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排序方式: 共有173条查询结果,搜索用时 15 毫秒
61.
LUCIA A. GILBERT 《Counselor Education & Supervision》1981,21(1):57-62
The author asked student counselors to predict sex-role behaviors of a hypothetical female or male client experiencing academic and personal difficulties. In general, student-counselor attitudes (liberal or moderate) toward sex roles influenced their predictions of client behavior in work and education roles but not in family roles. The sex of the client also influenced their judgements. The author discusses the implications of these findings for future research and for training programs to reduce sex bias in counseling. 相似文献
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GILBERT CLARK ENID ZIMMERMAN 《The International Journal of Art & Design Education》1994,13(3):275-286
This paper contextualises and summarises five research projects concerned with the education of artistically talented students in the United States. It reports on over ten years of research and describes the hypotheses, methods and findings of studies linked by their concern for the special needs of the artistically able. Finally, the paper points towards the next stages of the research. 相似文献
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PAUL BRACEWELL 《Journal of sports sciences》2013,31(8):611-620
The performance of individual rugby players can be quantified using multivariate analysis and modified control chart methodology. Using factor analysis, multivariate data are reduced to five orthogonal factors (key performance indicators). These factors are reduced to a single measure of performance by modifying control chart ideology. By comparing the observed performances with 'unattainable perfection' rather than the average, a statistic that is suitable for monitoring the performance of individual rugby players with control charts is obtained for use by coaches and selectors. 相似文献
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PAUL SMEYERS 《Journal of Philosophy of Education》1995,29(3):401-413
The paper continues the earlier Education and the Educational Project I: the atmosphere of postmodernism.1 Following the later Wittgenstein a different view of human action, emphasising the educator's intention, is argued for. A conception of education as the ongoing discussion of mankind is outlined and, drawing on Frankfurt's view of the importance of what we care about, the idea of an educational project is re-conceived. It is concluded that neither parents nor teachers can do without this idea, but that it cannot be thought of as determining deductively and exhaustively all practical decisions concerning educational matters. Postmodernism therefore seems to be only nearly right about education. 相似文献