EVALUATION OF SEVERAL FORMULAE FOR CORRECTION OF ITEM-TOTAL CORRELATIONS IN ITEM ANALYSIS     

Richard  Wolf 《Journal of Educational Measurement》1967,4(1):21-26

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Naming-speed processes and developmental reading disabilities: an introduction to the special issue on the double-deficit hypothesis   总被引：1，自引：0，他引：1  

Wolf M  Bowers PG 《Journal of learning disabilities》2000,33(4):322-324

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Subclinical lead level and developmental deficit: re-analyses of data     

C B Ernhart  B Landa  A W Wolf 《Journal of learning disabilities》1985,18(8):475-479

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The performance of African primary education systems: Critique and new analysis of PASEC data for Senegal     

Jens Naumann  Peter Wolf 《Prospects》2001,31(3):373-391

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Altern, Familie und soziales Netzwerk     

Michael Wagner  Christof Wolf 《Zeitschrift für Erziehungswissenschaft》2001,4(4):529-554

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Considerations in Assessment of Children with Severe Disabilities including Deaf‐Blindness and Autism     

Enid G. Wolf‐Schein 《International Journal of Disability, Development & Education》1998,45(1):35-55

This paper will discuss the difficulties in assessment of autistic and deaf‐blind children with such severe difficulties in communication that they are often labelled as untestable and subsequently misdiagnosed as severely to profoundly mentally retarded. It will go on to make the case for nonintrusive assessment and appropriate intervention as the most relevant procedures for helping this population advance educationally and in life skills. While this paper will focus on children, the points made apply to individuals of all ages.  相似文献   

Portfolio Assessment as National Policy: the National Council for Vocational Qualifications and its quest for a pedagogical revolution     

Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1998,5(3):413-445

The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements.  相似文献   

Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms   总被引：1，自引：1，他引：0  

Todd Campbell  Shaing Kwei Wang  Hui-Yin Hsu  Aaron M. Duffy  Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511

This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school. This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning ‘with technology’ to enhance science learning.  相似文献   

Research on Teaching in Physical Education: Responses     

Deborah W. Wolf 《Research quarterly for exercise and sport》2013,84(2)

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Neonatal Stress Reactivity: Predictions to Later Emotional Temperament   总被引：1，自引：0，他引：1  

Megan R. Gunnar  Fran L. Porter  Cynthia M. Wolf  Joseph Rigatuso  Mary C. Larson 《Child development》1995,66(1):1-13

To investigate the relations among popular measures of neonatal stress and their link to subsequent temperament, 50 full-term newborns from a normal care nursery were examined responding to a heelstick blood draw. Baseline and heelstick measures of behavioral state, heart period, vagal tone, and salivary cortisol were obtained. Recovery measures of behavioral and cardiac activity were also analyzed. Mothers completed Rothbart's Infant Behavior Questionnaire when their infants reached 6 months of age. Baseline vagal tone predicted cortisol in response to the heelstick, suggesting that baseline vagal tone reflects the infants' ability to react to stressors. Greater reactivity to the heelstick (more crying, shorter heart periods, lower vagal tone, and higher cortisol) was associated with lower scores on "Distress-to-Limitations" temperament at 6 months. This finding was consistent with the expectation that the capacity to react strongly to an aversive stimulus would reflect better neurobehavioral organization in the newborn. Recovery measures of cardiac activity approximated and were correlated with baseline measures indicating the strong self-righting properties of the healthy newborn. Finally, vagal tone and salivary cortisol measures were not significantly related, suggesting the importance of assessing both systems in studies of the ontogeny of stress-temperament relations.  相似文献