Editorial occupations of the American book trade in the 1880s and 1890s     

Barbara B. Reitt 《Publishing Research Quarterly》1988,4(2):33-46

Dr. Barbara B. Reitt has for twenty-five years operated an editorial service for book publishers. She also teaches writing, editing, and proofreading and has developed instructional materials for several courses in these subjects.  相似文献   

Research abstracts     

Donald P. Ely  Barbara B. Minor 《Educational technology research and development : ETR & D》1982,30(1):61-64

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A meta-analysis of outcome studies of visual-based instruction     

Peter A. Cohen  Barbara J. Ebeling  James A. Kulik 《Educational technology research and development : ETR & D》1981,29(1):26-36

This article describes a statistical integration of findings from 74 studies of visualbased college teaching. In the typical study, students learned slightly more from visual-based instruction than from conventional teaching. In the typical study, visual-based instruction had no special effect on course completion, student attitudes, or the correlation between aptitude and achievement. Students were equally likely to complete visual-based and conventional classes; their attitudes toward the two kinds of classes were very similar; and aptitude played a strong role in determining student achievement in each kind of class. This study was supported by National Science Foundation Grant SED 77-18566.  相似文献   

Research abstracts     

Barbara Minor 《Educational technology research and development : ETR & D》1981,29(1):70-72

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Effects of cooperative vs individualistic learning experiences on interpersonal attraction between learning-disabled and normal-progress elementary school students     

Barbara Armstrong  David W. Johnson  Bruce Balow 《Contemporary educational psychology》1981,6(2):102-109

The effects of cooperative and individualistic learning experiences were compared on (1) interpersonal attraction between nonhandicapped fifth- and sixth-grade elementary school students and learning-disabled peers and (2) achievement. Students participated in a language arts class lasting 90 min a day for 17 days. The results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the cooperative than in the competitive condition.  相似文献   

Validation evidence for the Netherlands physical activity questionnaire for young children: the Iowa bone development study     

Janz KF  Broffitt B  Levy SM 《Research quarterly for exercise and sport》2005,76(3):363-369

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The effects of evaluation conditions on “continuing motivation” study of the cultural,personological and situational antecedents of a motivational pattern     

Leslie J Fyans  Barbara Kremer  Farideh Salili  Martin L Maehr 《Int J Intercult Relat》1981,5(1):1-22

This study compares the effects of three different evaluation conditions on the “continuing motivation” of grade school students in Iran and the U.S. In both cultural groups, the highest continuing motivation was shown by students in a self-evaluation condition followed, in order, by students in the peer comparison and teacher evaluation conditions. While the generalizability of evaluation effects is perhaps the most striking finding, it may he noted that these effects were to some extent modified by individual differences in achieving orientation and sex role. Also of interest were the effects of performance level on continuing motivation, In this case, higher levels of performance on the task were generally followed by greater continuing motivation. The theoretical implications of this and other findings were discussed in terms of Current achievement theory.  相似文献   

Infants & toddlers     

Dr. Barbara Mates 《Early Childhood Education Journal》1975,2(5):23-25

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Bias in content validity on the Boehm Test of Basic Concepts for White and Mexican-American children     

Wayne C. Piersel  Barbara Sterrett Plake  Cecil R. Reynolds  Richard Harding 《Contemporary educational psychology》1982,7(2):181-189

Item bias on Forms A and B of the Boehm Test of Basic Concepts was examined for a sample of White and Mexican-American kindergarten children. The method employed to detect biased items, as defined by an items-by-group interaction, was a two-way analysis of variance with followup being conducted with a Bonferroni-type procedure. Bias-in-item difficulty occurred for both groups, which does not conform to the current popular press view that bias is against ethnic minorities and not against the White majority. The finding that on some items the Mexican-American group out-performed the White group indicates the need to examine carefully the question of bias and to reconsider popular conceptualizations of the many issues of bias in educational and psychological testing.  相似文献   

Comments on paper by Dunham     

Barbara Herring 《Learning & behavior》1979,7(2):271-272

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