Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards     

Alison L. Bailey  Frances A. Butler  Edynn Sato 《教育实用测度》2013,26(1):53-78

A great deal of measurement research is currently being utilized to improve instruction at the elementary and secondary levels, but many opportunities for improving utilization are still untapped. The author proposes specific approaches to increased collaboration between researchers and practitioners to meet the burgeoning research needs of the nations' schools and to assist in data-based decision-making efforts. Society's increasing demands for accurate, usable data have contributed to the urgent current need for viable, appropriate research. This need can be met only by reseachers and practitioners working together to provide answers to critical educational questions.  相似文献   

Gender Issues in Higher Education     

Jinghuan Shi  Heidi A. Ross 《Frontiers of Education in China》2010,5(2)

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Teaching Political Science at a British University     

Charles A. McCoy 《College Teaching》2013,61(4):234-237

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RELIGIOUS EDUCATION AND HUMAN WELFARE     

Herbert Wright Gates  M.A.∗ 《Religious education (Chicago, Ill.)》2013,108(5):307-314

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BOOK REVIEW     

Lesley A. Hall 《Sex education》2013,13(3):295-296

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PSYCHOLOGY OF EDUCATION     

J. A. Easley Jr. 《The Educational forum》2013,77(3):432-433

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Locus of control measurements for gifted and nongifted children     

Robert G. Collier  Michae G. Jacobson  Steven A. Stahl 《Roeper Review》2013,35(3):196-200

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Can we dispense with mimesis in representation?     

José A. Díez 《Metascience》2012,21(1):105-110

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Verbal skills in children with ADHD     

G. Andreou  P. Agapitou  A. Karapetsas 《欧洲特需教育杂志》2013,28(2):231-238

The present study examined whether ADHD children exhibit low verbal IQ (VIQ) and distinguishable test profile on the Verbal comprehension (VC) and Freedom from distractibility (FFD) factors, and whether gender influences their verbal abilities. At the Laboratory of Neuropsychology of the Department of Special Education, University of Thessaly, WISC‐III verbal scales were administered to 69 ADHD children (50 boys and 19 girls) and controls who were matched for age and sex. Mean scores for all WISC‐III verbal scales, VIQ, VC and FFD of ADHD children were significantly lower than controls. FFD was found lower than VC and it correlated statistically significantly with VC in ADHD children. No gender differences were found among ADHD children.  相似文献   

A Personal Theory of Teaching Computing Through Final Year Projects     

M.A.C. Clark  R.D. Boyle 《Computer Science Education》2013,23(3):200-214

Stated learning objectives for final year projects tend to be fairly generic. As a result, individual students' experience of project work will depend heavily on the attitudes and beliefs of their supervisor. This paper questions the purpose of projects in the computing curriculum and proposes a personal theory of teaching through projects. In deciding whether such a personal theory should emphasize disciplinary specific content or an experiential approach to learning we consider teaching and learning as a process of enculturation. The personal theory of teaching proposed envisages projects as an opportunity for students to engage in realistic activity which allows them to learn something of the nature of the discipline. The student may be thought of as being on a journey, while the supervisor takes the role of a guide pointing out alternatives along the route but allowing students ultimately to find their own way.  相似文献