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991.
Deborah J. Gallagher 《欧洲特需教育杂志》2017,32(4):487-488
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Rachel E. Scott 《The Reference Librarian》2017,58(1):1-18
There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education. 相似文献
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We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value. 相似文献
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Kevin R. Tarlow 《Teaching Statistics》2016,38(1):16-21
Analysis of variance (ANOVA) is a test of mean differences, but the reference to variances in the name is often overlooked. Classroom activities are presented to illustrate how ANOVA works with emphasis on how to think critically about inferential reasoning. 相似文献
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Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献