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Klaus-Peter L?hr 《Informatik - Forschung und Entwicklung》1999,14(2):61
Ohne Zusammenfassung 相似文献
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Philip S. Blumberg 《Clearing house (Menasha, Wis.)》2013,86(5):314-316
206.
What is the relationship between the context and substantive meaning of a measure and the assessment of the reliability of the measure? Does the interpretation of a reliability coefficient depend on the nature of the measure? How does this approach to reliability relate to alternative assessments? 相似文献
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Adila Pa?ali? Kreso 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,37(4):353-374
Bosnia and Herzegovina (BiH), much like other eastern-European countries, has faced a brief period of transition from the
socialist system to capitalism. However, this was interrupted in BiH by a brutal war lasting four years. Social systems and
infrastructure were damaged or destroyed, including education, which was harnessed during the war to divide the country and
then perpetuate these divisions. The author deals with some of the strongest and most enduring impacts that the war has had
on education, which even now, more than 10 years after the war, pose a serious threat to this young country. The most obvious
include the division of youth according to nationality, religion or language, the unequal positions of certain groups in education,
and very clear segregation and discrimination. She points out some of the most frequent and overt ways in which intolerance
towards other nationalities is displayed through textbooks, especially those used in parts of BiH subject to a struggle for
independence during the war. 相似文献
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Survey on Teaching Contemporary British Fiction 总被引:1,自引:1,他引:0
Philip Tew Mark Addis 《Changing English: An International Journal of English Teaching》2007,14(3):313-324
The teaching of contemporary British fiction in English departments in the United Kingdom is reviewed. The study primarily focuses upon evaluative engagement with current teaching. The literary and theoretical texts taught on courses are considered, as are the use and availability of different kinds of supplementary literary‐critical materials. Data collection was through semi‐structured interviews and a survey of online material. The periodisation and focus of general contemporary British fiction teaching is emerging from a more diffuse field where postmodern, gendered and post‐colonial readings still tend to shape courses and modules. A new post‐1970s idea of the contemporary is rapidly emerging. 相似文献