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11.
How has Item Response Theory helped solve problems in the development and use of computer-adaptive tests? Do we need to balance item content with computer-adaptive tests? Could we use IRT to evaluate unusual responses to computer-delivered tests? 相似文献
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Thomas L. Bonn 《Publishing Research Quarterly》1994,10(1):55-65
The role of the literary agent and the reception granted agents by publishers have changed markedly over the course of the
twentieth century. Henry Holt’s views of agents, written in the first decade of the century, help define the status and activities
of agents at that time. These are compared with the role of agents today, using archival sources, the book trade literature,
and interviews.
Thomas L. Bonn, review editor of this journal, is a librarian, Library at State University College at Cortland. He is the
author ofUnder Cover: An Illustrated History of American Mass Market Paperbacks andHeavy Traffic and High Culture: The New American Library as Literary Gatekeeper. He is working on a study of American literary agents. 相似文献
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L A Colaianni 《Bulletin of the Medical Library Association》1992,80(1):1-8
The 1991 Janet Doe lecturer describes the vision held by the founders of the Medical Library Association of medical information being readily accessible to health professionals no matter how far they were located from major medical centers, and traces the pursuit of this vision to current outreach activities. 相似文献
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Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221
The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout. 相似文献