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排序方式: 共有191条查询结果,搜索用时 218 毫秒
181.
This article describes an enrichment program for gifted students which was a joint effort of school personnel and community individuals. Parent involvement was the key to the conception and implementation of the program for first through fourth graders and was the key to its success. Gifted students were given opportunities to learn and practice higher level thinking skills, were able to interact and exchange ideas with one another, and were exposed to challenging and exciting curricula not available in their regular program. Once the program became operational, it was conducted with little or no cost to the school district and administered by the community council. 相似文献
182.
A. Pfitzmann A. Schill A. Westfeld G. Wicke G. Wolf J. Z?llner 《Informatik - Forschung und Entwicklung》1999,15(1):95-108
Wir stellen eine prototypische Implementierung einer Sicherheitsarchitektur vor. Sie unterstützt Nutzer und Entwickler verteilter
Anwendungen bei der Umsetzung bzw. Integration von mehrseitiger Sicherheit. Nutzer k?nnen Schutzziele wie Vertraulichkeit,
Anonymit?t, Integrit?t und Zurechenbarkeit anwendungsbezogen formulieren und ihnen zugeordnete kryptographische Mechanismen
konfigurieren. Der konkrete Schutz einer Kommunikation über Datennetze wird zwischen den Partnern ausgehandelt. Heterogenen
Anforderungen der Nutzer bzw. Applikationen und heterogenen Eigenschaften der Schutzmechanismen wird durch Architekturkomponenten
für Konfigurierung und Aushandlung sowie sog. Sicherheitsgateways Rechnung getragen. Die Architektur setzt jeweils lokal sichere
Basissysteme voraus und erm?glicht darauf aufbauend flexible mehrseitige Sicherheit für verteilte Anwendungen. 相似文献
183.
The purpose of the study was to examine the degree to which change in examination preparation is related to measures of attribution, expectancy, prior performance, perceived success/failure, and satisfaction. Subjects were students in an intermediate graduate statistics course. Although performance is the single best predictor of change in preparation, three attribution measures and satisfaction contributed unique predictive variance. While expectancy was significantly related to change in preparation, it did not add uniquely to the multiple correlation. 相似文献
184.
Virginia L. Wolf 《Children‘s Literature in Education》1989,20(1):51-58
Virginia L. Wolf is Professor of English at the University of Wisconsin-Stout. She is the author of nearly fifty articles on literature for young people and is a past president of the Children's Literature Association. 相似文献
185.
186.
Joyce Gubbels Karien M. Coppens Inge de Wolf 《International Journal of Inclusive Education》2018,22(11):1137-1153
There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements – and the incentives that are associated with these arrangements – and demographic trends. In the Netherlands, a new policy aimed at inclusive education was introduced in 2014, together with financial measures to equalise funding for students with special needs across the country. The present study explored the effects of this equalisation policy, as well as the demographic trend of population decline, on dropout rates and participation rates in special education (namely, special schools for mainstream education and schools for special education). The data were retrieved from nation-wide registration systems. The results showed that population decline did not affect participation rates in special education, whereas decreases in funding did result in greater declines in participation rates in special education. Moreover, decreases in funding also resulted in higher dropout rates in areas with growing student populations. Although the reform of funding arrangements resulted in lower participation in special education, higher dropout rates might be a cost of this shift towards inclusive education. 相似文献
187.
188.
Chad M. Ruprecht Joshua E. Wolf Nina I. Quintana Kenneth J. Leising 《Learning & behavior》2014,42(3):215-230
During feature-positive operant discriminations, a conditional cue, X, signals whether responses made during a second stimulus, A, are reinforced. Few studies have examined how landmarks, which can be trained to control the spatial distribution of responses during search tasks, might operate under conditional control. We trained college students to search for a target hidden on a computer monitor. Participants learned that responses to a hidden target location signaled by a landmark (e.g., A) would be reinforced only if the landmark was preceded by a colored background display (e.g., X). In Experiment 1, participants received feature-positive training (+←YB/ XA→+/A?/B?) with the hidden target to the right of A and to left of B. Responding during nonreinforced transfer test trials (XB?/YA?) indicated conditional control by the colored background, and spatial accuracy indicated a greater weighting of spatial information provided by the landmark than by the conditional cue. In Experiments 2a and 2b, the location of the target relative to landmark A was conditional on the colored background (+←YA/ XA→+/ ZB→+/ +←C /A?/B?). At test, conditional control and a greater weighting for the landmark’s spatial information were again found, but we also report evidence for spatial interference by the conditional stimulus. Overall, we found that hierarchical accounts best explain the observed differences in response magnitude, whereas spatial accuracy was best explained via spatial learning models that emphasize the reliability, stability, and proximity of landmarks to a target. 相似文献
189.
190.
Justin C. Wise Hye Kyeong Pae Christopher B. Wolfe Rose A. Sevcik Robin D. Morris Maureen Lovett Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. 相似文献