The economic exploitation of the visual artist   总被引：1，自引：1，他引：0  

Jack W. Nickson Jr.  Carl M. Colonna 《Journal of Cultural Economics》1977,1(1):75-79

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Science achievement as a function of method and schedule of grading     

William O. Marble  Philip H. Winne  Jack F. Martin 《科学教学研究杂志》1978,15(6):433-440

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Schools,education, and the social system: Some utopian suggestions     

Jack Goody 《Interchange》1975,6(4):1-5

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A Linguistic Analysis of Chat Reference Conversations with 18–24 Year-Old College Students     

Jack M. Maness 《The Journal of Academic Librarianship》2008,34(1):31-38

Thirty-one chat reference conversations were linguistically analyzed, compared to twenty-three instant messaging (IM) conversations held between students, and further correlated to students' satisfaction with the reference interaction. Conversations between librarians and students in chat reference are more formal than those solely involving students, and the use of some linguistic patterns is correlated to user satisfaction.  相似文献   

热爱英语     

Jack 《海外英语》2003,(9):44

本刊经常会收到来信来电,咨询如何学好英语事宜,本文是印度人Jack为本刊专门撰写的,大家都知道,英语是印度的官方语言,在这里Jack谈了他自己的体会,请读者们共同分享:  相似文献   

Verbal Aggression,Race, and Sex on Reality TV: Is This Really the Way It Is?     

Jack Glascock  Catherine Preston-Schreck 《广播与电子媒介杂志》2018,62(3):427-444

This content analysis examines verbal aggression, race, and gender presented in a composite week of popular reality TV programming on cable and broadcast television. Results show that African Americans were found to be overrepresented and depicted disproportionately as more verbally aggressive and more likely to be victims of verbal aggression than other races/ethnicities. African American women were more likely than men to be involved in verbal aggression, both as aggressor and victim. The results are discussed in terms of the potential effects of exposure to verbal aggression and the accompanying contextual factors found in reality TV programming.  相似文献   

The school neuropsychology of ADHD: Theory,assessment, and intervention     

Sam Goldstein  Jack A. Naglieri 《Psychology in the schools》2008,45(9):859-874

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Risk factors for speech delay of unknown origin in 3-year-old children     

Campbell TF  Dollaghan CA  Rockette HE  Paradise JL  Feldman HM  Shriberg LD  Sabo DL  Kurs-Lasky M 《Child development》2003,74(2):346-357

One hundred 3-year-olds with speech delay of unknown origin and 539 same-age peers were compared with respect to 6 variables linked to speech disorders: male sex, family history of developmental communication disorder, low maternal education, low socioeconomic status (indexed by Medicaid health insurance), African American race, and prolonged otitis media. Abnormal hearing was also examined in a subset of 279 children who had at least 2 hearing evaluations between 6 and 18 months of age. Significant odds ratios were found only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors.  相似文献   

Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD   总被引：2，自引：0，他引：2  

Van Luit JE  Kroesbergen EH  Naglieri JA 《Journal of learning disabilities》2005,38(5):434-439

This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD.  相似文献   

Making learning interesting and its application to the science classroom     

Brady Michael Jack 《Studies in Science Education》2017,53(2):137-164

Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context.  相似文献