule would compensate for the fall in the IRR.  相似文献   

Using Robotics and Game Design to Enhance Children’s Self-Efficacy,STEM Attitudes,and Computational Thinking Skills     

Leonard  Jacqueline  Buss  Alan  Gamboa  Ruben  Mitchell  Monica  Fashola  Olatokunbo S.  Hubert  Tarcia  Almughyirah  Sultan 《Journal of Science Education and Technology》2016,25(6):860-876

Journal of Science Education and Technology - This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking...  相似文献