Controlling the revision cycle     

Jerome S. Bresee 《Performance Improvement》1990,29(6):35-38

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Effects of type of reinforcement on the intelligence test performance of retarded black children     

Francis Terrell  Sandra L. Terrell  Jerome Taylor 《Psychology in the schools》1981,18(2):225-227

This study examined the effects of different types of reinforcement on the performance of black males who had been diagnosed as being mildly mentally retarded, using the WISC-R. After each correct response, participants were given no reinforcement, a candy reward, traditional social reinforcement, or culturally relevant social reinforcement. Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement.  相似文献   

Anxious and nonanxious examiner roles on two WISC subtests     

Jerome M. Battler  Sander Martin 《Psychology in the schools》1971,8(4):347-349

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Acing the test: an examination of teachers’ perceptions of and responses to the threat of state takeover     

Welsh  Richard  Graham  Jerome  Williams  Sheneka 《Educational Assessment, Evaluation and Accountability》2019,31(3):315-347

Educational Assessment, Evaluation and Accountability - With the passage of the Every Student Succeeds Act, states have increased latitude over school improvement and accountability policies. At...  相似文献   

The Impact of the European Standards and Guidelines in Agency Evaluations     

BJØRN STENSAKER  LEE HARVEY  JEROEN HUISMAN  LIV LANGFELDT  DON F. WESTERHEIJDEN 《European Journal of Education》2010,45(4):577-587

The emergence of the European Standards and Guidelines (ESG) for Quality Assurance has been seen as an important step towards realising the European Higher Education Area by creating more transparency and accountability in the area of quality assurance. The ESG also include standards as to how quality assurance agencies should be reviewed. In a meta-analysis of the reviews undertaken of quality assurance agencies, this article explores to what extent the ESG is having an impact on the reviews.  相似文献   

IS OUR EDUCATIONAL SYSTEM THE BEST OR THE WORST?     

Jerome Dowd 《Religious education (Chicago, Ill.)》2013,108(7):590-595

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An Analysis of Piaget for the Classroom Teacher     

Jerome E. DeBruin 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):377-386

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General Arts: Roslyn’s Broad Program     

Jerome Leavitt 《Clearing house (Menasha, Wis.)》2013,86(6):367-368

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Further developing the profession's research mentality   总被引：1，自引：1，他引：0       下载免费PDF全文

Rebecca N. Jerome 《Medical Library and Historical Journal》2008,96(4):287-289

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Analyzing Postcrisis Challenges and Strategies Associated With School Shootings: An Application of Discourse of Renewal Theory     

Blair Thompson  Angela M. Jerome  Holly J. Payne  Joseph P. Mazer  E. Gail Kirby  William Pfohl 《Communication Studies》2017,68(5):533-551

In recent years, the need to understand and identify effective data-driven strategies for the communication challenges faced by schools associated with school shootings has become paramount. The current study reports findings from 10 face-to-face interviews conducted with school crisis team members at the P–12 level who experienced school shooting events. The findings, which extend discourse of renewal theory, identify six primary communication-related challenges that districts face postcrisis and offer effective strategies for overcoming these challenges.  相似文献