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Cathy W. Hall Bert O. Richmond 《International Journal of Disability, Development & Education》1985,32(2):87-91
Accurate perception and comprehension of verbal and non‐verbal communication is important in one's interpersonal environment; such understanding may affect not only the child's academic achievement but how he/she relates to and is perceived by others. In the present study learning disabled (LD) and non‐learning disabled (NLD) middle school students were evaluated on their ability to perceive and accurately comprehend non‐verbal communication; they also responded to an interpersonal relations scale and a self‐esteem inventory. LD children differed from regular class students both in reported self‐esteem and in the ability to perceive and comprehend “wordless” communication, but similarities were noted between the two groups in reported need for interpersonal relations. 相似文献
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Kim Ryan‐Arredondo Kristin Renouf Carla Egyad Meridith Doxey Maria Dobbins Serafin Sanchez Bert Rakowitz 《Psychology in the schools》2001,38(2):185-196
School violence has become a primary concern for parents, students, school personnel, and the public. As a result, educators are searching for methods to prevent violent acts perpetrated by youth. Dallas Public Schools developed procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made verbal or written threats of violence and to assist school staff in determining appropriate intervention strategies. This article describes the development of the DVRA, and presents case studies utilizing the DVRA procedures. Challenges and implications of the use of the DVRA are also discussed. © 2001 John Wiley & Sons, Inc. 相似文献
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Cost-effectiveness analysis is not only important for decision making in educational policy and practice. Also within educational effectiveness research it is important to establish the costs of educational processes in relationship to their effects. The integrated multilevel educational effectiveness models provide opportunities to conduct more refined cost-effectiveness analyses than were carried out in the past. A cost-effectiveness analysis of an educational improvement project in Indonesia illustrates that combining the knowledge base and methodology of educational effectiveness research and cost-effectiveness analysis provides fruitful possibilities for future theoretical and practical developments in both approaches. 相似文献
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Greet Peters Bert De Smedt Joke Torbeyns Pol Ghesquière Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349
Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use
of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie
single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression
models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between
both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between
the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and
on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational
implications of these results. 相似文献
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