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81.
M S Rosenberg 《Journal of learning disabilities》1989,22(5):314-323
Examined in this two-study investigation was the effectiveness of supplemental homework assignments on the acquisition of basic skills by students with diagnosed learning disabilities (LD). In Experiment 1, an adapted alternating treatments design was used to investigate the efficacy of unstructured homework assignments with 6 elementary school-aged students having basic math problems. Although the impact of the homework assignments differed across students, three factors maximized the effectiveness of the homework assignments: rate of homework completion, percentage correct on the homework assignments, and the rate of acquisition of the content being presented. Experiment 2, designed to formally test the effectiveness of homework assignments structured specifically to address these identified factors, confirmed that homework can be employed to increase the effectiveness of direct instruction sequences with students diagnosed as LD. 相似文献
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Kim C. Graber Heather Erwin Amelia Mays Woods Jesse Rhoades Weimo Zhu 《Measurement in physical education and exercise science》2013,17(4):245-256
The purposes of this study were to examine the test-retest reliability of the PACER 20-m, multistage shuttle run and to examine the equivalence reliability of the mile run/walk and PACER from both a criterion-referenced and norm-referenced framework. All fourth- and fifth-grade children (N = 266) from one public school were administered two trials of the PACER and one trial of the mile run/walk (mean age = 10.5 ± 0.5 years). The percent of boys that passed the PACER (68%) was similar to the percent of boys that passed the mile run/walk (66%); however, the percent of girls that passed the PACER (96%) far exceeded the percent of girls that passed the mile run/walk (65%). Criterion-referenced reliability was estimated with proportion of agreement (Pa) and modified kappa (Kq) using FITNESSGRAM® (Cooper Institute for Aerobics Research, 1992) standards. Pa = .97 (Kq = .94) for girls and Pa = .82 (Kq = .65) for boys. The high level of agreement for girls was found because of the low criterion-referenced standards, which allowed 99 of 104 girls to pass both trials of the PACER. Criterion-referenced equivalence reliability of the mile run/walk and PACER was moderate for boys (Pa = .83, Kq = .65) and low for girls (Pa = .66, Kq = .33). The low level of classification agreement for girls was also explained by the low standards for the PACER for this age group. Thirty-four percent of the girls that passed the PACER failed the mile run/walk. Norm-referenced test-retest reliability of the PACER was estimated with an intraclass correlation (Rxx) from a one-way analysis of variance model. Reliability estimates were high for two trials (Rxx = .89 for boys and Rxx = .89 for girls) and acceptable for one trial (Rxx = .80 for boys and Rxx = .79 for girls). Pearson correlations between the mile run/walk and PACER were moderate (-.59≤r≤-.67). The moderate correlations between the mile run/walk and PACER and the low criterion-referenced... 相似文献
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L. Erwin Atwood 《广播与电子媒介杂志》2013,57(4):377-383
The perceived social realism of television series featuring families with children and adolescents was studied. For the two family series they watched the most, 460 2nd, 6th, and 10th graders indicated the percentage of real‐life American families they believed were like the television family on 13 different characteristics. Findings suggest that perceived social realism judgments are sensitive to content, as are developmental patterns in judgment. They further suggest that disparate findings among previous studies of age changes in perceived social realism may be explained by age, the content judged, the realism criterion used for judgment, and familiarity with both the content and its real‐life referents. 相似文献
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