排序方式： 共有13条查询结果，搜索用时 15 毫秒
1.
2.
3.
LESTER MANN RAYMOND G. TAYLOR BARTON B. PROGER ROY H. DUNGAN WILLIAM J. TIDEY 《Journal of Educational Measurement》1970,7(2):97-104
Serial retesting was investigated as a means of improving the test performance of high-anxious students relative to that of their low-anxious peers. The Test Anxiety Scale for Children was given to about 300 seventh grade students in a suburban school; the middle 50% were eliminated to maximize experimental variance. Six groups were established for high and low anxiety levels and for three ability levels. The Academic Promise Tests (except for the Abstract Reasoning Test) were then given four times at 1-week intervals in the fall of the school year. All groups continued to improve significantly in a monotonic, linear fashion, with the greatest improvement occurring on the Numerical Test. Contrary to expectation, there were no significant interactions among previous achievement levels, predispositional test anxiety levels, and test trials. The greatest change on the Numerical Test occurred between the first test trial and the second test trial. 相似文献
4.
RAYMOND DACEY 《Philosophical Books》1996,37(3):214-216
5.
6.
RAYMOND G. TAYLOR BORIS W. PELTSVERGER MICHAEL L. VASU 《Education and Information Technologies》1997,2(4):347-360
Virtual organizations are goal-driven associations of intellectual agents working within the information space. The development of virtual organizations and their agents is a natural continuation of the long movement in western society towards organizing for efficient commerce and communication. For at least 800 years cities and traditional organizations fulfilled these purposes, but now with the advent of high-speed communication and rich interconnectivity, a general diaspora of commerce and education may be expected. All of the technology needed to nurture the rise of virtual organizations is in place, albeit in a primitive form. The authors argue that in the next decade this technology will reach such a level of sophistication that traditional universities and schools with their massive physical assets will no longer be sustainable, and will be replaced by virtual organizations delivering education and training with a minimum of physical infrastructure 相似文献
7.
RAYMOND RIVIERE 《European Journal of Engineering Education》1986,11(2):147-159
Before describing the use of CAE, it would be proper to analyse the specificities of the two audiences for whom classical teaching and training courses are intended. This analysis of the audiences leads to two separate concepts: the first one, that of classical teaching consists in using the computer as assistance to the teacher. Six examples of it will be given; the other one that of training courses comes under the notion of programs. The relevance of such programs is based on characteristics proper to CAE which will be analysed and illustrated. 相似文献
8.
The comparability of written and oral measures in evaluating counselor effectiveness was examined for trained and untrained participants. The responses were rated on use of reflective skills, verbal following, and general quality. A multivariate analysis of variance indicated that written responses were significantly higher on verbal following and general quality. Correlations among the written and oral measures were high and positive, especially when corrected for attenuation as a result of the reliabilities of ratings. Correlations were higher for trained than untrained participants. In general, the results support the comparability of written and oral assessments of counselor effectiveness, especially for trained participants. Implications for the evaluation of training programs and areas for future research are discussed. 相似文献
9.
10.
Comprehensive Guidance and Counselling Programmes in the Primary Schools of Hong Kong: Teachers' Perceptions and Involvement 总被引：1，自引：0，他引：1
MANTAK YUEN RAYMOND M. C. CHAN PATRICK S. Y. LAU NORMAN C. GYSBERS PETER M. K. SHEA 《Pastoral Care in Education》2007,25(4):17-24
This article describes teachers' and Life Education Coordinators' perceptions of, and involvement in, the guidance and counselling activities in primary schools in Hong Kong. Respondents who completed a survey questionnaire comprised 367 class teachers and 66 Life Education Coordinators from 82 primary schools. The results indicated that guidance and counselling activities (including guidance curriculum, individual planning, responsive services, and system support) were being implemented in their schools to some reasonable extent. Some differences between teachers and Life Education Coordinators in terms of their involvement and perceptions are discussed. The survey identified a major weakness in the present guidance system in that many teachers who are involved in, and responsible for, implementing a guidance curriculum do not have any training in guidance work. Implications are discussed. 相似文献