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Richard Cox 《国际体育史杂志》2013,30(2):326-327
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Richard Nash 《Publishing Research Quarterly》2010,26(2):114-118
The article examines historical and recent trends in the consumer publishing industry in order to make predictions about the
structure of that industry in 2020. The author anticipates the demise of the largest players in the industry, in both the
publishing and retail sectors. Their decline he attributes to a focus on supply chain management and a lack of attention to
innovation on the demand-side of the book business. In this respect he pays particular attention to studies of supply–demand
matching in the DVD business. 相似文献
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Kathleen Madigan Richard W. Cross Lisa A. Strycker 《Educational Research and Evaluation》2016,22(7-8):402-421
This study evaluated the long-term impact of schoolwide positive behavioural interventions and supports (PBIS) on student academic achievement. In this quasi-experimental study, academic achievement data were collected over 9 years. The 21 elementary, middle, and high schools that achieved moderate to high fidelity to the Save & Civil Schools’ PBIS model were matched with 28 control schools to assess academic gains. There were 5 years of baseline data (no intervention in treatment schools) and 4 years of intervention data, including 1 year of maintenance. Results indicate that implementation of the PBIS programme was significantly associated with increased student academic achievement (p = .001) and that the rate of change for students’ academic achievement in treatment schools was greater than for students in control schools. This study suggests that PBIS programmes, such as Safe & Civil Schools’ Foundations, may complement other efforts to improve academic outcomes. 相似文献
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Ten Years of Strategies 总被引:1,自引:1,他引:0
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Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies. 相似文献
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