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Emile Bojesen 《Educational Philosophy and Theory》2019,51(10):1061-1062
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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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Dennis K. Davis Stanley J. Baran James B. LOmert Emile McAnany Jorge Schnitman Noreene Janus 《Communication Booknotes Quarterly》2013,44(3)
Dennis K. Davis and Stanley J. Baran, Mass Communication and Everyday Life: A Perspective on Theory and Effects (Belmont, Ca.: Wadsworth Publishing, 1981—$7.95, paper) James B.LOmert Does Mass Communication Change Public Opinion After All? A New Approach to Effects Analysis (Chicago: Nelson-Hall Publishers, 1981—$17.95/8.95) Annual Report 1978/79. 1979/80 of the John and Mary R. Markle Foundation (50 Rockefeller Plaza, New York, N.Y. 10020—free on request, paper) Emile McAnany, Jorge Schnitman, and Noreene Janus, eds. Communication and Social Structure: Critical Studies in Mass Media Research (New York: Praeger Special Studies, 1981—price not known) 相似文献
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Emile Lester 《课程研究杂志》2013,45(3):351-363
This paper describes how a group of primary schools in Northern Ireland plan a differentiated curriculum, and the extent to which subject co-ordinators offer guidance to teacher colleagues in planning for English, mathematics and science. The views of headteachers, subject co-ordinators and teachers on the ways in which plans are translated into classroom practice for higher and lower attaining pupils in both classwork and homework were obtained. The curriculum support staff described how far they consider teachers are applying the principles of differentiation, including progression and continuity. The results showed that, although most teachers were said to understand the meaning of differentiation moderately well, help was needed in drawing up schemes of work and providing for the extremes of pupil attainment. 相似文献
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Emile Berliner 《Journal of The Franklin Institute》1895,140(6):419-437
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