Buros Bulletin     

Barbara S. Plake  Jane Close Conoley  Jack J. Kramer  Linda Ulrich Murphy 《Educational Measurement》1989,8(4):20-21

  相似文献   

Temperament in the classroom: Understanding individual differences     

Linda K. Elksnin 《Psychology in the schools》2005,42(2):223-224

  相似文献   

经典赞美2句     

Linda 《阅读》2006,(6):43-43

1．You look great today．你今天看上去很棒。2．You did a good job．你干得非常好。3．You’re looking sharp!你看上去真精神／真棒／真漂亮!  相似文献   

Library and information services to support the education and development of nurses: the management of co-operation and change—a clash of two cultures?     

Sue Capel  Linda Banwell  Graham Walton 《Health information and libraries journal》1997,14(4):233-245

  相似文献   

Psychometric reevaluation of the scientific attitude inventory‐revised (SAI‐II)     

Michael J. Lichtenstein  Steven V. Owen  Cheryl L. Blalock  Yan Liu  Kacy A. Ramirez  Linda A. Pruski  Carolyn E. Marshall  Mary Anne Toepperwein 《科学教学研究杂志》2008,45(5):600-616

The central purposes of this study were to review the development and evolution of the Scientific Attitude Inventory (SAI) and then reevaluate the psychometric properties of the revised form of the SAI, the Scientific Attitude Inventory II (SAI‐II). The SAI‐II was administered to a convenience sample of 543 middle and high school students from five teachers in four schools in four school districts in San Antonio, Texas, at the beginning of the 2004–2005 school year. Confirmatory factor analysis on the full data set failed to support the existence of a 12‐factor structure (as proposed by the scale developers) or a one‐factor structure. The data were then randomly divided into exploratory [exploratory factor analysis (EFA)] validation and confirmatory [confirmatory factor analysis (CFA)] cross‐validation sets. Exploratory and confirmatory models yielded a three‐factor solution that did not fit the data well [χ² (321) = 646, p < .001; RMSEA = .061 (.90 CI = .054–.068); and CFI = .81]. The three factors were labeled “Science is About Understanding and Explaining” (13 items), “Science is Rigid” (6 items), and “I Want to Be a Scientist” (8 items). The α‐coefficients for these three factors ranged from 0.59 to 0.85. Whether these identified subscales are valid will require independent investigation. In this sample, and consistent with prior publications, the SAI‐II in its current form did not have satisfactory psychometric properties and cannot be recommended for further use. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 600–616, 2008  相似文献   

现在我明白     

Linda  Gregg  刘昕蓉 《世界文化》2006,(2):24-24

每个人都有远行出走的冲动，一半是为了更好的生存，否则别无选择；另一半是为了逃避已经很好的生活，他们的选择恰恰太多。  相似文献   

The American Still Life: A Document of the American Diet 1800—Present     

Linda Weintraub 《Journal of American culture (Malden, Mass. : 2003)》1979,2(3):463-479

  相似文献   

Erratum     

Linda Parr 《Health information and libraries journal》1984,1(4):226-226

  相似文献   

The Role of the Community School in Rural Transformation in Developing Countries     

Linda A. Dove 《比较教育学》1980,16(1):67-79

  相似文献   

Using filmed models to prompt children's laboratory activities     

Linda R. Deture  John J. Koran 《科学教学研究杂志》1975,12(4):449-452

  相似文献