Flexible pedagogy,flexible practice: notes from the trenches of distance education     

Keith McNaught 《高等教育研究与发展》2013,32(5):867-869

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Ethnic Relations and Schooling: the case of Western Canada since the 1870's     

Keith A. McLeod 《Compare》1978,8(1):51-68

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Section II: Learning methods and objectives     

D. Keith Lupton 《Innovative Higher Education》1979,4(2):113-113

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The Economics of Schooling and School Quality: Vol. 1, Labor Markets, Distribution and Growth; Vol. 2 Efficiency, Competition and Policy.     

Keith M Lewin 《International Journal of Educational Development》2005,25(6):665-668

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BOOK REVIEWS     

Peter Jarvis  Meri L. Clark  Keith Watson 《比较教育学》2007,43(2):311-319

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An exploration,using ajzen and fishbein's theory of reasoned action,of students' intentions to study or not to study science     

Keith Stead 《Research in Science Education》1985,15(1):76-85

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Peer Tutored Paired Reading: outcome data from ten projects     

Keith Topping 《教育心理学》1987,7(2):133-145

Abstract In the context of a large scale dissemination project, ten different peer tutor projects were conducted, and procedures and outcomes are reviewed in this paper. Pre‐and post‐test data are reported for all studies, while four studies also have baseline data and two studies have comparison group data. Two studies have follow‐up data for the short and long term respectively. The evidence reviewed suggests that peer tutored paired reading accelerates children's reading progress, with peer tutors gaining more than tutees.  相似文献   

A Common Pitfall in the Use of the Kolmogorov-Smirnov One Sample Test     

Keith Sandrock 《Teaching Statistics》1990,12(1):9-11

This article concerns the Kolmogorov-Smirnov one sample test which was introduced by the Russian mathematician A. N. Kolmogorov in 1933.  相似文献   

Degrees of difference: variability of degree results in UK universities     

Keith Chapman 《Higher Education》1997,33(2):137-153

Evidence of variability in degree results in UK universities from 1973 to1993 is presented for eight subjects. This variability is not random. Thereis a clear tendency in all subjects for certain universities to awardpercentages of Good degrees (i.e. Firsts and Upper Seconds) consistentlyabove or below the corresponding national average. These differences maypartly reflect entry qualifications with universities acceptingbetter-qualified students awarding more Good degrees. Other plausibleexplanations may, however, be offered including institutional differences inteaching and assessment practices and in the definition of class boundaries.It is important, in the context of the current debate about 'standards', totest these explanations by conducting qualitative research within thedepartments responsible for the delivery of teaching and for the assessmentof students.  相似文献   

Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests     

Mark J. Gierl  Jeffrey Bisanz  Gay L. Bisanz  Keith A. Boughton  Shameem Nyla Khaliq 《Educational Measurement》2001,20(2):26-36

What is differential bundle functioning and how is this different from differential item functioning? Can test specifications be used to identify and aid in the interpretation of differential bundle functioning? How can differential bundle functioning lead to an improved understanding of why groups perform differently on achievement tests?  相似文献