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201.
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Timothy J. Perri 《Economics of Education Review》1984,3(3):207-213
This paper considers the impact of health status on schooling attainment and earnings of young men. Using the National Longitudinal Surveys of Male Youth (aged 19–29 in 1971), we find a statistically significant negative relationship between years of schooling and health status. Those with the most severe health problems obtain almost 2.4 fewer years of schooling than their healthy counterparts. This loss represents about 20% of mean schooling for the entire sample. Also, hourly earnings are reduced by approximately 17% directly and indirectly (via schooling reductions) by health problems. 相似文献
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Timothy C. Craven 《Information processing & management》1980,16(6):269-276
Desirable characteristics of index displays are outlined; and a single underlying structure for a production of a variety of index displays is proposed, namely a network in which both concepts and links between concepts are represented by nodes, so that information about both may be stored using the same mechanisms. Algorithmic extraction of subnetworks for local or modular use is discussed, as well as possible approaches to structuring of index displays. Some details are given on implementation to date using a DEC system-10 COBOL ISAM database, and on experimentation with display generation. 相似文献
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Timothy C. Papadopoulos Athena Charalambous Androniki Kanari Maria Loizou 《European Journal of Psychology of Education - EJPE》2004,19(1):79-105
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP:
PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending,
to kindergarten children at-rish for reading difficulties, in order to support the development of subsequent word reading
skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education
levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before
and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures.
The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results
of the first experiment indicated that the experimental group performed equally well with the control group on all the measures
of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated
that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile
of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term
effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading
tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences,
despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including
inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective
for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of
direct training of these skills in kindergarten. 相似文献
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Timothy Norris 《Research in higher education》1991,32(4):433-448
In recent years, much concern has been expressed about the quality of instruction provided by foreign teaching assistants (TAs) in higher education. Critiques of the use of foreign TAs generally argue that they often impede the learning process because of language barriers. The present study examines the effect that nonnative English-speaking TAs had on student performance over five semesters at the University of Wisconsin-Madison. Multiple ordinary least squares regression is used to analyze the relationship between student grades and nonnative English-speaking TAs. Subsamples based on a TA's geographic region of origin and instructional area are also analyzed. In addition, course drop rates and the impact of TA training programs are examined to determine possible influence on the results. The results of the analysis consistently indicate slightlybetter performance in sections conducted by nonnative English-speaking TAs. 相似文献
210.