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41.
Three wishes and primary wishes of fourth- through seventh-grade gifted students participating in a residential program for the gifted were collected and categorized. The results indicated that males wished for material things more often than did females. With the exception of fourth graders, subjects made altruistic wishes more frequently than any other wish. 相似文献
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Frances Broehl 《Clearing house (Menasha, Wis.)》2013,86(5):275-278
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Frances James 《欧洲特需教育杂志》2013,28(2):222-230
ABSTRACT This paper describes a collaborative project between the staff of twelve mainstream schools and Suffolk Local Education Authority staff which has aimed to develop differentiated teaching strategies. The project has developed teaching and assessment techniques for pupils with literacy difficulties and approaches to delivering aspects of the whole curriculum to pupils with special educational needs. The project recognizes the central importance of mainstream teachers if integration for pupils with special educational needs is to be a truly meaningful educational experience. 相似文献
46.
A great deal of measurement research is currently being utilized to improve instruction at the elementary and secondary levels, but many opportunities for improving utilization are still untapped. The author proposes specific approaches to increased collaboration between researchers and practitioners to meet the burgeoning research needs of the nations' schools and to assist in data-based decision-making efforts. Society's increasing demands for accurate, usable data have contributed to the urgent current need for viable, appropriate research. This need can be met only by reseachers and practitioners working together to provide answers to critical educational questions. 相似文献
47.
Steven B. Sheldon Frances L. Van Voorhis 《School Effectiveness & School Improvement》2013,24(2):125-148
This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning. 相似文献
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Pey-Yan Liou Allison Kirchhoff Frances Lawrenz 《Journal of Science Teacher Education》2010,21(4):451-470
This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools.
The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis,
and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses
indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification
program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies
should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage
this commitment not just to become certified. 相似文献
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