Computers,culture, and educational futures: A critical appraisal     

Edmund V. Sullivan 《Interchange》1983,14(3):17-26

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The emerging role of the community junior college     

Edmund J. Gleazer Jr. 《Peabody Journal of Education》2013,88(4):255-256

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Teachers' emotions and test feedback     

Laura M. Stough  Edmund T. Emmer 《International journal of qualitative studies in education》2013,26(2):341-361

A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom.  相似文献   

What makes for readable writing and reading success     

Edmund Faison 《Educational technology research and development : ETR & D》1954,2(3):240-240

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Universities in evolution     

Edmund J. King 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):399-415

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Bookreviews     

R. P. Clark  Einar Lilja  Eve Malmqvist  Louis Arnaud Reid  Edmund King  John Downing  C. M. Fleming  Arnould Clausse  G. de Landsheere  Vernon Mallinson  Paul Nash  Tomio Goto  M. A. Brimer  Rudolf Cohen  Gerhard Pause  M. J. Langeveld  W. E. Vliegenthart  Emile Planchard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):351-382

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The functions of research bureaus in city school systems     

John Edmund Brewton 《Peabody Journal of Education》2013,88(6):297-306

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Lecture on some of the improvements in locks since the great exhibition of 1851     

Edmund Beckett Denison 《Journal of The Franklin Institute》1859,67(1):59-60

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CONTRADICTIONS IN OPEN ADMISSIONS     

Edmund W. Gordon 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):314-321

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Development of an informal learning opportunities assay     

Brian L. Gerber  Edmund A. Marek  Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.  相似文献