Afterword     

Sidney Robbins 《Children‘s Literature in Education》1971,2(1):29-31

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Ethnic communication: A comparative analysis of satisfying communication     

Michael L. Hecht  Sidney Ribeau 《Int J Intercult Relat》1984,8(2):135-151

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Tutoring tutors: an experiment in psychiatric communication1     

Sidney Crown 《Higher Education Quarterly》1970,24(4):422-432

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Books received     

Sidney Rosen 《科学教学研究杂志》1969,6(3):293-293

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Book Reviews     

Paul W. F. Witt  Susan Meyer Markle  Marshall McLuhan  Glenn Hanson  Francis A. Cartier  Warren F. Seibert  Edwin B. Parker  Sidney C. Eboch  Thomas H. Guback  Malcolm L. Fleming  Philip Lewis  Eieanor Blum 《Educational technology research and development : ETR & D》1964,12(2):213-227

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Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: A call for improved school/provider collaboration     

Gretchen B. LeFever  Margaret S. Villers  Ardythe L. Morrow  E. Sidney Vaughn   《Psychology in the schools》2002,39(1):63-71

An Erratum has been published for this article in Psychology in the Schools 42(2) 2005, 227 [ ]. This research utilized parent report to examine the prevalence of attention deficit hyperactivity disorder (ADHD), related treatment, and associated educational outcomes among elementary school children in southeastern Virginia. In a representative sample of elementary school children, 17% had been diagnosed with ADHD. The majority of diagnosed children had been medicated for ADHD (84%). More than one third of students taking medication had received no other interventions for ADHD. Over half of the diagnosed students received behavioral therapy and almost half received a combination of medical and behavioral interventions. Children diagnosed with ADHD were 3 to 7 times ( p values < 0.001) more likely than other children to receive special education, be expelled or suspended, and repeat a grade. Based on parental opinion, children diagnosed with ADHD are at high risk for school failure. Results are discussed in terms of distinctions between clinical efficacy/effectiveness and schoolwide and public health interventions implemented in the study region. © 2002 John Wiley & Sons, Inc.  相似文献   

Your disease is dissent!     

Bloch S  Reddaway P 《New scientist (1971)》1977,75(1061):149-151

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Professor Ellis responds     

Sidney A. Ellis 《Academic Questions》1995,8(4):10-11

Letters

Professor Ellis responds  相似文献   

Book reviews     

Mortimer  Kenneth P.  Hall  John  Rust  Chris  Reid  W. A.  Thomas  David  de Silva  Rufus  Durkin  Kevin M.  Hook  Sidney 《Higher Education》1989,18(6):743-760

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Validation of a 'spurning scale' for teachers: the Chinese sample     

Wai H. Cheuk  Sidney Rosen  Kwok S. Wong 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):289-297

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model of spurned helpers' reactions. Three approaches were used to examine the construct validity of the scale: the spurning scores of teachers working with more achieving students versus the scores of teachers teaching less achieving students; the relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students, and with one's supervisor. Serving teachers in Guangzhou (China) responded to a questionnaire containing the variables of interests. Overall, the results provided further evidence for the validity of the scale.  相似文献