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181.
Dellisse Sébastien Dumay Xavier Galand Benoit Dupriez Vincent Dufays Jean-Louis Coertjens Liesje De Croix Séverine Penneman Jessica 《European Journal of Psychology of Education - EJPE》2021,36(3):573-597
European Journal of Psychology of Education - This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the Lirécrire program, and... 相似文献
182.
Arnoud C. L. De Meyer 《Research Policy》1985,14(6):315-328
The flow of technological information, in particular the type of sources and transfer channels for technological information has been a focus of research interest since the very first studies concerning management of research and development. However, the results of these empirical studies, although encouraging and useful to managers, leave several questions unanswered, and even worse, contain some contradictions.In this paper we will try to explain some of these contradictions using the technology characteristics as an contingency factor. The model, which we will present has been tested in a twofold way: questionnaires were used to provide insight into the importance of some sources, while interviews on the basis of standardized problems led us to a better insight into sources and channels. 相似文献
183.
教育学面临的困境与思考 总被引:22,自引:0,他引:22
在现实中存在着对教育学的种种歪曲和误解 :作为一门独立的学科 ,它不受重视 ,甚至不被承认 ;它没有一个名正言顺的位置 ,没有自己的科学化逻辑与依据 ;它的现实性存在依据更多的不在于其丰富、深刻的理论 ,而在于指令、方法与技术。因此 ,反思教育学的状况、拯救教育学的命运 ,是今日教育学探究中迫切需要解决的根本性问题。 相似文献
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Lovett MW De Palma M Frijters J Steinbach K Temple M Benson N Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352
This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth. 相似文献
186.
Book reviews 总被引:1,自引:0,他引:1
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189.
日语母语学习者趋向补语习得情况分析--基于汉语中介语语料库的研究 总被引:8,自引:0,他引:8
杨德峰 《暨南大学华文学院学报》2004,(3):23-35
本文以汉语中介语语料库中日语母语学习者使用的带趋向补语的句子为样本,考察了不同水平的学生习得趋向补语的情况,分析了影响他们习得趋向补语的因素.文章指出宾语类推泛化是日语母语学习者习得趋向补语的主要问题,这种类推泛化既有语内迁移的影响,也有语际迁移的影响. 相似文献
190.
Anton De Grauwe 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,5(1):269-287
School-based management is being increasingly advocated as a shortcut to more efficient management and quality improvement
in education. Research, however, has been unable to prove conclusively such a linkage. Especially in developing countries,
concerns remain about the possible detrimental impact of school-based management on school quality; equity among different
schools in the same system; the motivation of and relationships between principals and teachers; and financial as well as
administrative transparency. The present study defines school-based management and, in view of its implementation in different
world regions, examines some of its advantages and disadvantages. In particular, the author explores the strategies which
must accompany school-based management in order to ensure a positive impact on quality. These are found to include (1) guaranteeing
that all schools have certain basic resources; (2) developing an effective school-support system; (3) providing schools with
regular information on their performance and advice on how they might improve; and (4) emphasizing the motivational element
in the management work of the school principal. 相似文献