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81.
Bonnie L. Barber Scott G. Paris Margaret Evans Vivian L. Gadsden 《Educational Measurement》1992,11(1):15-20
What are the state and district policies on reporting test results to parents? How well do local districts follow state policies? 相似文献
82.
Mark Evans 《European Journal of Engineering Education》1981,6(3-4):239-242
The British Council is part of Britain's overseas representation and its aim is to promote a wider knowledge of Britain and the English language, and to develop closer cultural ties and better understanding between Britain and other nations. Thus it is concerned with cultural relations in the widest sense, embracing education, science and the arts, and it promotes all kinds of professional and intellectual interchange. In France, as elsewhere in Europe, the Council operates a number of programmes to facilitate these exchanges, and in this article — although it is naturally based on Anglo-French scientific exchanges — I hope to give an idea of the sort of schemes which are also available in other European countries. 相似文献
83.
Australian PhDs by LIS educators, researchers and practitioners: Depicting diversity and demise 总被引:1,自引:0,他引:1
Peter Macauley Terry Evans Margot Pearson 《Library & information science research》2010,32(4):258-264
Analyses of more than 73,000 PhD thesis records in a comprehensive database of bibliographic records from all Australian universities from 1948 to 2006 demonstrate that PhDs on LIS-related topics reveal not only diversity of content, but also the diverse nature of the researcher's academic disciplines. This diversity includes researchers from within and outside LIS who bring to LIS–or take away–a variety of methods, approaches, theories and understandings. With 27 of Australia's 39 universities having produced LIS-related PhD graduates, the distribution through the Australian university system is evident and emphasizes the transferability of skills and knowledge which graduates bring to their work. It is possible that the diversity of researcher's disciplines, combined with the dangerously low numbers of LIS graduations, may also threaten the future of LIS research and education in Australia. Based on the findings of this study, the sustainability of LIS research and research training for the next generation in Australia is under threat. 相似文献
84.
Doctoral students experience many challenges on the long journey towards completion. Common problems include: synthesising data, working at a conceptual level, clarifying the relationship of the parts of the thesis to the whole, finding a voice and completing a viva successfully. Few authors have addressed the use of visualisations to meet these challenges. This paper focuses on the use of visualisations in doctoral writing. It presents narratives about seven ways that visualisations can help students to make breakthroughs in their writing, namely, as an organiser of the relationships of the parts of the thesis to the whole, a trigger for peer discourse, a vehicle for conceptual work, a metaphor to express key concepts, a trigger for professional development, a visual aid for the viva and as a prompt for freedrawing and freewriting. 相似文献
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We examined the relationship between learned resourcefulness skills and the manner in which undergraduate heterosexual women handle unwanted sexual advances/activity. Participants consisted of 150 females completing a set of questionnaires assessing general learned resourcefulness, sexual giving-in experience, sexual resourcefulness, sexual self-efficacy and reasons for consent. The hypothesis that possessing a higher general repertoire of learned resourcefulness skills would uniquely predict greater sexual self-control with unwanted sexual advances was supported. Physical contact with men, greater sexual victimization, more reasons for consenting, and less use of sexual resourcefulness skills all directly contributed to voluntarily giving-in behavior. Implications for sexuality education and counseling are discussed. 相似文献
89.
Maryl Gearhart Sam Nagashima Jennifer Pfotenhauer Shaunna Clark Cheryl Schwab Terry Vendlinski 《Educational Assessment》2013,18(3-4):237-263
This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials. 相似文献
90.
In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program. 相似文献