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The economics of the Open University: A reply 总被引:1,自引:1,他引:0
Leslie Wagner 《Higher Education》1973,2(1):71-72
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Teaching Preservice Science Teachers How to Do Science: Responses to the Research Experience 总被引:1,自引:0,他引:1
Melear Claudia T. Goodlaxson John D. Warne Thomas R. Hickok Leslie G. 《Journal of Science Teacher Education》2000,11(1):77-90
Journal of Science Teacher Education - 相似文献
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Leslie Rescorla 《Annals of dyslexia》2000,50(1):85-102
Language and reading outcomes at age 13 were examined in a sample of 22 children who were late talkers as toddlers. The late
talkers, all of whom had normal nonverbal ability and age-adequate receptive language at intake (24-to-31 months), were compared
to a group of 14 typically developing children similar at intake on age, SES, and nonverbal ability. Late talkers had significantly
poorer vocabulary, grammar, reading/spelling, and verbal memory skills at age 13, although as a group, they generally performed
in the average range on most language and academic tasks. The findings suggest that slow early language development reflects
a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into adolescence. 相似文献
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Leslie Hill Daniel Maier-Katkin Kirsten Kinsley 《Journal of Criminal Justice Education》2015,26(4):493-506
This is a report of an action-research project undertaken in tandem with the development of a new freshman seminar in criminology and criminal justice. In the freshman seminar the goal is to teach the research, critical thinking and writing skills that are the underpinnings of scholarship and good citizenship. Utilizing a unique approach, this class focuses on resources available through the University library and is taught by a professor, two librarians and a graduate teaching assistant. We hypothesize that freshmen who experience this seminar will show improvement in critical thinking skills, and that this will contribute to greater levels of academic success. This report describes the educational innovation (seminar) in sufficient detail to make replication possible, and presents preliminary findings that indicate the seminar enhances research and writing skills, fosters ability to think critically, and has a positive influence on students’ academic careers. 相似文献