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831.
This study investigated the similarity in the pattern of strengths and weakness on the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scores between those students evaluated and placed in special education programs and those students evaluated but not placed in special programs. Subjects were 585 students in grades 1–6 from three county school systems in eastern Kentucky who were referred for evaluation for possible special education placement. A multiple profile analysis using a MANOVA technique was used to test two hypotheses for each of the two profiles created for both study groups. Comparisons also were made between each group in the rank order of the various scores. The findings revealed that the two groups were similar in the pattern of their relative strengths and weaknesses on the WISC-R. Implications of these findings for teaching strategies for the two groups were discussed. 相似文献
832.
The McCarthy Scales of Children's Abilities (MSCA) were factor analyzed for a group of 6- to 8 1/2-year-old children referred for school-related problems. The sample was composed of 300 rural eastern North Carolina public school children with a mean GCI of 88.1. Evidence was found for factors similar to three of the six MSCA Scales: General Cognitive, Verbal, and Motor. Coefficients of congruence were computed and compared with earlier analyses of the standardization data. The results were interpreted as generally supporting the MSCA's validity with children experiencing problems in school. Implications for interpretation of the MSCA Scales were presented. 相似文献
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834.
Shelley Costa Thomas B. Hughes Professor Trevor Pinch 《Research in Science Education》1998,28(1):9-21
In this paper, we support the validity of drawing from science studies to reshape science education. While true educational
reform must involve alternative curricular structures, we stress that we do not propose here either a comprehensive curricular
framework or a report on a pilot classroom project, as our research perspective comes from science studies rather than from
education. Instead this paper is intended to encourage educators to draw from methodologies used in science studies to further
their goals in education research and in classroom teaching. First, we examine theoretical connections and divergences between
science studies and theories of education. Secondly, we discuss the benefits of teaching science as a social process and offer
some suggestions that can be introduced by classroom teachers into pre-existing science curricula. 相似文献
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836.
Larry E. Stanfel 《Information processing & management》1979,15(2):65-69
The problem of designing a best three level library hierachy is considered from two different points of view. While the form of the optimization problems obtained is a little more complicated, it is shown that at most the methods of linear programming suffice to solve them. Certain design parameters may be specified by the problem solver, and it is shown that the best objective function values are convex in these, thus making possible the extraction of considerable additional, useful information. Finally, the methodology is extended to longer hierarchies and found to be feasible if the length is moderate. 相似文献
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