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191.
Charles A. Woodman 《科学教学研究杂志》1972,9(3):271-276
The study was initiated to determine whether students who saw selected PSSC films, in conjunction with the PSSC high school physics course, differed in their achievement of the subject matter of physics or in their understanding of science from similar students who did not see the films. The criterion tests were the PSSC Achievement Test Series and the Test on Understanding Science (TOUS). A total of 486 students in nine high schools in the eastern Massachusetts area participated in the study. Analysis of covariance was used to determine differences between treatment groups. It was concluded that for the particular group of students involved in the study the use of PSSC films in conjunction with the PSSC course did not influence student scores on the PSSC achievement tests or the Test on Understanding Science. 相似文献
192.
193.
The No Child Left Behind Act of 2001 requires states to establish accountability systems that are both valid and reliable. If one follows the language of the law literally, there is no design that will meet both requirements. If one interprets the law more flexibly, it is possible to create such a design. States will need to approach the problem carefully if they are going to appropriately balance the various probabilities of making incorrect decisions about schools. 相似文献
194.
195.
Charles B. Truax 《Counselor Education & Supervision》1971,10(4):351-354
The hypothesis that genuineness or congruence is directly causative of therapeutic client change and that self-disclosure is itself a basic precondition for the development of genuineness is proposed and discussed. 相似文献
196.
197.
198.
Charles J. Brainerd 《Contemporary educational psychology》1978,3(1):37-50
The foundations of the cognitive-developmental curriculum movement are briefly examined in this paper. The key features of this movement are the recommendations it makes in three areas: curriculum sequencing, curriculum content, and teaching strategies. Each of these areas is critically examined. It is concluded that the grounds for all proposals are purely theoretical. When the data are considered, they either contradict specific proposals or provide no direct evidence. 相似文献
199.
From theory to policy decisions 总被引:3,自引:3,他引:0
Charles F. Hoban 《Educational technology research and development : ETR & D》1965,13(2):121-139
200.
Charles F. Carter 《Higher Education Quarterly》1966,20(4):381-388