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281.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
282.
Dong Li Dennis L. Weisman 《Economics of Education Review》2011,30(4):724-728
Critics of affirmative action policies contend that the elimination of racial preferences in college admissions would lead to a “more-able” student body. We develop a simple model comprised of three classes of college admissions—merit, race and legacy—to show that it is possible that a change in admissions policy that reduces racial preferences leads to a “less-able” student body. The change in admissions policy may serve only to ensure that more admissions are available for “sale” to wealthy alumni through legacy preferences. In other words, when there are multi-dimensional preferences, reducing or eliminating one dimension of preferences may lead to the unforeseen consequence of producing a “less able” student body. 相似文献
283.
Dennis Atkinson 《The International Journal of Art & Design Education》2007,26(2):142-143
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Dennis Atkinson 《The International Journal of Art & Design Education》2009,28(3):234-236
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Dennis Atkinson 《The International Journal of Art & Design Education》2009,28(2):124-125
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Cartoons, songs, poems, and games can be useful ways to engage students in discussion and learning key concepts about correlation. 相似文献
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