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991.
C. Patrick Proctor Bridget Dalton Paola Uccelli Gina Biancarosa Elaine Mo Catherine Snow Sabina Neugebauer 《Reading and writing》2011,24(5):517-544
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention
that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English
bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction
on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison
to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects
were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth
were detected, but not for a researcher-developed measure of breadth. 相似文献
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Heidi Pustjens Eva Van de gaer Jan Van Damme Patrick Onghena 《School Effectiveness & School Improvement》2013,24(3-4):281-311
Follow-up data from a group of final-grade students of the 65 schools that participated in the Flemish Longitudinal Research in Secondary Education project (Van Damme, De Fraine, Van Landeghem, Opdenakker, & Onghena, 2002) were collected to study the long-term effects of the secondary school on the educational choice when leaving secondary education and on subsequent outcomes in higher education. Multilevel logistic regression models showed significant long-term effects of secondary schools on both outcome variables. Indications are found that the effects are mediated by the achievement level of the students at the end of secondary education. An important additional finding was that grade repetition has negative long-term consequences after leaving secondary education, which raises questions about a justified policy regarding students that are at risk of academic failure. 相似文献
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Patrick E. Welch 《广播与电子媒介杂志》2013,57(4):311-318
The quiz program has received considerable comment in recent weeks, so this article by Patrick E. Welch is particularly appropriate at this time. The article is based upon a chapter in Mr. Welch's PhD. dissertation, “The Development of Audience Participation Programs on Radio and Television Networks Through the Season of 1956–57.”; 相似文献
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Last year the author wrote about the U.K.’s plans to embrace Freedom of Information (FOI) legislation after a quarter of a century of campaigns for such legislation by the Labor Party. The Bill has now been presented to Parliament and has been amended by government to meet some objections. It is still widely criticized, however. The FOI Bill is also one of several measures that relate to openness in contemporary aspects of British government. 相似文献
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This study investigated the high-/low-context communication construct in terms of individualistic and collectivist values and self-construals. European American students studying in the United States and Indian students studying in India rated 80 communication statements, 29 self-construal statements and 34 value (individualism/collectivism) statements to examine cultural differences in each construct. As expected, Indians rated themselves as more collectivistic, having more interdependent self-construals, and preferring silence and indirect communication than Americans. Contrary to prior theorization, Indians also rated themselves as more dramatic and more individualistic. Several other expected differences were not apparent in this study. These findings show complex subtleties that defy simple definition by the common rubrics or generalizations of individualism/collectivism, self-construal, or high- and low-context behaviors. 相似文献