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991.
Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. 相似文献
992.
L. V. Astakhova 《Scientific and Technical Information Processing》2016,43(1):58-65
This article provides the rationale for the ontological status of trust in information security on the basis of the ontological, anthropological, methodological, axiological, and worldview aspects of the information-security concept and an interdisciplinary approach to trust. 相似文献
993.
Teaching handwriting skills to children with intellectual disabilities using an adapted handwriting programme
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Corinna F. Grindle Rina Cianfaglione Liz Corbel Emily V. Wormald Freddy Jackson Brown Richard P. Hastings J. Carl Hughes 《Support for Learning》2017,32(4):313-336
Children with intellectual disabilities often struggle with handwriting, but there is very little research to inform intervention approaches. In this study, we developed a teaching manual based on Handwriting Without Tears®, a comprehensive handwriting programme designed for typically developing children. Three children with intellectual disabilities participated in the study and received handwriting instruction based on the manual three times a week over a 32‐week period. Our aims were to explore whether Handwriting Without Tears® can be used as a comprehensive handwriting curriculum for children with intellectual disabilities and to evaluate improvement in handwriting skills. We found that the intervention was successfully incorporated into small group teaching sessions within the child's regular classroom, and that all three children made improvements. Our data show promising results and support the need for larger evaluation studies. 相似文献
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V.I. Slobodchikov I.V. Korolkova A.A. Ostapenko M.V. Zakharchenko Y.V. Shestun S.Yu. Rybakov 《Russian Education & Society》2018,60(5):439-462
The authors describe the factors that are destroying the Russian education system, a strategy and tactics for overcoming the crisis, as well as model ideas about the future of education in Russia. 相似文献
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L. Major P. Warwick I. Rasmussen S. Ludvigsen V. Cook 《Education and Information Technologies》2018,23(5):1995-2028
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. 相似文献
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V.F. Rusetskii 《Russian Education & Society》2014,56(11):41-54
Russian education faces a difficult task in defining what its education system needs to be achieving to maximize its effectiveness in a changing society. Both educational officials and the general public need to be more aware of this challenge and how to deal with it. 相似文献
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