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931.
932.
Barbara Armstrong David W. Johnson Bruce Balow 《Contemporary educational psychology》1981,6(2):102-109
The effects of cooperative and individualistic learning experiences were compared on (1) interpersonal attraction between nonhandicapped fifth- and sixth-grade elementary school students and learning-disabled peers and (2) achievement. Students participated in a language arts class lasting 90 min a day for 17 days. The results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the cooperative than in the competitive condition. 相似文献
933.
This article describes the introductory two-semester course in electrical engineering that has been developed over a period of five years at Princeton University. The aims of the course are to provide an introduction to the field of electrical engineering via the basic concepts of electricity and magnetism (which are developed through Maxwell's equations in the integral form), to apply these concepts in developing the fundamentals of energy conversion and circuit theory, and to carry forward, in a continuous and integrated way, a modern treatment of network analysis. Thus, the treatment proceeds from field ideas to circuits and physical apparatus, and to their mathematical models. With the circuit relations formulated, attention turns to the analysis of networks, starting with network topology and extending through pole-zero ideas. The treatment stops just short of the Laplace transform. This course is intended to serve as a foundation for subsequent courses such as electronic circuits, energy conversion, and advanced network analysis and synthesis, and has been developed with the purpose of providing the student with a unifying point of view for these varied topics. 相似文献
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Steinke EG 《Bulletin of the Medical Library Association》1957,45(4):587-588
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Factors related to achievement in junior high school science in disadvantaged areas of New York city
Morsley G. Giddings 《科学教学研究杂志》1966,4(2):79-84
More knowledge about socially disadvantaged students must precede curricular changes designed to help them. This report points up differences between high and low achievers in science who come from similar disadvantaged homes. 相似文献
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