Doing Your Homework: Suggestions for the Evaluation of Tests by Practitioners     

Bert W. Westbrook  Marjorie M. Mastie 《Educational Measurement》1983,2(1):11-14

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Categories influence predictions about individual consistency     

Rhodes M  Gelman SA 《Child development》2008,79(5):1270-1287

Predicting how people will behave in the future is a critical social-cognitive task. In four studies (N = 150, ages preschool to adult), young children (ages 4-5) used category information to guide their expectations about individual consistency. They predicted that psychological properties (preferences and fears) would remain consistent over time after hearing one example in which properties followed a category-linked distribution (e.g., children of different genders had different properties) but not when properties varied within a category (e.g., children of the same gender had different properties). The developmental course of these findings is examined. Results suggest the importance of considering how children's emerging theories of behavior and of social groups operate together to inform their expectations about the social world.  相似文献   

Issues of Equity in Special Needs Education from a Gender Perspective     

Harry Daniels  Valerie Hey  Diana Leonard  & Marjorie Smith 《British Journal of Special Education》1999,26(4):189-195

This article is concerned with gender issues in resource allocation for special needs in mainstream schools. The ways in which categories operate in academic life and professional practice in schools raise dilemmas for the development of the concept and practice of equality of opportunity. Data are drawn from a recent ESRC study (R000237346) and used to illustrate some of the ways in which significant problems for the management of special needs services are revealed from the perspective of gender.  相似文献   

A study of tutorial-type computer assisted instruction in high school chemistry     

Lee Summerlin  Marjorie Gardner 《科学教学研究杂志》1973,10(1):75-82

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Interactive distance learning in teacher education   总被引：1，自引：1，他引：0  

Marjorie J. Wynn 《TechTrends》1997,42(5):31-37

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QUALITY ASSURANCE IN HIGHER EDUCATION: A GLOBAL TOUR OF PRACTICE AND RESOURCES     

Marjorie Peacelenn 《Higher Education in Europe》1993,18(3):71-80

This article discusses the role of quality assurance in higher education on an international scale and outlines the resources available to countries in developing them, including international networks, conferences, and service organizations. Case studies reflecting experience in selected countries throughout the world are cited.  相似文献   

Intergroup theories and world views: Epistemological implications     

Marjorie K. Hanson  Susan Schick Case 《The Urban Review》1987,19(2):89-107

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A LANCASHIRE HANDLOOM WEAVERS’ SCHOOL     

Marjorie A. Cruickshank 《Journal of educational administration and history》1979,11(1):15-18

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Educational impact of a school breakfast programme in rural Peru   总被引：1，自引：0，他引：1  

Santiago Cueto  Marjorie Chinen 《International Journal of Educational Development》2008

In this paper, we present data from an evaluation of the educational impact of a school breakfast programme implemented in rural schools in Peru. The results showed positive effects on school attendance and dropout rates, and a differential effect of the breakfast programme on multiple-grade and full-grade schools. Particularly in multiple-grade schools the programme shows a significant and positive effect on short-term memory, arithmetic and reading comprehension. The evaluation also showed an unexpected negative consequence: students in the breakfast group reduced their time in the classroom with their teachers and increased the time in recess (when they consumed the breakfast).  相似文献   

Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students     

Richard L. Sparks  Marjorie Artzer  Jon Patton  Leonore Ganschow  Karen Miller  Dorothy J. Hordubay  Geri Walsh 《Annals of dyslexia》1998,48(1):239-270

In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.  相似文献